are many elements that make up effective reading and literacy
instruction. Five of those essential elements are phonemic awareness,
phonics, fluency, vocabulary, and comprehension. The instructional core
of the Literacy Collaborative model includes instructional approaches
and activities that address these five elements both in reading
instruction and writing instruction. Children participate in a variety
of activities to support early literacy development. The instruction is
carefully aligned to the Massachusetts Curriculum Frameworks.
Read Alouds: Teachers
read aloud to the whole class or small groups. At meeting times both
fiction and nonfiction texts are chosen that relate to current classroom
themes. At other times, books are selected that reflect our diverse
Shared Reading: Using big books and
poems and songs on chart paper, the teacher involves the children in
reading together as they follow the text with a pointer.
Guided Reading: Children participate in small, guided reading groups at their instructional levels.
Interactive Writing: Teacher
and children compose messages and stories that are written using a
“shared pen” technique that involves the children in writing.
Responsibility gradually shifts from the teacher to the children.
Letters, Sounds and Words: Children
receive explicit whole group and small group instruction in alphabet
recognition, phonemic awareness, and phonics. Children participate in
weekly Work Board Activities, which allow them ample time to practice
working with letters, sounds, and words.
early fall children will start with oral stories, then move on to
drawing an important part of their story in a sketch book and will
eventually write in journals. Each writing period is presented by a mini
lesson. As the year progresses, children become more independent and
write increasingly longer stories. Teachers conference with individual
children and encourage them to take risks and to apply skills modeled
during writing lessons. Children differ in their readiness to express
their ideas in writing and their developmental levels are taken into
consideration when instructional decisions are made.