Balanced Literacy: An Overview
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Transcript Balanced Literacy: An Overview
Using the Learners’ Talents
in Balanced Literacy
Language Arts K - 3
Governor’s Urban Academy
at Muhlenberg College
June 23 - 28, 2002
Dr. Margaret L. Benson
The Pennsylvania
Standards
1.2 Reading Critically in All Content Areas
1.3 Reading, Analyzing and Interpreting
Literature
1.5 Quality of Writing
1.8 Research
Traditional View of
Intelligence
Verbal-Linguistic &
Math-Logical
Binet-Simon
Intelligence Scale
Stanford-Binet
Intelligence Test
mental age/chron. Age
times 100
WISC
Multiple Intelligences
Howard Gardner
Brain research
Theory in progress
Frames of the Mind
(1983)
Probe beyond the
traditional
What Type
of Learner Are You?
As a child
Favorites outside school
Favorite subject in school
Favorite teacher - because
You were intelligent in _____
School would have been
better if __________
You decided you wanted to
be a teacher because _______
Eight+ Ways
of Being Smart
Verbal-Linguistic
Musical
Math-Logical
Interpersonal
Spatial
Intrapersonal
Bodily-Kinesthetic
Naturalist
Spatial
Strong in:
maps, puzzles
Likes to:
design, create, looks
at pictures
Learns best through:
visualizing
Famous examples:
Pablo Picasso
Frank Lloyd Wright
Bodily-Kinesthetic
Strong in:
acting,
Likes to:
move around, touch and
feel
Learns best through:
touching, processing
through senses
Famous examples:
Charlie Chaplin
Martina Navratilova
Musical
Strong in:
singing, rhythms
Likes to:
sing, hum, listen to music
Learns best
through:
rhythm, melody
Famous examples:
Leonard Bernstein
Ella Fitzgerald
Intrapersonal
Strong in:
understanding self, setting
goals
Likes to:
work alone, reflect
Learns best through:
doing self-paced projects
having own space
Famous examples:
Eleanor Roosevelt
Sigmund Freud
Using the Learners’
Talents
Pennsylvania Standards
Multiple Intelligences
Balanced Literacy
Balanced Literacy
Six Aspects
Ownership of Literacy
Reading Comp.
(Reader’s Workshop)
Writing Process
(Writers’ Workshop)
Language and Vocabulary Knowledge
Word Reading and Spelling Strategies
Voluntary Reading
(Au, Carroll, & Scheu, p. 4)
Balanced Literacy
Six Aspects of Literacy
Full process
Authentic context
Reading and writing
Speaking and listening
Community of learners
Balanced Literacy
Positive Attitudes towards Literacy
Part of their daily routine
Affective side as important as cognitive
Accomplishment of real-world tasks
The will as well as the skill
Responsibility for their own learning
Control over their lives in school
Teacher’s responsibility to guide
Balanced Literacy
Reader Response Theory
Louise Rosenblatt
Transaction between reader and text
Aesthetic
reading for the sake of reading
attention on what she/he is living while
reading
Efferent
what should be retained
Balanced Literacy
Lev Vygotsky:
Guided and paced by a
more capable person
(Zone of Proximal
Development - ZPD)
Enable the child to
actively participate
Support from someone
who knows the child
Balanced Literacy
Practical Implications
Use heterogeneous grouping
Give students choices of the texts
they will read and discuss
Base discussions on students’
responses to the text, not preset
teacher questions
Take the role of a facilitator rather
than question-asker
Balanced Literacy
Writing
Construct meaning
Communicate a message
Choose self-selected topics
See themselves as authors
Dynamic, nonlinear process
Balanced Literacy
Writing
Shared Writing
Interactive
Writing
Guided Writing
Independent
Writing
Balanced Literacy
Writing Process
Planning
Drafting
Revising
Editing
Publishing
Balanced Literacy
Reading
Read-Aloud
Guided Reading
Shared Reading
Independent
Reading
Balanced Literacy
Continuum of Reading Strategies
Teacher Read Alouds
Sustained Silent Reading
Literature Discussion Groups
Guided Discussion
Guided Reading
Shared Reading
K
1
2
3
4
5
6
(Au, Carrol, Scheu, p. 79)
Balanced Literacy
Writing
Reading
Shared Writing
Read-Aloud
Interactive
Guided Reading
Writing
Guided Writing
Independent
Writing
Shared Reading
Independent
Reading