literacy and student engagement renato j. reina san juan elementary cusd
TRANSCRIPT
Literacy and Student Engagement
Renato J. ReinaSan Juan Elementary
CUSD
Balanced Literacy
Read Aloud
Shared Reading
Guided Reading
Independent Reading
Working with Words
Writing
Read Aloud
Demonstrate good reading practices
Read with fluency and expression
Choose a variety of literature both narrative and expository text
Chapter books and picture big books
Discussion takes place before and after story (frontloading, predictions, reaction)
Shared Reading Whole class explicit instruction while you
read
Discussion before, after, and DURING
Teacher Think aloud--“This reminds me of…”
Student participation
Prediction--“I predict that…”
Text to text, Text to self, Text to world
Use a variety of literature (i.e. narrative, expository text)
Focus on print concepts, fluency, vocabulary, meaning
Guided Reading
Groupings
homogeneous, heterogeneous, flexible Literacy Centers
“Must do” and “Can do” Fluency Practice
Reading packets Decodable books Chapter books
Guided Reading (continued)
Comprehension Strategies
Making connections Predicting Questioning Monitoring Summarizing Visualizing
Independent Reading
Support in classroom during guided reading
“Just right” books--Five finger rule
Teacher models strategy during Shared Reading
Fluency test--How many words per minute?
Support at home
Record reading with log
Working with Words
Phonemic Awareness
Phonics
Spelling
High Frequency Words Vocabulary
From current story Cognitive Content Dictionary
Writing - Part I
Direct and explicit instruction
Standards based instructional focus
Create relationship between reading and writing
Use rubrics (district) and anchor papers
Writing - Part II Methods to reach independent writing
-Write aloud (teacher thinks aloud)
-Shared writing (students and teacher write together)
-Guided writing (teacher prompts as students write)
-Collaborative writing (students write with a partner/group)
-Independent writing
Writer’s Workshop
Writing III Writing Process
-1. Prewriting- Think about what you want to write.
-2. Writing-Write your first draft and put all your ideas into paragraph form.
-3. Edit- After writing your rough draft it is time to edit. Give it to a friend, teacher or a parent and let them read it. They need to check for spelling, punctuation, grammar, and capitals.
-4. Proofreading- Read over your writing and make sure that there are no missed mistakes.
-5. Publishing- Write your final copy. Take your rough draft and copy it on a computer or paper.
Writing - Part IV Six traits + 1 , using color coding
strategies
-Stimulating ideas (topic sentence=green)
-Organization (transitions/sequencing=yellow)
-Voice/Style
-Word Choice (details=red)
-Sentence Fluency
-Conventions (editing)
-Presentation (paragraphs)
Multiple Intelligences
-Creating a learning profile for each student. (Packet)
Depth and Complexity
Depth refers to studying something from the concrete to the abstract, from the familiar to the unfamiliar, and from the known to the unknown.
Complexity involves making relationships between and among ideas, connecting other concepts, and bridging other disciplines.
Models of Instruction
Direct Instruction
1. Knowledge objectives are clearly and explicitly stated for every exercise for both teacher and students. (i.e. Standards and objectives posted; referred back to throughout lesson)
2. There is continuous and intensive interaction and communication between teacher and students. (i.e. T-S, S-T, T-G, G-T, S-S, etc.)
3. Instructional communication is predetermined. (i.e. Classroom management; clear verbal/visual procedures)
Models of Instruction
Direct Instruction (Continued)
4. During the structured/scripted dialogue, teacher wordings and demonstrations are unambiguous (i.e. Teacher know who, what, when, where, why and how of lesson; use of instructional material)
5. Students participate in a sequence of short, quick-paced interactive exercises. (i.e. Purposeful/explicit use of time; structured student interaction; chunked periods of time)
6. Teacher reinforces student learning with explicit procedures. (i.e. Checking for understanding; choral response; TPR)
Models of Instruction
Direct Instruction (Continued)
7. Students receive immediate correctives and feedback from teacher. (i.e. Targeted, immediate, and reinforcing feedback)
8. Throughout the lesson, there is a high level of intensity and high level of orientation. (i.e. Students are aware of what they are learning; work is directly related to content, standards and objectives.)
Models of Instruction
Advance Organizer- Make sense of the world by acquiring and organizing data.
Project GLAD
-Content Dictionary
-Pictorials
-Big Books
Handouts
Reciprocal Teaching/Bookmarks
Questioning Techniques
Hoja de corregir/Aplicación de Escritura
Patrones Linguisticos
Planning sheet/CCD
Standards
