Literacy Wheel

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We teachers are standing on the shoulders of giants before us who have developed tried-and-true strategies by testing them out, reflecting on the outcomes, and honing those strategies over decades or longer. And they work; they get results. What are some of the best pedagogical practices that have been adopted over the years from mentors that guide the field of literacy? The outside ring of this literacy wheel represents a few of the best practices that are known and used by many educators; the “how.”

The inside of the wheel reflects the “what should be taught,” based on our Framework and Standards. It is by no means complete; however, when used as a guide, it helps us, as teachers, have a common language. We hope it is helpful.

Tina Johnson

	VALUES
The teacher reads aloud to the whole class or small groups. A Carefully selected body of children’s literature is used; the collection contains a variety of genres and represents our diverse society. Favorite texts, selected for special features, are reread many times. Read alouds	Involves children in reading for enjoyment Demonstrates reading for a purpose Provides an adult demonstration of phrased, fluent reading Develops a sense of story Develops knowledge of written language syntax Develops knowledge of how texts are structured Increases vocabulary Expands linguistic repertoire Supports intertextual ties Creates community of readers through enjoyment and shared knowledge Makes complex ideas available to children Promotes oral language development Establishes known texts to use a basis for writing and other activities through rereading Provides modeling for Key Anchor Standards/Skills: Key Ideas/Details; Craft & Structure; Integration of Knowledge & Ideas; Range of reading Provides modeling for key strategies, "What Do Good Readers to?" Provides opportunities to ask and answer DOK questions and receive Formative Feedback
	VALUES
Using an enlarged text that all children can see, the teacher involves children in reading together following a pointer. The process includes: Rereading big books, poems, songs Rereading retellings Rereading alternative texts Rereading the products of interactive writing About shared reading Possible teaching points	Explicitly demonstrates early strategies, such as word-by-word matching Builds sense of story and ability to predict Demonstrates the processes of reading extended text Like reading aloud, involves children in an enjoyable and purposeful way Provides social support from the group Provides opportunity to participate and behave like a reader Creates body of known texts that children can use for independent reading and as resources for writing and word study
	VALUES
The teacher works with a small group of children who have similar reading processes. The teacher selects and introduces new books and supports children reading the whole text to themselves, making teaching points during and after the reading. Sometimes the teacher engages the children in an extension to further their understanding in a minute or two of letter or word work. Guided Reading Process ELA Guided Reading Levels Anecdotal Notes	Provides the opportunity to read many texts and a wide variety of texts Provides opportunity to problem-solve while reading for meaning (“reading work”) Provides opportunity to use strategies on extended text Challenges the reader and creates context for successful processing on novel texts Provides opportunity to attend to words in text Teacher selection of text, guidance, demonstration, and explanation is available to the reader
	VALUES
Children read on their own or with partners from a wide range of materials. Some reading is from a special collection at their reading level. Planning and Independent Reading Program	Provides opportunity to apply reading strategies independently Provides time to sustain reading behavior Challenges the reader to work on his/her own and to use strategies on a variety of texts Challenges the reader to solve words independently while reading texts well within his/her control Promotes fluency through rereading Builds confidence through sustained successful reading Provides the opportunity for children to support each other while reading Provides modeling and lessons in: Alphabetic Principles, Concepts about Print, Written Language Conventions, Advanced Reading Skills and Strategies Modeling of comprehension strategies
	VALUES
Teacher and children work together to compose messages and stories; teacher supports process as scribe.	Demonstrates how writing works Provides opportunities to draw attention to letters, words, and sounds Enables children’s ideas to be recorded Creates written language resources for the classroom A "write aloud" process that will allow you to both model and actively engage students in the writing process Consider your focus, i.e. whether your students need to focus attention on paragraph structure, word choice, or sentence expansion Demonstrates in-the-moment revision as necessary to construct a strong draft Provides discussion on what needs to be written next or to monitor whether or not the text conveys information clearly
	VALUES
As in shared writing, teacher and children compose messages and stories that are written using a “shared pen” technique that involves children in this writing. About Interactive Writing	Demonstrates concepts of print, early strategies, and how words work Provides opportunities to hear sounds in words and connect with letters Helps children understand “building up” and “breaking down” processes in reading and writing Provides opportunities to plan and construct texts Increases spelling knowledge Provides texts that children can read independently Provides written language resources in the classroom
	VALUES
Children engage in writing a variety of texts. Teacher guides the process and provides instruction through mini lessons and conferences	Helps writers develop their voice Provides opportunities for children to learn to be writers Provides chance to use writing for different purposes across the curriculum Increases writers’ abilities to use different forms Builds ability to write words and use punctuation Fosters creativity and the ability to compose
	VALUES
Children write their own pieces, including (in addition to stories and informational pieces) retellings, labeling, speech balloons, lists, etc.	Provides opportunity for the independent production of written text Provides chance to use writing for different purposes across the curriculum Increases writers’ abilities to use different forms Builds ability to write words and use punctuation Fosters creativity and the ability to compose