National Library of Australia

You must be logged in to Tag Records
Integrating High and Low Literacy [microform] : A Working Model / Robert J. Marzano
Bib ID 5536582
Format BookBook, MicroformMicroform, OnlineOnline
Author
Marzano, Robert J
 
Online Versions
Description [Washington, D.C.] : Distributed by ERIC Clearinghouse, 1991 
27 p. 
Summary

Most discussions of literacy involve at least two types: low literacy (involving knowledge and use of the strategies and conventions important to reading, writing, and vocabulary development) and high literacy (including these competencies along with a number of thinking and reasoning strategies that augment and deepen these abilities). Turning this model of literacy into a working classroom program involves a careful balance of freedom and focus. Using unstructured (free reading, oral reading, and poetry reading) and structured (reading, writing, and vocabulary workshops) activities balances the need for a free-flowing language environment and the need for focused instruction on strategies. The workshop approach is founded on three principles: time (an instructional pace allowing for natural and unhurried learning), choice (freedom of selection of tasks and the manner those tasks are performed), and community (students and teachers sharing the processes and products of their reading, writing, and thinking). Workshops commonly include a mini-lesson, an activity period, and a sharing time. The vocabulary workshop plays a central role in connecting the reading and writing workshops. Using a semantic cluster approach, students are presented words in the form of individual student vocabulary wordbooks. Based on the first year of field testing, the high literacy approach positively affects students in a number of areas. (Lists of categories of thinking and reasoning skills, of words in a semantically related cluster and of 61 semantic clusters, a diagram of the model of high literacy, pre- and post-intervention writing samples, and 16 references are attached.) (RS)

Notes

Sponsoring Agency: Office of Educational Research and Improvement (ED), Washington, DC.

Contract Number: 400-86-0002.

May also be available online. Address as at 14/8/18: https://eric.ed.gov/

Reproduction Microfiche. [Washington D.C.]: ERIC Clearinghouse microfiches : positive. 
Subjects Elementary Education.  |  Instructional Effectiveness.  |  Integrated Activities.  |  Learning Strategies.  |  Literacy.  |  Models.  |  Reading Instruction.  |  Reading Writing Relationship.  |  Teaching Methods.  |  Thinking Skills.  |  Vocabulary Development.  |  Workshops.  |  Writing Instruction.
Form/genre Guides, Classroom
Other authors/contributors Mid-Continent Regional Educational Lab., Aurora, CO
Available From ERIC 

Online

In the Library

Request this item to view in the Library's reading rooms using your library card. To learn more about how to request items watch this short online video Help Video.

Details Collect From
mc 2253 ED337757 Main Reading Room - Newspapers and Family History
This item may be online. Please search the ERIC website prior to requesting this microfiche item.

Order a copy

- Copyright or permission restrictions may apply. We will contact you if necessary.

Help Video To learn more about Copies Direct watch this short online video Help Video.
close Can I borrow items from the Library?

You need Flash player 8+ and JavaScript enabled to view this video embedded.

You can view this on the NLA website.

close What can I get online?

You need Flash player 8+ and JavaScript enabled to view this video embedded.

You can view this on the NLA website.

close Can I get copies of items from the Library?

You need Flash player 8+ and JavaScript enabled to view this video embedded.

You can view this on the NLA website.

Aboriginal and Torres Strait Islander Flags
Aboriginal, Torres Strait Islander and other First Nations people are advised that this catalogue contains names, recordings and images of deceased people and other content that may be culturally sensitive. Please also be aware that you may see certain words or descriptions in this catalogue which reflect the author’s attitude or that of the period in which the item was created and may now be considered offensive.