| ExLL
Framework for the Classroom Instruction |
| Phonological
Skills
Directly and systematically teaches essential skills
. Uses oral language to access reading and writing
. Builds a foundation of explicit skills learning
. Teaches systematic phonics through writing, spelling, and
reading
. Supports development of accurate spelling |
Adams
(1990); Blau (1998); Brady & Moats (1997); Cunningham &
Stanovich (1998); Cunningham (1990); Duffelmeyer & Black
(1996); Foorman, Francis, Shaywitz, Shaywitz, & Fletcher
(1997); Fry (1998); Fry (1997); Liberman, Shankweiler, &
Liberman (1989); Lowe & Walters (1991); Lowery (1998); Lyon
& Moats (1997); McPike (1995); Moats (1994); Morris, Ervin,
& Conrad (1996); Shaywitz (1996); Stanovich (1993); Tierney
(1998); Torgesen (1998); Torgesen, Wagner, & Rashotte (1997);
Triplett & Stahl (1998); Wolfe (1998) |
| Read
Aloud
Expands concept development and language structure
. Fluent, expressive reading
. New and familiar concepts and context
. Language and grammar usage |
Andrews
(1998); Barrentine (1996); Schickendanz (1978) |
| Shared
Reading
Increases fluency and extends phonological awareness
. Phonological awareness for explicit skills learning
. Choral reading
. Reader¹s theater |
Beck,
McKeown, & Ormanson (1997); Blum & Koskinen (1991);
Clark (1995); Dowhower (1991); Hasbrouck & Tindal (1992);
Miller (1998); Nathan & Stanovich (1991); Samuels, Schermer,
& Reinking (1992); Samuels (1997); Swartz, Shook, &
Klein (2002); Tangel & Blachman (1995) |
| Directed
Reading
Provides explicit skills and comprehension instruction for
readers at
various ability levels, integrates reading into the content
areas, and
teaches study and reference skills
. Guided reading
. Reciprocal teaching
. Literature circles |
Beck,
McKeown, Hamilton, & Kucan (1998); Brown & Cambourne
(1990); Chomsky (1976); Fletcher & Lyon (1998); Gilliam,
Peña, & Mountain (1980); Jones, Coombs, & McKinney
(1994); Juel (1988); Klein (1981); Klein (1996); Klein (1997);
Lee & Neal (1993); Pearson, Roehler, Dole, & Duffy (1992);
Perfetti (1995); Shanklin & Rhodes (1989); Showers, Joyce,
Scanlon, & Schnaubelt (1998); Stahl & Shiel (1992);
Tomlinson & Kalbfleisch (1998); Weir (1998) |
| Independent
Reading
Allows for extended practice, increased comprehension, and
higher-order
thinking skills
. Specific reading strategies and text organization
. Content area study |
Anderson
(1996); Henk & Melnick (1995); Metzger (1998) |
| Directed
Writing
Supports the accurate construction of text and effective spelling
strategies
. Interactive writing and interactive editing
. Writer¹s workshop |
Ehri
(1998); Fletcher & Lyon (1998); Foorman, Francis, Fletcher,
Schatschneider, & Metha (1998); Greene (1998); Heald-Taylor
(1998); Henry (1988); Invernizzi, Abouzeid, & Bloodgood
(1997); Juel (1988); Moats
(1998); Swartz, Klein, & Shook (2001); Zutell (1996) |
| Independent
Writing
Encourages creativity and the ability to write for different
purposes
. Language structure and correct grammar usage
. Accurate spelling and punctuation skills |
Cassady (1998);
Dyson (1982; 1988); Ferreiro & Teberosky (1982); National
Center on Education and the Economy (1999) |
| Oral
Presentation
Formalizes the process of sharing ideas and reporting information
. Content area oral reports
. Oral interpretation of literature
. Drama/performance |
Bruner
(1983); California Department of Education (1998); Cazden (1992);
Chomsky (1972); Ferreiro & Teberosky (1982); Kane &
Klein (1995); Klein (1997) |
