Balanced Literacy - PBworks

Transcript Balanced Literacy - PBworks

Please identify one recent literacy accomplishment to share with your peers.

Bergenfield Public School District Grade 2

Goal – • Establish a common language for literacy across the district by building a shared understanding of balanced literacy and its role in effective literacy instruction • Identify best practices in literacy which focus on strategy acquisition

Agenda April 22, 2010

• • • • • •

Celebrating Learning Engaging in a Reading Experience Strategy Acquisition Revisiting Components of Balanced Literacy Organizing and Scheduling your Literacy Instruction Examining Guided Reading – Model lesson Using Assessment to Inform Instruction

Quotes from Teachers about Changing/Refining your Current Practices/Philosophy

I need to ask more questions about strategies – not all comprehension questions about the stories I need to meet with a group more than 1x per week Guided reading is to assess I need to be more of a facilitator than an instructor

Quotes from Teachers about Changing/Refining your Current Practices/Philosophy

I always taught “stories” in the past – not strategies I need to go slowly – “uncover” Instruction should be strategy driven and not literacy series driven – WHAT A CHANGE I need to be more student-centered

Learning (What do we do?) One idea to bring back to your classroom

• Posting the reading strategies with visuals of what good readers do • Use my read aloud to enhance the strategy taught throughout the week • Focus on teaching strategy/skills – not stories • Spend more time teaching specific strategies • Focus on student learning to set objectives – not the sequence of teacher’s manual • Confer with students during independent reading

•

Learning (What do we do?) One idea to bring back to your classroom

Use read aloud to teach a strategy – pause while reading and “think outside the box” • Allow more time for students to read during guided reading (don’t spend the whole time “teaching a lesson” or having one student read at a time) • Use sentence strips to “read between the lines” for drawing conclusions. • Slow down to teach instead of trying to “read” and get through all the stories in the reader.

• Model one strategy during my read aloud, teach the same strategy during shared reading(anthology/big book), and support/assess the strategy during guided reading – it totally makes sense!

Coaching Celebrations

     Leveled my library Developed centers related to strategy/objective rather than “busy work” Posted visuals for “WDGRD” Created vocabulary pictures for ELL Engaged students in “whisper read” during guided reading   Questioned students about application of strategy Documented student oral reading behaviors and application of comprehension strategies during GR

Coaching Celebrations

 Provided direct explicit instruction in comprehension strategies during shared reading.

“We already learned that good readers stop, think, wonder and predict. Today we learn that good readers make connections to help them to understand the story.” “Good readers always ask themselves questions. Today, my inner voice will ask many questions about the author’s words because I want to identify if they are facts or his opinions.” Good readers separate facts and opinion to determine what is important in the book.”

Needs as Identified by Teachers

Use our materials More example lessons More strategy work Guided reading Centers

Assessment to Inform Instruction

Provide information about strategies 2.

Clarify misconceptions about the components • • • • 3.

Examine Guided Reading – Using the materials currently available Facilitating pre/post reading Balancing questioning about the strategy and story Assessing and documenting students’ performance • • • 4.

Shared reading – Setting one purpose/objective related to strategy acquisition Increasing student active engagement (READ WITH) Using the materials currently available

TEACH THE READER NOT THE STORY

TEACH THE READER USING THE STORY

Strategies Bergenfield Teachers Identified in March Decoding  Picture Clues  Context Clues  Stretch and sounds  Syllabication  Chunking  Find smaller words  Substitution  Rereading  Word Patterns/Families  Root words/Prefixes/Suffixes Comprehension  Use previewing strategies  Make predictions  Identify literary elements  Use story mapping  Identify unfamiliar vocabulary  Make connections – text to text text to world text to self  Visualize and create images  Sequence events  Determining importance(Main idea)  Use self-questioning techniques  Summarizing  Inferring  Synthesizing  Analyzing/Critiquing

Reading Strategy Research

With insight, we think more deeply and critically. We question, interpret, and evaluate what we read. In this way reading can change thinking. (Harvey).

The Big Idea

The goal of reading is to construct meaning. We want readers to:  Enhance their understanding  Acquire and use their knowledge  Monitor their understanding  Develop insight

Defining Reading Comprehension

• reading comprehension is “the process extracting and constructing meaning of through interaction written language” and involvement with ( Sweet & Snow, 2002, p. 23-24).

How Comprehension Works?

• Let’s think about our own reading? • • • READING PROCESS Before Reading During Reading After Reading

Applying Strategies to Our Reading

• • • Consider strategies you used when reading.

Did you use them one at a time?

Were you even conscious of them?

As per the IRA, Grade two teachers should emphasize the following strategies – Predicting Questioning Clarifying Summarizing You are using the story to teaching the READER!

Research Says

Good readers… • Look over texts before they read.

and read selectively. • Have clear goals and purposes for reading.

• • Constantly evaluate.

Construct, revise and question their meanings.

• Are active readers.

Reading is the Construction of Meaning When we read:

1. Connect the information to what we already know.

2. Remember what is important.

3. Adjust our knowledge base to incorporate the new or interpret what we know in a new way.

4. Read “between the lines” to get a deeper meaning. 5. Evaluate information “Reading is like Swimming”

Giving Credit

What Strategies Should We Teach?

• • • • • • Making Connections Asking questions Visualizing Drawing inferences Determining importance Synthesizing information

What is the Best Way to Teach Strategies?

 Show kids how vs. telling them  Model  Guided practice  Independent practice  Application in real reading situations

Making Connections

Readers naturally bring their prior knowledge and experience to reading, but they comprehend better when they think about the connections they make between the text, their lives, and the world.

Ask Questions

Questioning text is the first step to developing and forming opinions about what you read. Questioning keeps the reader engaged. When readers ask questions, they clarify understanding and forge ahead to make meaning.

Visualization

Active readers create visual images in their minds based on the words they read in the text. The pictures they create enhance their understanding.

Drawing Inferences

Inferring is at the intersection of taking what is known, gathering clues from text, and thinking ahead to make judgment, discern a theme, or speculate about what is to come.

Determining Importance

Thoughtful readers grasp essential ideas and important information when they read. Readers must differentiate between less important ideas and key ideas that are central to the meaning of the text.

Synthesizing Information

Synthesizing is the most complex of the comprehension strategies. Synthesizing involves combining new information with existing knowledge to form an original idea or interpretation.

Repairing Understanding Monitor for Meaning

If confusion disrupts meaning, readers need to stop and clarify their understanding. Readers may use a variety of strategies to “fix up” comprehension when meaning goes awry.

Comparing Strategies in Professional Resources

Additional Resources

Visuals for Strategies: http://www.readinglady.com/index.php?module=documents&JAS_DocumentManager_op=viewD ocument&JAS_Document_id=3 Lesson Ideas: (determining importance) http://www.liketoread.com/read_strats_importance.php

Connections to Literature: http://www.buffalolib.org/programs/readinglists2007/Amherst_Central.pdf

http://www.mrshaydenworld.com/files/Picture_Books-_Read_and_Writing_Instruction_2.doc

Strategy cards - Rigby Toolkit – pink checklist Planning for guided reading – Skylight Professionals – pink handout Teaching ideas – McLaughlin – pink handout Questions for thinking aloud during modeled reading – McLaughlin handout

Components of Balanced Literacy

1. Identify and clarify misconceptions 2. Define components and their purposes to develop consistent language 3. Examine student’s role and teacher’s role

Reading Components

•

Modeled Reading - Read aloud

Model strategy •

Shared Reading

Explicit instruction + think aloud strategy •

Small group instruction –

Facilitate, support, & assess application of strategy in guided reading/literature circles •

Independent Reading

Assess independent application of strategy

Sequence of Events

Establishing Your Group 1. Teacher works with a small flexible group (2-6 students) 2. Group has similar needs determined through assessment 3. Text selected should be in the instructional range based on benchmark criteria 4. Therefore, text does offer some challenges for students but not too much so meaning is maintained Pre-reading 1.

Aim/objective posted (Previously taught strategies reviewed and today’s point(strategy) is evident and clear to students) 2, Teacher provides support through introduction to selection (or chunk of text) and guides students to apply grade appropriate pre-reading strategies such as taking a picture walk, highlighting key ideas, previewing vocabulary, etc.

During reading

Sequence of Events

1. Students read text as individuals in a whisper voice or silently (not aloud to group, chorally, or using round robin approach) 2. Teacher listens to individual students read and provides support as needed 3. Teacher takes anecdotal notes about strategies mastered and those needing reinforcement for each individual 4. Students reread book (or chunk of text) at least two times Post-reading 1. Teacher and students discuss content of text 2. Teacher and students return to text to revisit teaching point (application of strategy) 3. Teacher asks questions that relate to teaching point or objective 4. Teachers facilitates Word Study component (optional)

Leveling Text (electronically) to level your libraries

http://classroom.jc-schools.net/pohlmanr/levelingbooks.html

• Free access to various sites that provide sources for • • • • • • http://www.fountasandpinnellleveledbooks.com/ (must purchase) over 32,000 leveled books that are sortable by level, genre, series, or publisher video clips of guided-reading classrooms in action organizational and classroom management tips suggested read-alouds for all grades professional development information for individuals and groups

•

Leveling Text (literature) to level your libraries

Guided Reading: Good First Teaching for All Children by Gay Su Pinnell and Irene C. Fountas • Matching Books to Readers: Using Leveled Books in Guided by Irene C. Fountas and Gay Su Pinnell • Leveled Books, K-8: Matching Texts to Readers for Effective Teaching by Irene C. Fountas and Gay Su Pinnell • Leveled Books for Readers, Grades 3-6: A Companion Volume to Guiding Readers and Writers by Irene C. Fountas and Gay Su Pinnell

Guided Reading Lesson Plan Title: Date: Group: Level: Students Observations Objectives/Comp strategy: Introduction & Focus: New & Important Words: Discussion Questions: Assignment:

Mon.

Tues.

Possible Daily Schedule

Wed.

Thurs.

Fri.

SSR/DEAR Can be done before/after lunch 15 min Direct Teaching