English Language Arts

Balanced Literacy

We are excited to be utilizing Fountas & Pinnell Literacy Classroom materials within the workshop model. Components of F&P Classroom include: Shared Reading, Interactive Read-Aloud, Guided Reading, Independent Reading, Reading Minilessons, and Phonics/Spelling/Word Study.

We follow a Balanced Literacy Model at Miller School. There are many components to balanced literacy, as it encompasses several instructional practices within reading, writing and word study. An essential component of balanced literacy is the gradual release of responsibility: “I Do”- the teacher models, “We Do”- guided practice of the skill or concept, “You Do”-independent practice. On the left, you will see an illustration of what the Workshop Model looks like in our classrooms. Teachers deliver a brief mini lesson, students have the opportunity for independent practice (partner work and small groups may also happen during this time), and the session ends with a share or reflection.

Mini Lesson

During the mini-lesson the teacher provides direct instruction to the students. The teacher introduces a strategy, skill, or behavior, and modes using this concept through a read-aloud and think-aloud. Students are asked to share their findings and thoughts. Then students go and practice this concept with their own book during independent reading.
Mini-lessons provide explicit and effective modeling of reading strategies, skills, or behaviors that help students become more component readers

Independent Practice

Guided practice

Guided Practice follows the mini lesson. Students are given the opportunity to try the new learning target with teacher support. As the students practice this skill, the teacher listens and observes- scaffolding as needed. During this time, students may share out to the class or with a partner.

Independent Practice

Independent practice allows students the opportunity to apply the new learning target. The teacher completes small group instruction or guided reading groups daily. Students also have the opportunity to discuss literature that is appropriate for their reading level

Students work independently while the teacher confers with individuals to clarify, reteach, or extend learning targets.

Guiding Principles

An effective English language arts and literacy curriculum...

Develops thinking and language together through interactive learning
Draws on literature in order to develop students’ understanding of their literary heritage
Draws on informational text and multimedia in order to build academic vocabulary and strong content knowledge
Develops students’ oral language and literacy through appropriately challenging learning
Emphasizes writing opinions, explanatory/informative texts, and narratives
Holds high expectations for all students
Provides explicit skill instruction in reading and writing
Builds on the language, experiences, knowledge and interests that students bring to school
Nurtures students’ sense of their common ground as present or future American citizens and prepares them to participate responsibly in our schools and in civic life
Reaches out to families and communities in order to sustain a literate society