Components of a Responsive Literacy Program

Reading Foundational Skills Writing Program Supports

ORAL Language

Educator Led: Whole Group Instruction

Explicit, Systematic Teaching
Explicit, systematic teaching of skills in
reading, writing, foundational skills and
● Phonological oral language should be planned for
Whole Group Modelled
Reading
Shared Awareness Modelled
Writing
Shared using the curriculum, long range plans
Mini Mini
Reading Reading Writing Writing and supports such as the TLDSB Scope
Lesson ● Phonics Lesson
and Sequences. Decisions should be
made alongside other student need data
● Morphological (eg. IEP’s, ELL, etc.). Other planning
Awareness considerations might include Media
Literacy content.
● Fluency
Data Driven Instruction
STUDENT LED ● Comprehension STUDENT LED Small group instruction should be
planned for by considering trends in
EDUCATOR ● Book Clubs *Note: In addition, these skills EDUCATOR ● Responding to student data. Decisions should be made
LED ● Literature Circles need to be practiced in context. LED shared text
Small Group ● Listening to and Students should be encouraged to ● Feedback
about the frequency, duration and time
spent with each student / group of
Instruction Guided Discussing apply this learning in other
components of the
Guided ● Peer Editing students depending on their needs.
Reading Shared Texts Writing ● Communicating
literacy program Small group work may be guided by an
● Engaging in about Inquiry /
educator, or offered as a peer led group
Inquiry/Research Research
depending on learning goals.

Independent Independent Students Application of

Reading Independent Writing Conferring About Knowledge & Understanding
Conferring About
Reading
Foundational Skill Writing Students apply learning from whole
Independent Apply Practice Apply group and small group instruction
knowledge and knowledge and through independent learning tasks.
Practice understanding
● with peers Apply knowledge and
understanding
● with peers
Educators should anticipate a high
● with educator understanding from ● with educator
from previous previous instruction from previous degree of student success in completing
instruction instruction tasks given at this time.

Students Connect Learning

Students demonstrate learning
Student Led: Whole Group Share connected to the learning goals from
Whole Group whole and small group in order to
Consolidation socially construct knowledge.

Adapted from Fountas and Pinnell, 2017