"BEST" LITERACY PRACTICES IN ELEMENTARY SCHOOL Research suggests the teacher should:

Provide sufficient time on-task for learning assure adequate uninterrupted time on task for learning schedule daily time for guided (group) reading instruction. {In addition to independent and whole group instruction, it is recommended that a teacher meet with students in small groups at least 3 times a week. Struggling readers should meet 5 days a week.} schedule consistent writing conference time allow for independent reading time daily at student's reading level schedule independent writing time daily provide regular direct and systematic skill instruction allow for additional time for some students to complete assignments or learn a skill arrange for extra practice, or reteaching time for some students to learn a skill provide time for connected reading and writing activities in the content areas provide, where needed, additional support reading time which does not replace classroom reading time Provide for differentiated instruction and grouping formats incorporate different instructional strategies to meet different learning styles and needs provide opportunities for the struggling reader to preview skill or text before it is introduced to whole group group the class in a variety of flexible, dynamic grouping formats guided reading should be ability grouped, but movement between groups should be dynamic shared reading and explicit skill instruction can be whole group, small heterogeneous group or grouped by need interest groups can be heterogeneous partners can be ability or heterogeneously grouped provide struggling writers with models and strategies to meet their unique learning needs Provide a multi-level print, rich environment include text that is at the student's instructional and independent reading level assign text which encompasses multi- genres, incl.: fiction, nonfiction, poetry, prose, reference present student published material Conduct an interactive assessment/instructional model use reflective and varied assessments (criteria charts, rubrics, running records, retelling, book talks, short answers, multiple choice, journal reflections, etc.) to determine next instructional grouping, focus and strategies involve students in developing and using criteria use the systemwide standards and benchmarks (where available) maintain "working" portfolios in the classroom keep anecdotal records documenting student accomplishments and needs provide designated times for periodic individual student assessment

Develop lessons with an instructional focus which includes: development of awareness of self as reader/writer/speaker systematic Phonics and Word Attack instruction -specific instruction in phonemic awareness and letter/sound recognition (K-1) -explicit direct phonics/word attack instruction applied directly to decoding and encoding -interactive phonics on a continuing basis for review and application -spelling program which reflects phonics and skills emphasized in classroom and includes common sight words modeling and practice of each step of the writing process a balance of writing process and product explicit comprehension and critical thinking skill instruction and application emphasis on metacognitive processes (monitoring skills) a variety of reading and writing opportunities -plans for real reading and writing opportunities for all students daily -shared reading and writing activities application of literacy skills in the content areas applied literacy activities that require students to use real text as they apply learned skills guided reading with small like-ability groups independent reading time from print that is at the child's independent reading level partner and group reading/writing/discussion activities

7/98