| CELL
Framework for Classroom Instruction |
ORAL
LANGUAGE
• Assists students in language acquisition
• Develops and increases vocabulary
• Promotes the use of accurate language structure
• Uses oral language to access reading and writing
|
Bruner
(1983); Cazden (1992);
Chomsky (1972); Ferreiro &
Teberosky (1982); Holdaway (1979);
Wells (1986)
|
PHONOLOGICAL
SKILLS
• Builds a foundation of phonemic awareness for explicit
skills learning
• Teaches systematic phonics
• Supports development of accurate spelling
|
Adams
(1998); Bear, Invernizzi,
Templeton, & Johnston (1996); Kirk,
Kirk, & Minskoff (1985); Shook,
Klein, & Swartz (1998) |
READING
ALOUD
• Builds vocabulary
• Introduces good children’s literature
• Increases repertoire of language and its use
• Develops comprehension strategies
• Improves listening skills
• Promotes phonemic awareness |
Adams
(1990); Clark (1976);
Cochran-Smith (1984); Cohen (1968);
Durkin (1966); Goodman, Y. (1984);
Green & Harker (1982); Hiebert
(1988); Huck, Hepler, & Hickman
(1994); Ninio (1980); Pappas &
Brown (1987); Schickedanz (1978);
Wells (1985) |
SHARED
READING
• Promotes the development of early reading behaviors
• Encourages cooperative learning and child-to-child support
• Stresses phonemic awareness and phonologic skills
• Focuses on text comprehension
|
Holdaway
(1979); Martinez & Roser
(1985); Pappas & Brown (1987);
Rowe (1987); Snow (1983); Swartz,
Shook, & Klein (2002); Sulzby (1985);
Teale & Sulzby (1986) |
GUIDED
READING
• Allows observation of strategic reading in selected
novel texts
• Provides direct instruction of problem-solving strategies
• Allows for classroom intervention of reading difficulties
• Teaches comprehension skills |
Clay
(1991a; 1991b); Fountas &
Pinnell (1996); Holdaway (1979);
Lyons, Pinnell, & DeFord (1993);
McKenzie (1986); Routman (1991);
Swartz, Shook, & Klein, et al. (2003);
Wong, Groth, & O’Flahavan (1994) |
INDEPENDENT
READING
• Allows students to practice strategies being learned
• Develops fluency using familiar texts
• Encourages successful problem-solving
|
Clay
(1991a); McKenzie (1986);
Taylor (1993) |
INTERACTIVE
WRITING AND INTERACTIVE EDITING
• Provides an opportunity to jointly plan and construct
text
• Develops letter-sound correspondence and spelling
• Teaches phonics
|
Button,
Johnson, & Furgerson (1996);
McCarrier, Fountas, & Pinnell (2000);
Pinnell & McCarrier (1994); Swartz,
Klein, & Shook (2001) |
INDEPENDENT
WRITING
• Encourages writing for different purposes and different
audiences
• Fosters creativity and an ability to compose |
Bissex
(1980); Clay (1975); Dyson
(1982; 1988); Ferreiro & Teberosky
(1982); Goodman, Y. (1984); Harste,
Woodward, & Burke (1984) |
