balanced literacy presented by the weyanoke literacy plc team september 29, 2008

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  • Balanced LiteracyPresented by The Weyanoke Literacy PLC Team

    September 29, 2008

  • AgendaWhat 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 Reading3) Guided Reading4) Independent Reading (the least support)

    Final Words & Questions

  • Balanced LiteracyThe 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).

  • Read AloudStudents get the most support

    Reading to the Students

  • 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.

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

  • Read AloudStep-by-StepChoose a book to read aloud for a specific purposeGather 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 questionsAfter: make the book available to the children during free time.

  • Read AloudConsider Poetry

    Good for fluencyK-1 a lot of rhyme, short, chant-likeMajority of poetry is free verseHave a special poetry pointer/stickTry 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

  • Shared ReadingReading with the Students

  • Shared ReadingRead each statement carefully and indicate whether you agree or disagree.3 minutes

  • Shared ReadingReading 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.

  • Shared ReadingStep-by-StepDay 1Gather so that everyone can seeIntroduce the text (title, cover, predictions)Read aloud using a pointerReread the text and have the children join inDiscuss the text

    Day 2Pick an instructional focus for the textUsing a pointer, reread the text, stopping as necessary to model strategies(Optional) Make the text available to students

  • 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 titles3 minutes

  • Guided Reading

    Reading with the students

  • 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)

  • 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)

  • Components of Guided ReadingSmall group instructionStudents are grouped according to need15-20 minutes in durationThe teacher selects the textThe lesson has a specific focusThe text is introducedEach child reads the text independently in the groupTeacher/student discussion follows the readingRelevant activities may follow the lesson

    Learning Media 2000

  • What You Do in Guided ReadingThe 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

    **

  • 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

  • Independent Reading

    Reading by the students

  • 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 ReadersIndependent ReadingPlease consider the following.

  • Independent ReadingisA 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.

  • 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)

  • 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.

  • Final Words & QuestionsParking Lot for questions

    Resources at the back table

  • 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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