Classroom/Team Literacy Routines
Getting Started: Rich, authentic literacy routines
We describe these frameworks as "comprehensive" because all students have daily access to multiple kinds of literacy learning (i.e., guided reading, self-selected reading, writing, letter/word/language study). All students participate in reading, writing and responding to whole texts, individually and through interactions with other readers and writers. All students participate in both individualized instruction designed to help them become more capable readers and writers, and shared interactions around texts as a valued member of the classroom community. All students participate in teacher directed, peer activities and self-directed literacy routines. Our challenge is not to determine which students should participate in which activities, but rather how to design materials and supports that ensure access to all of the major literacy blocks for all of our students.
One of the ways we can best support student participation is to establish predictable daily routines. While the content may change (e.g., different books for read aloud or guided reading, new topics for shared writing of chart lists or stories), the ways that we introduce, facilitate and participate in these established class routines remain the same, supporting student comfort, confidence and participation. Many students will need time and instruction to learn how to participate in literacy (as well as other) routines. It makes sense to establish only a few new routines in the beginning and give students plenty of support to learn how to participate well before adding new routines. It may take the first 4-6 weeks of school before all of your literacy routines are in place. At the beginning of the school year, you may focus on read alouds, shared reading and shared writing (with the full group and smaller groups), and self-selected reading before you can establish your formal small instructional reading groups and other writing routines. Mini lessons (large and small group) in the beginning of the school year may focus as much on HOW to participate in routines as they do on reading and writing.
All students need comprehensive literacy programs. That is, all students should have daily experiences in reading whole texts and writing as well as learning about letters and words. Students need not master letters, letter sounds and sight words before they begin to participate in authentic reading and writing routines. Participating in enjoyable and purposeful reading and writing activities (with support) lays the critical foundation for learning about how print works--and can support growing understandings about language, letters and words. High quality literacy programs should include all of the following:
- Read aloud
- Self-Selected reading
- Guided reading and/or Shared reading
- Writing
- Phonemic awareness, Letter and Word work
Descriptions of these components and example routines for emergent and early readers (elementary and secondary) will be offered in the following sections:
