Balanced Literacy - Susan Wendel

Document Sample
Balanced Literacy - Susan Wendel Powered By Docstoc
					Balanced Literacy

          Presented by
 The Weyanoke Literacy PLC Team

       September 29, 2008
• What is BALANCED LITERACY as it pertains to
  reading and why is it important?

• The Reading Components of Balanced Literacy:
     1) Read Aloud (the most support)
     2) Shared Reading
     3) Guided Reading
     4) Independent Reading (the least support)

• Final Words & Questions
            Balanced Literacy
The Comprehensive Balanced Literacy Framework
 is built upon the concept of:

• Reading to Children, Reading with Children,
  and Reading by Children
• Writing to Children, Writing with Children,
  and Writing by Children

The framework includes four aspects of reading and
 writing built upon four levels of support (Gradual
 Release of Responsibility Model).
Read Aloud
Students get the most support

Reading to the Students
                Read Aloud
• "Reading aloud is a commercial for reading. ...Think
  of it this way: McDonald's doesn't stop advertising
  just because the vast majority of Americans know
  about its restaurants. Each year it spends more
  money on ads to remind people how good its
  products taste. Don't cut your reading advertising
  budget as children grow older." States author Jim
  Trelease in his book The Read Aloud Handbook.
  “Since children listen on a higher level than they
  read, listening to other readers stimulates growth
  and understanding of vocabulary and language
           Reading Aloud…
• Familiarizes   them with book language and story
• Teaches an appreciation of literature.
•Provides a model of fluent, oral reading
•Expands children’s knowledge of various genre
and motivates them to read on their own.
•Expands and enriches children’s vocabularies and
background knowledge
•Stimulates discussion
•Improves oral language
•Models good reading behavior for students
                   Read Aloud

•   Choose a book to read aloud for a specific purpose
•   Gather the class in an inviting spot.
•   Before: activate schema, make predictions, summarize
    the plot (but don’t give it away)
•   During: encourage discussion and ask thoughtful
•   After: make the book available to the children during
    free time.
                      Read Aloud
                      Consider Poetry

•   Good for fluency
•   K-1 – a lot of rhyme, short, chant-like
•   Majority of poetry is free verse
•   Have a special “poetry” pointer/stick
•   Try 1 per week:
        Monday – Shared
        Tuesday – Choral
        Wednesday – Individual copy with a buddy
        Thursday – Divide class and read in parts (or buddies)
        Friday – Poetry performance and put in poetry anthology
Shared Reading
 Reading with the Students
        Shared Reading

  Read each statement carefully and
indicate whether you agree or disagree.
            3 minutes
             Shared Reading
• Reading with children.
• Reading and rereading of enlarged texts (big
  books, charts, or lifted text on an overhead)
• During shared reading, the teacher is able to point
  out text features, teach word analysis, model
  reading comprehension strategies, and encourage
  students to extend their thinking
• Allows all students to read texts beyond their
  current individual reading level.
• Supports fluency for all reading levels.
• For older students the emphasis is on supporting
                  Shared Reading
             Day 1                           Day 2
•   Gather so that everyone      • Pick an instructional
    can see                        focus for the text
•   Introduce the text (title,   • Using a pointer, reread
    cover, predictions)            the text, stopping as
•   Read aloud using a             necessary to model
    pointer                        strategies
•   Reread the text and have     • (Optional) Make the text
    the children join in           available to students
•   Discuss the text
• At your table, please work in groups of
  two or three and each group will have
     one baggy and one purple sheet

• Please sort the statements according to
                  the titles
              3 minutes
Guided Reading
 Reading with the students
               Guided Reading is ……..

   … a teaching approach designed to help
   individual students learn how to process a
   variety of increasingly challenging texts with
   understanding and fluency.

Guiding Readers and Writes Grades 3-6(Fountas and Pinnell)
    Why Guided Reading is Important?
• It gives children the opportunity to develop reading
  strategies so they can read increasingly difficult texts

• It gives teachers the opportunity to observe individuals
  as they process new text.

• It gives children the opportunity to develop as individual
  readers in a socially supportive activity
Guided Reading – Good First Teaching for All Children (Fountas & Pinnell)
    Components of Guided Reading
•   Small – group instruction
•   Students are grouped according to need
•   15-20 minutes in duration
•   The teacher selects the text
•   The lesson has a specific focus
•   The text is introduced
•   Each child reads the text independently in the group
•   Teacher/student discussion follows the reading
•   Relevant activities may follow the lesson
Learning Media 2000
       What You Do in Guided Reading
• The teacher selects and introduces a new text.
• The students are provided with individual copies of
• The student reads the whole text to themselves.
• The teacher supports the use of reading strategies.
• The student problem-solves new text in a way that is
  mostly independent .
• The lesson may include optional components;
  extending meaning and word work.
Guided Reading: Good First Teaching for All Children (Fountas and Pinnell) & Systems for Change in Literacy Education
 Guided Reading Challenges…..

• At your table, please write down one challenge
  you have experienced with guided reading. You
  do not need to include your name. Please place
  the sticky notes on the parking lot.
                  3 minutes
Reading by the students
          Independent Reading…
              Please consider the following….

… it is true that reading practice—just reading—is a powerful
   contributor to the development of accurate, fluent, high-
comprehension reading. In fact, if I were required to select a
 single aspect of the instructional environment to change, my
   first choice would be creating a schedule that supported
dramatically increased quantities of reading during the school

   -Richard Allington, What Really Matters for Struggling
          Independent Reading

• A quiet time when students independently read
  materials of their choice while being encouraged
  to utilize learned reading/comprehension
  strategies that will help them become stronger
• The most independent activity students
  undertake during the language arts block.
          Independent Reading…
             Basic Ideas and Guidelines:
• Ample time should be allotted for Independent
  Reading—start with 10 min per day and increase to 20
  or 30 min.

• Students should choose books to read (teacher can
  assist, if necessary) and document their own reading
  through reading logs.

• Students should have easy access to a wide variety of
  books (i.e. an extensive, well-organized, classroom
          Independent Reading…
          Basic Ideas and Guidelines (con’t):

• Students should be reading “just right”
  books—mainly instructional~ independent.
  (90% accuracy and above)

• Teacher and student should set reading
  goals and use this time for individual
  reading conferences.

• All teaching occurs during individual
      Final Words & Questions
• Parking Lot for questions

• Resources at the back table
Guiding Readers and Writes Grades 3-6(Fountas and Pinnell)

Guided Reading: Good First Teaching for All Children (Fountas
  and Pinnell)

Systems for Change in Literacy Education

Reading Essentials: The Specifics You Need to Teach Reading Well
  (Regie Routman)

What Really Matters for Struggling Readers (Richard Allington)

Shared By: