Transcript Effective Instruction - Tulsa Public Schools

Introduction to
Balanced Literacy
Tulsa Public Schools
Office of Curriculum and Instruction
An Introduction to Balanced Literacy
Tulsa Public Schools
Match each component of a Balanced Literacy Program to the correct description by writing the
number on the line next to the description.
1. Read Aloud
4. Independent Reading
2. Shared Reading
5. Word Study
3. Guided Reading
6. Writing
____ Teacher guides whole group reading of text
____ Teacher-led instruction with word patterns
____ Teacher guides students through a focused writing process
____ Students engage in independent reading while the teacher monitors and conferences with students
____ Teacher guides small group reading of text while other students engage in meaningful practice of
literacy skills
____ Teacher reads and models comprehension skills while students listen
Identify the balanced literacy component described in each statement.
________________ Direct instruction of comprehension strategies using grade-level text.
________________ Explicit and systematic study of how words are formed and their meanings are
derived.
________________ Students engage in choral reading, echo reading, and reader’s theater.
________________ Students work in flexible and needs-based groups determined by current data.
________________ Students apply what they have learned about decoding and comprehension while
reading independent-level texts (>95% accuracy).
________________ The single most important activity for building knowledge for eventual (academic)
success.
________________ Focuses on: 1) sound-symbol relationships and English language conventions, and 2)
communicating ideas, messages, and stories.
________________ Students practice comprehension strategies and decoding with instructional-level
texts.
________________The best predictor of reading achievement and the amount of gain made by students
between second and fifth grade.
Components of a
Balanced Literacy Block
• Read Aloud
• Whole Group Shared Reading
• Small Group Guided Reading
• Independent Reading
• Word Study
• Writing
I Do – We Do- You Do
Fisher and Frey, 2007
Read Aloud
•Teacher reads and models comprehension skills
while students listen
•10-15 minutes
• Research has found:
– The single most important activity for
building knowledge for their eventual
success is reading aloud to children.
– Children who have not been read to by parents
often enough to develop knowledge of written language and how it
differs from oral language can get it from being read to by teachers.
– Reading aloud to children increases language and literacy
development when teachers are intentional and purposeful about
why they read, what they read, and how books are read.
– The advantages of read-alouds…include developing positive
attitudes toward and enjoyment in reading, strengthening cognitive
development, and instilling a sense of story structure and
organization.
– Teachers can make a large difference in children’s vocabulary
development when they take time to explain and talk about
important new words during read-alouds.
– Reading aloud interactively builds comprehension. It has maximum
learning potential when children have opportunities to actively
participate and respond.
I Do – We Do- You Do
Fisher and Frey, 2007
Discussion Question
• Why would purposefully pre-planning
your read aloud improve student
learning?
Whole Group
Shared Reading
• Teacher guides whole group reading of text
• 20-30 minutes
The Focus for
Whole Group Shared Reading
•
•
•
•
Build book and print awareness
Activate background knowledge
Direct instruction of vocabulary
Direct instruction of comprehension strategies
with grade-level text
• Instruction and repeated practice in decoding
• Increase reading accuracy and fluency
• Students engage in choral reading,
echo reading, and reader’s theater
I Do – We Do- You Do
Fisher and Frey, 2007
Small Group
Guided Reading
•Teacher guides small group reading of text while other
students engage in meaningful practice of literacy skills
•40-60 minutes
The Framework for
Small Group Guided Reading
• Students practice comprehension strategies
and decoding with instructional level text (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 taught
– How will the practice propel students forward as readers?
– On which task does each student need to work to become
more proficient?
– Are students able to do the activity independently?
I Do – We Do- You Do
Fisher and Frey, 2007
Discussion Question
• 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
The Research
Anderson, Wilson, and Fielding (1988) found
the amount of time students spend reading
independently is the best predictor of reading
achievement and the amount of gain made by
students between second and fifth grade.
They also found that students who begin
reading a book in school are more likely to
continue to read outside of school.
The Structure of
Independent Reading
• Students apply what they have learned about
decoding and comprehension while reading
independent-level texts (>95% accuracy).
– Book and print awareness, phonics, accuracy fluency,
comprehension
• Students in upper elementary grades benefit
from tracking their thinking and monitoring
comprehension through writing.
• Conferencing with students and administering
assessments help teachers identify individual
needs.
Correlation Between
Time Spent Reading and
Standardized Test Results
Percentile Rank
Minutes Read per Day
98
90.7
Estimated Words
Read per Year
4,733,000
90
40.4
2,357,000
70
21.7
1,168,000
50
12.9
601,000
20
3.1
134,000
10
1.6
51,00
Dr. David Bennett, Chicago Rush University
I Do – We Do- You Do
Fisher and Frey, 2007
Word Study
•Teacher-led instruction with word patterns
•20 minutes
The Focus for Word Study
• Must be explicit and systematic
• Phonological awareness
– Rhymes, syllables, onsets/rimes
• Phonics
– Letter-sound correspondence, patterns, and decoding
skills
• Word and Structural Analysis
– Contractions, inflected endings, homophones, syllable
types
– Using parts of words (prefixes, suffixes, Greek and
Latin roots) to decode multi-syllable words
and understand word meaning
I Do – We Do- You Do
Fisher and Frey, 2007
Discussion Question
• How does word study compare to
traditional spelling instruction?
Writing
•
•
Teacher guides students through a focused writing
process
30-60 minutes
Research
Although handwriting and correct spelling are
skills children must eventually master, these
are not the focus when we engage children in
writing…[it] is a form of communication…
(Nueman, Roskos, Wright,
and Lenhart, 2007).
The Structure of Writing
• Use the writing process for two purposes:
– Mechanics (sound-symbol relationships and English
language conventions)
– Content (communicating ideas, messages, and stories)
• Focused Process Writing:
– Provides explicit instruction for specific genres of writing
– Pre-writing, drafting, revising, editing, publishing
• Components:
– Mini-lessons
– Shared Writing
– Independent Writing
– Conferencing
I Do – We Do- You Do
Fisher and Frey, 2007
Answer Key
ANTICIPATION GUIDE
Shared Reading – Direct instruction of comprehension
strategies with grade-level text.
Word Study - Explicit and systematic study of how
words are formed and their meanings are derived.
Shared Reading- Students engage in choral reading, echo
reading, and reader’s theater
Guided Reading- Students work in flexible and needs-based
groups determined by current data.
Independent Reading- Students apply what they have
learned about decoding and comprehension while
reading independent-level texts (>95% accuracy).
Read Aloud- The single most important activity for
building knowledge for eventual (academic)
success.
Writing- Focuses on: 1) sound-symbol relationships
and English language conventions, and
2) communicating ideas, messages, and
stories.
Guided Reading- Students practice comprehension
strategies and decoding with instructional-level texts.
Independent Reading-- The best predictor of reading
achievement and the amount of gain made by
students between second and fifth grade.
Contact Information
If you have additional questions about the
balanced literacy overview you may contact:
Francine Swickheimer: [email protected]
Natalie Hutto: [email protected]
Brandie Berry: [email protected]