Reading TO children: read alouds

• help to internalize sentence structure and "book language" concepts,
• provide motivation to learn to read,
• develop a sense of story structure,
• develop vocabulary concepts,
• build prediction skills, and
• provide a proficient reader model
  

Writing FOR children:teacher-modeled

• models how phonics works,
• models conventional spelling,
• models mechanics of writing- capitals at beginning, punctuation ( . ? ! ) at end, etc.,
• aids in understanding the reciprocity of reading and writing,
• Helps in hearing/sequencing sounds in words, and
• develops print concepts

Reading WITH children: shared reading

• develops: comprehension skills, language-rhyming, story line/story elements,
• develops/reviews high frequency words and known phonics, and
• teacher models/develops: print concepts, early reading strategies, use of 3
  cueing sources, monitoring and self-correction, good reader strategies, comprehension
  

Writing WITH children: shared writing;

• models how phonics works,
• models conventional spelling,
• models mechanics of writing- capitals at beginning, punctuation ( . ? ! ) at end, etc.,
• aids in understanding the reciprocity of reading and writing,
• Helps in hearing/sequencing sounds in words, and
• develops print concepts

and language experience

• supports children's concept development and vocabulary growth while offering many opportunities for meaningful reading and writing activities
• aids in the development of shared experiences that extend children's knowledge of the world around them while building a sense of classroom community
• students are involved in planning, experiencing, responding to, and recording the experience and later, in participating in "remember when we …?" conversations.

Reading BY children: guided reading;

• reinforces reading strategies in context of story
• story introduction promotes children's effective use of cueing sources,
  prediction, monitoring, etc., and
• teacher supports/prompts: print concepts, early reading strategies, use of 3
  cueing sources, monitoring and self-correction, good reader strategies, comprehension

and independent reading;

• builds self-confidence, fluency, vocabulary, and
• provides practice in applying reading strategies
  

Writing BY children: guided writing;

• may begin with mini-lesson
• students writing, practicing skills learned through mini-lessons
• writing may be student choice or teacher assigned
• teacher meeting with individuals or small groups of students to teach specific skills
• students aware of and following routines established
• students may be participating in peer conferences

and independent writing;

• builds confidence as a writer,
• strengthens story structure,
• develops understanding of uses of writing,
• supports reading development,
• provides practice in different types of writing,
• develops understanding of writing as a recursive process

and writing centers

• a place that allows children the opportunity to independently practice what you've been teaching (either in large or small group instruction) while you work with a small group.