 AISD Literacy
Philosophy Statement
AISD will ensure the development of effective
communicators by engaging all students in purposeful
literacy integrated throughout the curriculum.
AISD Literacy Belief Statements
1. We believe literacy is cultivated through the
integration of:
Listening and speaking
Reading
Writing
Viewing and representing
Solving problems
2. We believe the literacy framework is an outline of
basic elements which will support and guide teachers
while allowing the freedom to choose best instructional
practices.
3. We believe meaningful assessment will guide
differentiated instruction to promote individual student
success.
Comprehensive Literacy
Framework
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Reading Aloud
A competent reader (usually the teacher) reads aloud to
children. To be most effective reading aloud is done
daily in classrooms and goes across the curriculum.
Reading aloud, which has been proven the most
influential factor in children becoming readers,
promotes story enjoyment and literature appreciation.
Shared Reading
Shared reading is any enjoyable reading situation in
which the student follows the text (with big book, on
the overhead, chart paper, poster, or in personal
copies) while observing an expert (usually the teacher)
reading it with fluency and expression. Students are
invited to read along. Shared reading is one way to
immerse students in rich literature without worrying
about reading level or performance. Learning occurs
naturally as students/teacher observe, explore, and
evaluate all aspects of the story and content.
Guided Reading
Guided reading (whole group, small group, or
individualized) is the core of the instructional reading
program. Guided reading depends on the teacher to be the
instructional leader in designing learning experiences
built upon the needs of each child. Reading strategies
are taught within the context of the literature. Guided
reading is done in small heterogeneous groups with
emphasis on discussion and personal response to
literature. Small groups on the student’s instructional
level meet regularly to develop and apply reading
strategies and skills. These groups are dynamic and
flexible and are not static.
Independent Reading
Students self-select books and are in charge of their
own reading. Independent reading occurs daily at school
and at home. Monitoring may be done by the students,
teacher and/or parent/s through the use of reading
records (written records of books read) and conferences.
Modeled Writing
Writing on chart paper, the overhead projector, or the
chalkboard, the teacher demonstrates by writing in front
of the students. The teacher says out loud what she/he
is doing – the actual thinking and rethinking that goes
on mentally. The teacher is also demonstrating and
talking about the format, spacing, handwriting,
spelling, punctuation, and vocabulary choices in the
process of writing. These demonstrations go across the
curriculum.
Shared Writing
In a relaxed atmosphere the teacher and the students
compose collaboratively, negotiating topics, meaning,
and choice of words with the teacher acting as scribe.
From Relda Beall and Regina Schneider – May 2003 This
strategy promotes the development of writing by
encouraging all students to participate orally while the
teacher is demonstrating the conventions of writing. The
teacher’s questioning and direction allows the students
to write what they might not be able to write
independently. Shared writing may include brainstorming,
drafting, revising, editing and final copy.
Guided Writing
Guided writing (whole class, small group, or
individualized) is the core of the writing program. The
student holds the pen and does the writing while the
teacher guides, responds, and extends the student’s
ideas and skills. Students choose their own topics most
of the time. Mini-lessons occur in response to students’
needs. Conferences, peer response, and sharing are
essential. Writing pieces might include responses to
literature, letters, poems and reports. Ideally,
spelling and handwriting are taught within the context
of guided writing.
Independent Writing
Students select topics and are in charge of their own
writing. Independent writing occurs daily and is
monitored by the child and teacher through the use of
draft books and writing across the curriculum.
From: Routman, Regie, 2000, from Conversations
Strategies for Teaching, Learning, and Evaluating.
Portsmouth, NH: Heinemann
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2007-2008 AISD
Literature List
