Phase 3 (two focuses: first on story reading, then integration by using the story grammar elements)
- Encourage learners to apply the same writing strategy to create their own stories from pictures once they have mastered story summaries.
- Repeat the process with learners by having them generate stories with practitioner-selected topics.
- Utilize POWER cards (plan, organize, write, edit and revise) for necessary assistance (strategy and scaffolding).
- Prompt the edit/revise step through the use of checklists and peer assistance (scaffolding).
- Assign a final topic with no prompting except the POWER cards.
Phase 4 (focus is on reading comprehension and writing)
- Transfer the narrative text structure to novel reading (big idea).
- Utilize text structure note sheets to record events in novels and to plan and organize summaries (scaffolding).
- Encourage learners to utilize all steps in the writing process in this phase (strategy).
Review in reading and writing persists over time, with new ly introduced skills and strategies receiving the most frequent practice and review. Reading and writing opportunities should vary in their content, while remaining consistent in the skills and strategies used. This assists learners in transferring their skills and strategies to novel situations.
To access a copy of the curriculum timelines, story note sheet,
prompted writing sheet, and prompted edit/revise checklist.
prompted writing sheet, and prompted edit/revise checklist.