Loading presentation...

Present Remotely

Send the link below via email or IM


Present to your audience

Start remote presentation

  • Invited audience members will follow you as you navigate and present
  • People invited to a presentation do not need a Prezi account
  • This link expires 10 minutes after you close the presentation
  • A maximum of 30 users can follow your presentation
  • Learn more about this feature in our knowledge base article

Do you really want to delete this prezi?

Neither you, nor the coeditors you shared it with will be able to recover it again.


The Four Patterns of Practice in Language Arts Instruction

Based on Gail E. Tompkins book: Language Arts Patterns of Practice

Phoebe Gohs

on 5 September 2015

Comments (0)

Please log in to add your comment.

Report abuse

Transcript of The Four Patterns of Practice in Language Arts Instruction

The Four Patterns of Practice (+2) in
Language Arts Instruction

Literature Focus Units
Literature Circles
Reading and Writing Workshop
Thematic Units
Teacher selects 5-6 books

Students choose which book to read

Book clubs are formed
The Good:

Books at variety of reading levels

Student choice

Group work

Student directed work and pace
The Bad:

Students must remain on task

Difficulty level of books may not be at student's instructional level

Teachers and students read one text together

May be whole group or small groups (every small group reading same book)

After reading, students apply learning by creating projects
The Good:

Teacher developed units

Teacher selects books

Teachers scaffold reading instruction

Minilessons on reading skills and strategies

Students explore vocabulary and new literary concepts
The Bad

Students all must read the same book ~ without reference to interest OR instructional reading level

Teacher Directed

Students read and write independently

Teachers monitor student work at weekly conferences

Minilessons address reading or writing strategies and skills
The Good

Books are at students' instructional level

Student choice increases motivation

Mini-lessons target student needs; creating "just in time" reading instruction

Student directed

Teacher spends 1:1 time with students addressing individual needs
The Bad

Students must develop appropriate work habits

Integration of social studies, science or math with Language Arts. Students learn and use language arts strategies as they are learning about another content area
The Good

Learning logs

Cluster maps; organization maps

Discussions provide opportunities for students to practice speaking skills
The Bad

Time consuming to plan and teach

Require many resources
Literacy Centers

Students practice literacy skills and strategies in hands on stations

Multiple activities available; Activities are based on content expectations AND student need

Guided Reading

Small group instruction

Based on instructional reading level

Focus on Comprehension
Full transcript