Transcript Balanced Literacy Overview
Introduction to Balanced Literacy
Office of Curriculum and Instruction
Components of a Balanced Literacy Block
Read Aloud Whole Group Shared Reading Small Group Guided Reading Independent Reading Writing Word Study
I Do – We Do- You Do
Fisher and Frey, 2007
Read Aloud
• Teacher reads and models comprehension skills while students listen.
• 10-15 minutes
Read Aloud Research
• To build knowledge for students’ eventual success, the
single most important activity
is
reading aloud
to them.
literacy development when teachers are
intentional
and
purposeful
about – – –
WHY
they read,
WHAT
they read, and
HOW
they read.
• Teachers can make a large difference in children’s
vocabulary development
when they
explain and discuss important new words
during read alouds.
• Reading aloud interactively builds comprehension. It has
maximum learning potential
when children
participate actively and respond
.
Read Aloud Research,
continued
• Children whose parents have not read to them often enough will not develop the same knowledge of written language and how it differs from oral language.
• Teachers can develop this knowledge in students by reading aloud to them in the classroom.
Read Aloud Advantages
• develop positive attitudes toward reading • increase enjoyment of reading • strengthen cognitive development • instill a sense of story structure and organization
Discussion Notes:
How does purposeful pre-planning of your Read Aloud improve student learning?
Whole Group Shared Reading
• Teacher guides a whole group reading of the text.
• 20-30 minutes
Whole Group Shared Reading: The Focus
• Build book and print awareness • Activate background knowledge • Provide direct instruction of vocabulary • Provide direct instruction of comprehension strategies with grade-level text • Provide instruction and repeated practice in decoding • Increase reading accuracy and fluency • Engage students in choral reading, echo reading, and reader’s theater
Small Group Guided Reading
• Teacher guides small-group reading of the text while other students engage in meaningful practice of literacy skills.
• 40-60 minutes
Small Group Guided Reading: Framework
• Students practice comprehension strategies and decoding with instructional-level text (text they can read at 90-94% accuracy).
• Groups are flexible and needs-based (data) – Book and print awareness – Phonics skills – Reading accuracy and fluency – Reading comprehension • Other students work independently or with partners on literacy tasks to practice and consolidate skills previously – On which task does each student need to work to become more proficient?
– Are students able to do the activity independently?
“
When an adult and a child or group of children spend unhurried and uninterrupted time viewing, reading and sharing a book together, the unspoken messages about reading and about books are as
important, and perhaps longer
lasting, than any part of the actual content.
”
Discussion Notes:
How are Whole Group Shared Reading and Small Group Guided Reading different?
Independent Reading
• Students engage in independent reading while the teacher monitors and conferences with students.
• 15-20 minutes
Independent Reading Research
• The amount of time students spend reading
independently
is the
best predictor
of •
reading achievement
• the amount of
gain
made by students between second and fifth grades.
• Students who begin reading a book in school are
more likely to continue reading
outside of school. Anderson, Wilson, and Fielding (1988)
• • •
Independent Reading Structure
While reading independent-level texts (>95% accuracy), students apply their decoding and comprehension skills without teacher guidance.
book and print awareness phonics accuracy fluency comprehension Students in upper elementary grades benefit from tracking their thinking and monitoring comprehension through writing. Teachers can identify students’ needs by conferencing with students and administering assessments.
Correlation Between Time Spent Reading and Standardized Test Results Percentile Rank Minutes Read per Day Estimated Words Read per Year
98 90 70 50 20 10 90.7
40.4
21.7
12.9
3.1
1.6
4,733,000 2,357,000 1,168,000 601,000 134,000 51,00
Dr. David Bennett, Chicago Rush University
Word Study
• Teacher leads instruction in word patterns.
• 20 minutes
Word Study: The Focus
• Must be explicit and systematic • Focus on phonological awareness – Rhymes, syllables, onsets/rimes • Focus on phonics – Letter-sound correspondence, patterns, and decoding skills • Include analysis of word structures – Contractions, inflected endings – Homophones, syllable types – Prefixes, suffixes, Greek and Latin roots
Discussion Notes:
How does Word Study compare to traditional spelling instruction?
Writing
• Teacher guides students through a focused writing process.
• 30-60 minutes
Writing Research
• Although handwriting and correct spelling are skills children must eventually master, these are
not the focus
when we engage children in writing.
• Instead, we should focus on writing as a form of
communication
. Neuman, Roskos, Wright, and Lenhart (2007)
Writing: The Structure
Components:
Mini-lessons Shared Writing Independent
Focused Process Writing:
-Provides explicit instruction for specific Writing Conferencing genres of writing -Includes pre-writing, drafting, revising, editing,
Use the writing process for two purposes:
publishing and English language conventions) • Content (communicating ideas, messages, and stories)
Contact Information
If you have additional questions about the balanced literacy overview you may contact: [email protected]
Natalie Hutto: [email protected]
Ayn Grubb: [email protected]