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Balanced Literacy

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Balanced Literacy Presented by The Weyanoke Literacy PLC Team September 29, 2008 Agenda What is BALANCED LITERACY as it pertains to reading and why is it important? – PowerPoint PPT presentation

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Title: Balanced Literacy


1
Balanced Literacy
  • Presented by
  • The Weyanoke Literacy PLC Team
  • September 29, 2008

2
Agenda
  • What is BALANCED LITERACY as it pertains to
    reading and why is it important?
  • The Reading Components of Balanced Literacy 1)
    Read Aloud (the most support)
  • 2) Shared Reading
  • 3) Guided Reading
  • 4) Independent Reading (the least support)
  • Final Words Questions

3
Balanced Literacy
  • The Comprehensive Balanced Literacy Framework is
    built upon the concept of
  • Reading to Children, Reading with Children, and
    Reading by Children
  • Writing to Children, Writing with Children, and
    Writing by Children
  • The framework includes four aspects of reading
    and writing built upon four levels of support
    (Gradual Release of Responsibility Model).

4
(No Transcript)
5
Read Aloud
  • Students get the most support
  • Reading to the Students

6
Read Aloud
  • "Reading aloud is a commercial for reading.
    ...Think of it this way McDonald's doesn't stop
    advertising just because the vast majority of
    Americans know about its restaurants. Each year
    it spends more money on ads to remind people how
    good its products taste. Don't cut your reading
    advertising budget as children grow older."
    States author Jim Trelease in his book The Read
    Aloud Handbook. Since children listen on a
    higher level than they read, listening to other
    readers stimulates growth and understanding of
    vocabulary and language patterns.

7
Reading Aloud
  • Familiarizes them with book language and story
    structure
  • Teaches an appreciation of literature.
  • Provides a model of fluent, oral reading
  • Expands childrens knowledge of various genre and
    motivates them to read on their own.
  • Expands and enriches childrens vocabularies and
    background knowledge
  • Stimulates discussion
  • Improves oral language
  • Models good reading behavior for students

8
Read AloudStep-by-Step
  • Choose a book to read aloud for a specific
    purpose
  • Gather the class in an inviting spot.
  • Before activate schema, make predictions,
    summarize the plot (but dont give it away)
  • During encourage discussion and ask thoughtful
    questions
  • After make the book available to the children
    during free time.

9
Read AloudConsider Poetry
  • Good for fluency
  • K-1 a lot of rhyme, short, chant-like
  • Majority of poetry is free verse
  • Have a special poetry pointer/stick
  • Try 1 per week
  • Monday Shared
  • Tuesday Choral
  • Wednesday Individual copy with a buddy
  • Thursday Divide class and read in parts
    (or buddies)
  • Friday Poetry performance and put in
    poetry anthology

10
Shared Reading
Reading with the Students
11
Shared Reading
  • Read each statement carefully and indicate
    whether you agree or disagree.
  • 3 minutes

12
Shared Reading
  • Reading with children.
  • Reading and rereading of enlarged texts (big
    books, charts, or lifted text on an overhead)
  • During shared reading, the teacher is able to
    point out text features, teach word analysis,
    model reading comprehension strategies, and
    encourage students to extend their thinking
  • Allows all students to read texts beyond their
    current individual reading level.
  • Supports fluency for all reading levels.
  • For older students the emphasis is on supporting
    comprehension.

13
Shared ReadingStep-by-Step
  • Day 1
  • Gather so that everyone can see
  • Introduce the text (title, cover, predictions)
  • Read aloud using a pointer
  • Reread the text and have the children join in
  • Discuss the text
  • Day 2
  • Pick an instructional focus for the text
  • Using a pointer, reread the text, stopping as
    necessary to model strategies
  • (Optional) Make the text available to students

14
  • At your table, please work in groups of two or
    three and each group will have one baggy and one
    purple sheet
  • Please sort the statements according to the
    titles
  • 3 minutes

15
Guided Reading
Reading with the students
16
Guided Reading is ..
  • a teaching approach designed to help
    individual students learn how to process a
    variety of increasingly challenging texts with
    understanding and fluency.
  • Guiding Readers and Writes Grades 3-6(Fountas and
    Pinnell)

17
Why Guided Reading is Important?
  • It gives children the opportunity to develop
    reading strategies so they can read increasingly
    difficult texts independently.
  • It gives teachers the opportunity to observe
    individuals as they process new text.
  • It gives children the opportunity to develop as
    individual readers in a socially supportive
    activity
  • Guided Reading Good First Teaching for All
    Children (Fountas Pinnell)

18
Components of Guided Reading
  • Small group instruction
  • Students are grouped according to need
  • 15-20 minutes in duration
  • The teacher selects the text
  • The lesson has a specific focus
  • The text is introduced
  • Each child reads the text independently in the
    group
  • Teacher/student discussion follows the reading
  • Relevant activities may follow the lesson
  • Learning Media 2000

19
What You Do in Guided Reading
  • The teacher selects and introduces a new text.
  • The students are provided with individual copies
    of text.
  • The student reads the whole text to themselves.
  • The teacher supports the use of reading
    strategies.
  • The student problem-solves new text in a way that
    is mostly independent .
  • The lesson may include optional components
    extending meaning and word work.
  • Guided Reading Good First Teaching for All
    Children (Fountas and Pinnell) Systems for
    Change in Literacy Education


20
Guided Reading Challenges..
  • At your table, please write down one challenge
    you have experienced with guided reading. You do
    not need to include your name. Please place the
    sticky notes on the parking lot.
  • 3 minutes

21
Independent Reading
Reading by the students
22
it is true that reading practicejust
readingis a powerful contributor to the
development of accurate, fluent,
high-comprehension reading. In fact, if I were
required to select a single aspect of the
instructional environment to change, my first
choice would be creating a schedule that
supported dramatically increased quantities of
reading during the school day.-Richard
Allington, What Really Matters for Struggling
Readers
Independent Reading Please consider the
following.
23
Independent Readingis
  • A quiet time when students independently read
    materials of their choice while being encouraged
    to utilize learned reading/comprehension
    strategies that will help them become stronger
    readers.
  • The most independent activity students undertake
    during the language arts block.

24
Independent Reading Basic Ideas and Guidelines
  • Ample time should be allotted for Independent
    Readingstart with 10 min per day and increase to
    20 or 30 min.
  • Students should choose books to read (teacher can
    assist, if necessary) and document their own
    reading through reading logs.
  • Students should have easy access to a wide
    variety of books (i.e. an extensive,
    well-organized, classroom library)

25
Independent Reading Basic Ideas and Guidelines
(cont)
  • Students should be reading just right
    booksmainly instructional independent. (90
    accuracy and above)
  • Teacher and student should set reading goals and
    use this time for individual reading conferences.
  • All teaching occurs during individual
    conferences.

26
Final Words Questions
  • Parking Lot for questions
  • Resources at the back table

27
Resources
  • Guiding Readers and Writes Grades 3-6(Fountas and
    Pinnell)
  • Guided Reading Good First Teaching for All
    Children (Fountas and Pinnell)
  • Systems for Change in Literacy Education
  • Reading Essentials The Specifics You Need to
    Teach Reading Well (Regie Routman)
  • What Really Matters for Struggling Readers
    (Richard Allington)
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