Instructor's Resource Manual and Test Bank for Teaching Reading and Writing: The Developmental Approach Anne C. Ittner, Western Oregon University

Instructor's Resource Manual and Test Bank for Teaching Reading and Writing: The Developmental Approach Anne C. Ittner, Western Oregon University

Chapter 1 The Foundations of Literacy Instruction
Learner Objectives
Students will be able to:
 Describe what being ―literate‖ involves, and why it may be more complex for
today’s students than when their grandparents learned to read and write.
ï‚· Explain how the literacy essentials support the development of reading and
writing as reciprocal processes.
ï‚· Identify the five stages of literacy development and summarize the major
characteristics of each.
ï‚· Explain the importance of teachers’ awareness of the sociocultural and language
contexts of literacy learning.
ï‚· Describe the importance of different levels of support in teaching literacy.
Chapter Overview
Chapter 1 sets the context for the rest of the text by providing a broad overview of
the major components of literacy instruction and development. The chapter begins
by discussing the importance of and difference between print and digital literacy. The
authors make the case that both are important to literacy development. This chapter
defines the strategies literate individuals use in terms of comprehension, writing,
vocabulary, word structure, fluency, and motivation. It also defines each
developmental phase of literacy: emergent, beginning, transitional, intermediate, and
skillful. These phases are presented as the cornerstone for the ―gradual release of
responsibility‖ model for literacy instruction and differentiated instruction in literacy.
The chapter sets the tone for the rest of the text—what each chapter includes and
why, important definitions that will be discussed in subsequent chapters, and the
overall structure of the text.
Before Reading
Quick Write
Prompt: What defines a literate individual?
ï‚· Students should share their quick writes with others in the class and make notes
of the similarities and differences in definitions.
ï‚· Provide time after sharing for students to revise their working definition.
Sort
Provide students with developmental stages behaviors (see resources). Have
students sort them into five categories—each category representing a next
developmental level. Keep these sorts on charts or group online documents to use
for an after-reading activity.
Vocabulary Pre-Assessment