emergent literacy

Reading and writing workshop description
students choose books and read and respond to them independently during writing workshop. Teachers monitor student’s work through conferences. During a sharing period, students share w/classmates the books they read and the books the write.

Literature circles limitations
teachers often feel a loss of control b/c students are reading defferent books. to be successful, students must learn to be task oriented and to use time wisely. sometimes students chooose books that are too difficult or too easy for them.

Literature circles strengths
books are available at a variety of reading levels. students are more strongly motivatied b/c they choose the books they read, students have opportuinities to work with their classmates. students participate in authentic literacy experiences.Activities are student directed, and students work at their own pace. teachers may participate in discussions to help students clarify misunderstandings and think more deeply about the book

Literature circles description
teachers choose five or six books and collect multiple copies of each book. students each choose the book they waqnt to read and form groups of “book club” to read and respond to the book. they develop a reading and discussion schedule, and teachers often participate in the discussions

Literature focus units limitations
students all read the same book whether or not they like it and whether or not it is at their reading level. many of them activities are teacher directed.

Literature focus units strengths
teachers develop units using the reading process. teachers choose picture-book and chapter-book stories or informational books for units. teachers scaffold reading instruction as they read with the whole class or small groups. teachers teach minilessons on reading skills and strategies. students explore vocabulary and literacy language. students develop projects to extend their reading

Literature focus units description
teachders and students read and respond to one text together as a class. they choose texts that are high-quality literature and are appropriate for the grade level and student’s interests. the books may be too difficult for some students to read on their own, so teachers may read them aloud or use shared reading. after reading students explore the text and apply their learning by creating projects

Basal reading programs limitations
selections may be too difficult for some students. selections may lack the authenticity of good literature. programs include many worksheets. most of the instruction is presented to the whole class

Basal reading programs description
students read textbooks containing stories informational articles, and poems that are sequenced according to grade level. teachers follow directions in the teacher’s guid to teach work identification, vocabulary, comprehension, grammar and writing lessons. directions are provided to meet the special needs of english learners and struggling students. additional program materials include workbooks, charts, manipulatives, supplemental books, and assesment materials.

Basal reading programs strengths
textbook aligned w/grade-level standard. student’s selection at grade level. teachers teach strategies and skills and provide structured practice. teachers are available to reteach strategies as needed. teacher’s guide provides detailed instructions. assesment materials are included in the program.

Reading and writing workshop strengths
students read books appropriate for their reading levels. students are more strongly motivated b/c they choose the books tehy read. students work through the stages of the writing process during writing workshop. teachers teach minilessons on reading skills and strategies. activities are student directed, and students work at their own pace. teachers hafve opportunities to work individually with students during conferences.

Reading and writing workshop limitations
teachers often feel a loss of control b/c students are reading different books and working at different stages of the writing process. to be successful, students must learn to be task oriented and to use time wisely.