Literacy & Language
Wilder-Waite’s literacy series is entitled Literacy by Design. Students will receive approximately 30 minutes of whole group instruction daily. Whole group instruction lays the foundation for skills students will be experiencing throughout the theme. It gives the teacher the opportunity to model the strategies and skills for the students before they break off for small group instruction. Small group instruction takes place in the form of guided reading. Guided reading allows your student the opportunity to apply the whole group lesson within a text that is “just right” for them. Students will receive approximately 15-30 minutes of small group instruction 2-5 days per week depending upon their needs. When students are not meeting with the teacher during this time, they are practicing their skills with a book of their choice in independent reading or completing a guided reading assignment-- since the best way to become a better reader is by reading! This process models the motto of gradual release of responsibility: I do, we do, you do.
The language portion of Literacy by Design is not a separate program. Rather, our series views reading and writing as a reciprocal process. Therefore, the lessons are taught in conjunction with each other. The texts read during reading become the mentor text for writing. Students will participate in a 15-20 minute mini lesson on writing genres, organizational patterns, the writing process, or traits of good writing. These lessons will also follow the gradual release of responsibility model—modeled writing, shared writing, interactive writing, and independent writing. They will then have the remainder of the hour to work on their independent writing piece. Grammar and spelling is infused within the mini lesson and also taught on an individual and small group basis within the context of a student’s own writing needs.
This series is broken into 16 themes. Unless stated otherwise, the theme and spelling test will be on the last day of each theme. However, due to holidays and other times away from the classroom, the theme test could be shifted. On these occasions, notification will be provided in your student’s assignment notebook. A parent letter and study guide will be provided to inform parents and students of the expectations for the theme. The best way for you to help your child is to continue modeling and discussing the comprehension strategy, vocabulary, grammar, etc…in texts read at home.
Below is the tentative schedule for each theme:
Theme 1: August 19-30
Theme 2: September 3-13
Theme 3: September 16-27
Theme 4: September 30-October 11
Theme 5: October 15-November 1
Theme 6: November 4-15
Theme 7: November 18-December 6
Theme 8: December 9-20
Theme 9: January 7-17
Theme 10: January 20-31
Theme 11: February 3-14
Theme 12: February 18-28
Theme 13: March 3-14
Theme 14: March 31-April 11
Theme 15: April 14-May 2
Theme 16: May 5-16
Grading
Literacy
Each reading theme will be worth no more than 50 points. The following items may be scored and contribute to the theme’s total points:
1) Comprehension Organizer (5 points)
2) Guided & Independent Reading Participation/Completion (10 points)
3) Ongoing Test Practice (5 points)
4) Vocabulary Journal (10 points)
5) Theme Test (20 points)
Language
The total amount of points for each language theme will differ depending upon the expectations of the genre. The following items will be scored and contribute to the theme’s total points.
1) * Spelling (18-20 points: students will have two personal words added to their regular list every other week but not on shortened weeks)
2) Writing Theme or Unit Papers (~25 points)
3) Word Study-Activity 3 in the Sourcebook (5 points)
*Spelling will only make up ¼ of the total language grade.
*Grammar is graded within the writing theme papers based upon the negotiated classroom expectations.
Links
1) Reading Rockets
2) Spelling City
Wilder-Waite’s literacy series is entitled Literacy by Design. Students will receive approximately 30 minutes of whole group instruction daily. Whole group instruction lays the foundation for skills students will be experiencing throughout the theme. It gives the teacher the opportunity to model the strategies and skills for the students before they break off for small group instruction. Small group instruction takes place in the form of guided reading. Guided reading allows your student the opportunity to apply the whole group lesson within a text that is “just right” for them. Students will receive approximately 15-30 minutes of small group instruction 2-5 days per week depending upon their needs. When students are not meeting with the teacher during this time, they are practicing their skills with a book of their choice in independent reading or completing a guided reading assignment-- since the best way to become a better reader is by reading! This process models the motto of gradual release of responsibility: I do, we do, you do.
The language portion of Literacy by Design is not a separate program. Rather, our series views reading and writing as a reciprocal process. Therefore, the lessons are taught in conjunction with each other. The texts read during reading become the mentor text for writing. Students will participate in a 15-20 minute mini lesson on writing genres, organizational patterns, the writing process, or traits of good writing. These lessons will also follow the gradual release of responsibility model—modeled writing, shared writing, interactive writing, and independent writing. They will then have the remainder of the hour to work on their independent writing piece. Grammar and spelling is infused within the mini lesson and also taught on an individual and small group basis within the context of a student’s own writing needs.
This series is broken into 16 themes. Unless stated otherwise, the theme and spelling test will be on the last day of each theme. However, due to holidays and other times away from the classroom, the theme test could be shifted. On these occasions, notification will be provided in your student’s assignment notebook. A parent letter and study guide will be provided to inform parents and students of the expectations for the theme. The best way for you to help your child is to continue modeling and discussing the comprehension strategy, vocabulary, grammar, etc…in texts read at home.
Below is the tentative schedule for each theme:
Theme 1: August 19-30
Theme 2: September 3-13
Theme 3: September 16-27
Theme 4: September 30-October 11
Theme 5: October 15-November 1
Theme 6: November 4-15
Theme 7: November 18-December 6
Theme 8: December 9-20
Theme 9: January 7-17
Theme 10: January 20-31
Theme 11: February 3-14
Theme 12: February 18-28
Theme 13: March 3-14
Theme 14: March 31-April 11
Theme 15: April 14-May 2
Theme 16: May 5-16
Grading
Literacy
Each reading theme will be worth no more than 50 points. The following items may be scored and contribute to the theme’s total points:
1) Comprehension Organizer (5 points)
2) Guided & Independent Reading Participation/Completion (10 points)
3) Ongoing Test Practice (5 points)
4) Vocabulary Journal (10 points)
5) Theme Test (20 points)
Language
The total amount of points for each language theme will differ depending upon the expectations of the genre. The following items will be scored and contribute to the theme’s total points.
1) * Spelling (18-20 points: students will have two personal words added to their regular list every other week but not on shortened weeks)
2) Writing Theme or Unit Papers (~25 points)
3) Word Study-Activity 3 in the Sourcebook (5 points)
*Spelling will only make up ¼ of the total language grade.
*Grammar is graded within the writing theme papers based upon the negotiated classroom expectations.
Links
1) Reading Rockets
2) Spelling City
spelling_lists.doc | |
File Size: | 151 kb |
File Type: | doc |