Transcript Literacy Learning for Lifelong Readers

Literacy Learning for
Lifelong Readers
BTS Family Literacy Night
December 3, 2013
Hosted by Reading Specialists
Donna Turso
Lucy Ragoza
Agenda
• Introduction
• What is Balanced Literacy?
• Balanced Literacy in Practice at BTS
• Supporting Balanced Literacy at Home
• Literacy Stations
What does it mean to be a literate
person in the 21st century?
• Readily undertake the close, attentive
reading that is at the heart of complex
works of literature.
• Actively seek the wide, deep, and
thoughtful engagement with high-quality
literary and informational texts that builds
knowledge, enlarges experience and
broadens world view.
Source: CCSS June 2, 2010
Importance of Parent/Teacher
Partnership
CHILD
PARENT
REG TEACHER
SUPPORT TEACHERS
ADMINISTRATORS
COMMUNITY
How do we achieve 21st century literacy?
Balanced Literacy Instruction
What is Balanced Literacy Instruction?
Balanced because it’s not driven by any one
particular educational philosophy or teaching
style (phonics vs. whole language).
“Rather, we must recognize that the issue of
balance is better described in terms of multiple
dimensions of both content and context.”
Source: Pearson,D.L, & Raphael, T. (2003). Toward a More Complex View of Balance in
the Literary Curriculum. Best Practices in Literacy Instruction, 2nd Edition, p. 34.
New York, The Guilford Press.
What is Balanced Literacy Instruction?
Balanced because it incorporates all six
areas of the Common Core State
Standards for English Language Arts
1. Reading – Foundational Skills
2. Reading – Literature
3. Reading – Informational Text
4. Writing
5. Speaking and Listening
6. Language
Source: CCSS June 2, 2010
What is Balanced Literacy Instruction?
Balanced because it incorporates research
based, essential elements of effective
reading instruction
1. Phonemic Awareness
2. Phonics
3. Fluency
4. Vocabulary
5. Comprehension
Source: National Reading Panel Report 2000
What is Balanced Literacy Instruction?
Balanced because it moves students from
dependence to independence
through:
1. Explicit Instruction
2. Guided Practice
3. Independent Application
What is Balanced Literacy Instruction?
Balanced because it incorporates flexible
grouping
1. Whole Class Instruction
2. Homogeneous Small Groups
3. Heterogeneous Small Groups
4. Partner Groups
5. Individual
Balance Literacy in Practice at BTS
Modeled Reading
• CCSS: Speaking and Listening, Language
Word Work – Fundations/Spelling Connections
• CCSS: Foundational Skills
Shared Reading
Guided Reading
Independent Reading
• CCSS: Reading Literature, Reading
Informational Text, Speaking and
Listening, Language
Writing Workshop
• CCSS: Language, Writing
Modeled Reading
Read Alouds
• High-Quality Literature/Informational Text
• Above Grade Level
Challenging, Complex Language
• Models Fluency, Vocabulary and Deep
Thinking
• Builds Background Knowledge
• Whole Class
• Teacher Has Copy
Modeled Reading
Read Aloud – A Bear for All Seasons
By Diane Marcial Fuchs
“Reading aloud to children has been called the single
most important activity for building the knowledge
required for success in reading.”
Source: Armruster, B., Lehr, F., & Osborn, J. (2006). A Child Becomes a Reader, Proven Ideas
from Research for Parents, Kindergarten Through Grade 3, 3rd Editoin. p. 4. RMC
Research Corporation,New Hampshire.
Modeled Reading
Read Aloud – A Bear for All Seasons
Challenging, Complex Language:
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Bear’s eyelids felt as heavy as iron skillets.
•
Buds smile into delicate leaves.
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Leaves crunch underfoot. An earthy smell fills the
air.
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The earth goes to bed under a pure white blanket
of snow.
•
The trees outside groaned. The winter winds
moaned.
Word Work
Fundations Grades K to 2
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Phonemic Awareness and Phonics
Fluency – “trick words”
Direct, Explicit Instruction
Students Segment, Spell and Blend Sounds
Spelling Connections Grades 3 and 4
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Direct, Explicit Instruction
Word lists follow particular pattern
Independent practice
Spelling words integrated with variety of
language, reading, and writing activities
Assessment of spelling abilities for re-teaching
opportunities as well as for enrichment
Cross-curricular activities
Supporting Word Work at Home
• Encourage your child to use strategies
to decode unfamiliar words
(demonstration)
• Use alphabet books, magnetic letters,
rhyming books, predictable stories
• Other strategies…look for word
patterns, chunks, prefixes, suffixes
• Self-monitoring-does the sentence
make sense?
Shared Reading
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High-Quality, Mentor Texts
Grade Level
Selected to Teach Specific Skills
Big Books or Teacher and Students Have
Copy
• Whole Class
• Shared Experience
Supporting Shared Reading at Home
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Read with your child everyday
Encourage your child to read to you
Choose books of interest to your child
For younger children, choose books with
pictures that match the story, and larger
print with only a few words on the page
• Set aside a special place for your child
to keep collections of books
Guided Reading
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Leveled Literature/Informational Text
Levels Range from A to Z
Fluency and Comprehension
Teacher Guides Students Through
Instructional Level Text
• Small, Homogeneous Grouping
• Each Student Has Copy
Independent Reading
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Fluency, Vocabulary, Comprehension
Independent Level Texts
Student Choice
Independent Application of Strategies
Supporting Guided Reading and
Independent Reading at Home
• Set aside a time for reading at home
• Model these Before, During, and After
reading strategies :
• Before- take a “picture walk” through the
book and make predictions and
inferences about the story
• During- monitor comprehension
• After- for fiction, discuss characters,
problem, solution, and resolution, retell
important events. For non-fiction
summarize main idea and supporting
details.
Writing Workshop
Mentor Text
Teacher reads mentor text with exemplary
writing selected to illustrate specific skill.
Modeled Writing
Teacher thinks and writes aloud while
students observe.
Shared Writing
Teacher writes aloud with students
participating.
Guided Writing
Students write their own product with input
from teacher and peer conferences.
Independent Writing
Students enjoy free choice writing in journals.
Supporting Writing at Home
• Keep in mind that reading and writing
are connected and are not taught in
isolation
• Often the first thing a child reads is
his/her own writing
• Write grocery lists, notes, letters to friends
and relatives, keep journals, diaries
• When drawing, label pictures
• Have various writing materials readily
available
Literacy Stations
1. Modeled Reading
2. Word Study – Fundations and Spelling
Connections
3. Shared Reading and Listening
4. Guided Reading and Independent
Reading
5. Writing Workshop