A Balanced Literacy Classroom Strategies for Planning and Teaching Reading and Writing in the Classr

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A Balanced Literacy ClassroomStrategies for
Planning and Teaching Reading and Writing in the
Classroom

• Compiled and Presented by
• Danielle Young
• Cherbourg SS 2007

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Overview

• Reading
• - Theories on how students learn to read
• - Examples of best practice planning A
  Balanced Approach
• - Strategies for Encouragement/ Prompting
• - Activities to aid understanding before,
  during and after
• reading
• Writing
• - Links between reading and writing
• - Examples of a balanced plan for teaching
  writing.
• - The Genres

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How do students learn to read?

• We learn
• 10 of what we read
• 20 of what we hear
• 30 of what we see
• 50 of what we both see and hear
• 70 of what is discussed 80 personal
  experience
• 95 of what we teach to someone else.
• (W Glasser)

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Cambournes Conditions for Language Learning

• Immersion
• Demonstration
• Expectations
• Responsibility Engagement
• Use
• Approximations
• Response
• -Learners are motivated to have
• a go and feel they will succeed if
• they have a try.
• -Children attempt to read
• independently
• -Relate the topic to personal
• experience

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Best Practice Planning

• THERE IS NO WAY OF TEACHING THAT GUARANTEES
  SUCCESS
• Essential Elements MUST include
• Understanding the elements of effective reading
• Reading aloud to children
• Age appropriate texts, not remedial readers
• Meaningful, realistic, real life tasks and
  activities related to age appropriate texts.
• Using scaffolding literacy practices
• Development of vocabulary understanding
• Recognition and inclusion of students cultures
  and languages
• Collecting and using students stories and oral
  histories in teaching
• Linking skill development to real life
  experiences and real audiences
• Positive accomplishment by students
• Providing intensive individual support as and
  when required
• Networking teachers to support each other
• Using appropriate alternative sites for education
  delivery
• Effective tracking of students especially those
  requiring extra support
• Access to information and communications
  technologies.

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Components of a Balanced Reading Program

• Reading Aloud
• Teacher reads selection aloud to students
• Provides adult model of fluent reading
• Develops sense of story/text
• Develops vocabulary
• Encourages prediction
• Builds a community of readers
• Develops active listening
• Independent/Silent Reading
• Student reads without assistance practicing
  strategies to problem solve as they read
• Encourage strategic reading
• Increases Comprehension
• Supports writing development
• Promotes reading for enjoyment and information
• Develops fluency
• Develops self confidence by reading familiar and
  new texts.
• Provides opportunities for using mistakes as
  learning opportunities.

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Components of a Balanced Reading Program

• Shared Reading
• Teacher and students read text together
• Demonstrates awareness of text
• Develops sense of story or content
• Promotes reading strategies
• Develops fluency and phrasing
• Increases comprehension
• Encourages politeness and respect.
• Guided Reading
• Teacher introduces text at students
  instructional level strategies are introduced,
  modeled and practiced as a group.
• Promotes reading strategies
• Increases Comprehension
• Encourages independent reading
• Expands belief in own ability

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Sample Daily Plan Reading

• 30 mins Shared Reading (whole class)
• 30 mins Group A Guided Reading (with teacher)
• Group B Paired Reading (reading with
  a partner)
• Group C Comprehension Activities
  (Accelerated Reader Independent)
• Group D Silent Reading/Writing (at
  desks supervised
• by teacher aide)
• 15mins Reading aloud to the class (selected
  students on a rotational basis)
• 10min Journal Writing (Silent Sustained Writing
  in response to days reading)

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Guided Reading Planning
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Guided Reading Planning
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Encouraging Reading Pause, Prompt, Praise Model
(From the PATCH program)
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Strategies for Encouragement and Prompting

• Refer to handouts
• 1 Prompting During Reading
• 2 Strategies to be used or modelled during
  Shared/Guided Reading
• 3 Prompts to Support the use of Reading
  Strategies

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Facilitating Comprehension and Critical Literacy

• Refer to handouts
• 1 Three Level Guide
• 2 Blanks Levels of Questioning
• 3 Extending Childrens Special Abilities
• 4 Strategies to be Taught at PM Levels
• 5 Outcomes Based Comprehension Teaching Sequence

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Activities to Aid Understanding Before, During
and After Reading

• Refer to Handouts
• 1 Mandy Gregory
• 2 - 101 Alternatives to Book Reports
• 3 Activity Description Hand out

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Links between Reading and Writing

• Reading and writing are both acts of composing.
  Readers using their background of knowledge and
  experience, compose meaning from the text.
  Writers, using their background of knowledge and
  experience compose meaning into the text.
• Text is a two sided mirror rather than a window,
  with writers and readers unable to see through to
  eachother but gazing upon reflections of their
  own minds
• (Frank Smith, 1982)

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Before Reading
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During Reading
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During reading contd.
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After Reading
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Components of a Balanced Daily Writing Program

• Independent Writing
• Students Write Independently
• Develops understanding of the multiple uses of
  writing
• Supports reading development
• Develops active independence
• Modeled/Shared Writing
• Students and teacher collaborate to write text.
  Teacher acts as a scribe.
• Develops concepts of print
• Develops writing strategies
• Supports reading development
• Provides model for a variety of writing styles
• Models the connection among and between sounds,
  letters and words
• Produces text that students can read
  independently
• Necessitates communicating in a clear and
  specific manner

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Components of a Balanced Daily Writing Plan

• Interactive Writing
• Teacher and student compose together using a
  shared pen technique in which students do some
  of the writing.
• Provides opportunities to plan and construct
  texts
• Increases spelling knowledge
• Provides written language resources in the
  classroom
• Creates opportunities to apply what has been
  learned.

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Teaching a Range of Text Types The Genres

• It is important that students skills in tackling
  different text types are developed in both
  narrative (eg. Stories, recounts etc) and
  non-narrative (news report, book report) texts.

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Features of Common Text Types

• Refer to Handout Beaut Ideas Targeting Texts
• The Social Purpose, Framework and Language
  features of each text need to be explicitly
  taught.
• Students should be given opportunities to
  practice all of the components in a
  Guided/Interactive Writing Setting before being
  expected to construct the text independently.
• For more info on the different genres and
  practical strategies for teaching them refer to
  the First Steps Writing Resource Book.

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Your Homework

• Now that we have covered what is required in a
  Daily Balanced Literacy Plan it is expected that
  elements of it will be included in your planning.
  
• Your planning should be explicit and detailed.
  It should include which texts, skills and genres
  will be introduced and how.
• For planning ideas please refer to your handouts.
  And remember..If in doubt ask!!