Hunters Creek Elementary
Literacy Page Writing ESL Assessments Parents Resources and Citations Literacy Specialist	Reading Books are to be called for and supplied on the assumption that the process of reading is not a half-sleep; but in the highest sense an exercise, a gymnastic struggle; that the reader is to do something for himself. Walt Whitman Reading is the most precious gift we can give children. It can take them around the world, exploring unknown places. It can bring joy and reflection, knowledge and escape. Those who may be confined by physical impairments can soar in a book. Once reading is learned, the acquisition of knowledge is boundless. It is not confined by borders or economic status. What a limitless gift to give our students if we just take the opportunity to share books or give them time to independently become immersed in the world of words, thoughts, and ideas. The main components of balanced literacy are: Reading TO children- Read Alouds Reading WITH children- Shared Reading Word Work Reading BY children- Guided Reading Independent Reading Literacy Circles Writing FOR Children- Teacher Modeled Writing Writing WITH Children- Shared Writing Language Experience Word Work Writing BY Children- Guided Writing Independent Writing Writers’ Workshop Read Alouds v help to internalize sentence structure and "book language" concepts v provide motivation to learn to read v develop a sense of story structure v develop vocabulary concepts v build prediction skills v provide a proficient reader model Shared Reading v develops comprehension skills, language-rhyming, story line/story elements v develops/reviews high frequency words and known phonics v teacher models/develops: print concepts, early reading strategies, use of 3 cueing sources- monitoring and self-correction, good reader strategies, comprehension Guided Reading v reinforces reading strategies in context of story v story introduction promotes children's effective use of cueing sources, prediction, monitoring, etc… v teacher supports/prompts: print concepts, early reading strategies, use of 3 cueing sources- monitoring and self-correction, good reader strategies, comprehension Independent Reading v builds self-confidence, fluency, vocabulary v provides practice in applying reading strategies v supports writing development by giving good examples of writing Shared Writing  v models how phonics works v models conventional spelling v models mechanics of writing- capitals at beginning, punctuation at end, ( . ? ! , “” ) etc… v aids in understanding the reciprocity of reading and writing v helps in hearing/sequencing sounds in words v develops print concepts Guided Writing and Writers’ Workshop v reinforces skills learned through mini-lessons v allows for student choice or teacher assigned writings v allows teacher to meet with individuals or small groups of students to teach specific skills v provides opportunities to conference with peers and to follow established routines Independent Writing  v builds confidence as a writer v strengthens story structure v develops understanding of writing uses v supports reading development v provides practice with different types of writing v develops understanding of writing as a recursive process (through the writing process- prewrite, draft, revise, edit) v provides opportunity to publish writing Having literacy centers in place allows children the opportunity to independently practice what has been taught (either in large or small group instruction) while the teacher works with a small group.  Children learn how to make connections between reading and writing. Classroom teachers structure literacy opportunities that promote the transfer of skills, knowledge, and strategies to different contexts, content areas, and situations. Students can see that knowledge and strategies can be generalized to new areas of learning. Students need models of good reading and writing from their teachers, published authors, peer readers/writers and exposure to a variety of genre. Deliberate connections between writing and reading are made during mini-lessons and conferences. Read aloud books build vocabulary, a sense of story, and comprehension skills. Book discussions help children see relationships and connections in reading and writing and “show students that good readers write and good writers read.” (Wallis, J, Literacy Institute)
	Library Resources This page has links to district content sites, research sites, search engines for children, TEA, educational references, etc… a plethora of helpful sites and information.
	SBISD Summer reading lists for elementary, middle school, and high school.
	Comprehension strategies and instructional suggestions for TAKS Reading. A SBISD reading site still under construction. Check it periodically for new and helpful information.
	Arkansas Comprehensive Literacy Model
	Balanced Literacy Components--Montgomery County Public Schools site featuring Read Aloud, Shared Reading, Guided Reading and Writing, Paired/Cooperative Reading and Writing, and Independent Reading and Writing components.
	Literature Circles This site by the Literature Circles Resource Center provides an overview and suggested uses for Literature Circles in the classroom.
	Themes and Literature Circles This page provides online resources related to literacy, themes, literature circles, and technology.
	Children’s Literature Web Guide- Comprehensive internet resources related to books for children and young adults.
	Information on children’s book authors and illustrators.
	Kidsreads - for children to find information about their favorite books, series and authors. Reviews of titles, interviews with authors, trivia games, word scrambles from The Book Report Network.
	Books, crafts, themes, story time ideas, songs and finger plays are offered by “thebestkidsbooksite”. Read the greatest stuff, but read the stuff that isn’t so great, too. Great stuff is very discouraging. If you read only Beckett and Chekhov, you’ll go away and only deliver telegrams at Western Union Edward Albee
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	Created Fall 2003 © SBISD | SBISD