balanced literacy evans crull 2013
TRANSCRIPT
Jennifer EvansAssistant Director ELASt. Clair County [email protected]://www.protopage.com/evans.jennifer#Untitled/Home
WHAT IS BALANCED LITERACY?
Work with a partner and develop a list of what you believe balanced literacy is.
WHAT IS A BALANCED-LITERACY PROGRAM?
A comprehensive, differentiated approach to reading and writing instruction.
A Balanced-Literacy Program “combines explicit instruction, guided practice, collaborative learning, and independent reading and writing” (Tompkins, 2010) on a daily basis.
Teachers differentiate instruction based on student needs.
An approach for teaching literacy that is widely used in classrooms.
Balanced literacy incorporates all reading approaches realizing students need to use multiple strategies to become proficient readers.
COMPONENTS OF A BALANCED LITERACY FRAMEWORK:
Reading Workshop Writing Workshop Mini-lessons – Modeled
Reading/Writing Shared Reading/Shared
Writing Read Aloud Small Group Instruction
(guided reading/writing, conferring)
Independent Reading/Writing Word Study
READING EXPERIENCES
Shared Reading The teacher reads with the students when a book may
be at a too difficult reading level or comprehension level.
Independent Reading Students will have a chance to read books at their
comfort level during this time.
Read-Alouds Read-alouds are a great means to model good reading—
fluency and use of strategies. Grand conversations can occur during this time.
Guided Reading The teacher will guide small groups of students using
leveled readers during this time. Specific strategies and skills will be taught.
THE COMPONENTS OF BALANCED LITERACY
http://www.youtube.com/watch?v=8nhZ7g0955Q
READING/WRITING WORKSHOP COMPARISON
MINILESSON VIDEO
http://www.scholastic.com/teachers/top_teaching/2009/10/reading-workshop
READ ALOUDTeacher reads selections aloud to students.
Benefits:
•Students are introduced to a variety of texts
•Students hear fluent reading
•Teacher shares her thinking (Think Alouds)
•Students are provided with quality writing models
•Creates a sense of community
SHARED READING
What it Looks Like: All Eyes on One Text
Reading Together Repeated Readings
of New, Familiar and Favorite Texts
Supported Skills Fluency and Phrasing Love for reading Comprehension Word familiarity Phonemic
awareness/phonics Safe environment
GUIDED READING
GUIDED READING SMALL GROUP STRATEGY LESSONS
Small groups at the same reading level
Prepares students for the next reading level
Teach the skills within their instructional level
Books match their instructional reading level
Small groups that are skill based
Students may or may not be at the same reading level
Differentiated Instruction
Books match their independent reading level
Teacher works with small, flexible groups of children who have similar reading strengths & needs.
COMPARISON OF TRADITIONAL AND GUIDED READING GROUPS
Traditional Reading Groups Groups remain stable in
composition. Students progress through a
specific sequence of stories and skills.
Introductions focus on new vocabulary.
Skills practice follows reading. Focus is on the lesson, not the
student. Teacher follows prepared "script"
from the teacher's guide. Questions are generally limited
to factual recall. Teacher is interpreter and
checker of meaning. Students take turn reading orally. Focus is on decoding words. Students respond to story in
workbooks or on prepared worksheets.
Readers are dependent on teacher direction and support.
Students are tested on skills and literal recall at the end of each story/unit.
Guided Reading Groups Groups are dynamic, flexible,
and change on a regular basis. Stories are chosen at appropriate
level for each group; there is no prescribed sequence.
Introductions focus on meaning with some attention to new and interesting vocabulary.
Skills practice is embedded in shared reading.
Focus is on the student, not the lesson.
Teacher and students actively interact with text.
Questions develop higher order thinking skills and strategic reading. Teacher and students interact with text to construct meaning.
Students read entire text silently or with a partner.
Focus is on understanding meaning.
Students respond to story through personal and authentic activities. Students read independently and confidently.
Assessment is ongoing and embedded in instruction
“JUST RIGHT” BOOKS
Independent Level 96%- 100% Accuracy with good comprehension and fluency
“Just Right”
Instructional Level 90-95% Accuracy Students can read with teacher support and instruction
Frustration Level < 90% Accuracy “Too Hard”
INDEPENDENT READING
Students read texts that they have chosen.
Books should be “Good Fits” Meet their need (to inform,
entertain, or persuade them)
Match their interests At an appropriate reading
level Students are given time
to actually read. Students are encouraged
to get comfortable.
CONFERRING
Individual Instruction for Readers and Writers
Take place between the teacher and student
Differentiation at its Best!
RULES AND PROCEDURES ARE CLEARLY ESTABLISHED
RELEVANT TASKS ARE PREPARED AT EACH CENTER
Literacy Centers
MODELED WRITING
The teacher writes in front of the students demonstrating a writing strategy, skill or convention of written language
Teacher often shares her thinking as she goes through the writing process.
Teacher & students collaborate to write
text
Shared Writing
Guided Writing
Teacher works with a group of students
with similar strengths & needs.
During interactive writing, the teacher and the students may “share the pen.” The class may share ideas and write a piece together. Or, the students and teacher may write back and forth with one another, possibly in journals, on charts or sticky notes.
INDEPENDENT WRITING
Students are expected to choose their own topics.
Students go through the writing process at their own pace.
Published pieces are assessed using a rubric.
WRITEWELL FOLLOWS WRITER’S WORKSHOP
http://sccresa.org/toolsforschools/curriculumtools/writewell/introductiontowritewell/writewell3rdgrade/
WORD STUDY
Mini-lesson : Teacher explicitly teaches a skill in phonics, spelling, vocabulary, reading, or writing
Practice: Students practice the skill independently or with a partner
Sharing: Students share what was learned and how it will help us in everyday reading and writing
COMPONENTS OF LANGUAGE/WORD STUDY
Phonemic Awareness
Phonics Instructions
Vocabulary Instruction
Spelling Instruction
Interactive Edit
Vocabulary
Handwriting
Test Reading/Writ
ing
Current Events
Modeled or Shared
Reading/Writing
Interactive Read Aloud
ASSESSMENTS
Informal Assessments
Listening In
Turn and Talk
Teacher/Student Conference notes
Running Records
Notes From Small Group Instruction
Observations
Hand Signals
Rubrics
Journals
Self-Evaluations
On Demand Writing
Formal Assessments
DIBELS
Pre/Post Assessments
MEAP/NWEA/STAR Reading-Math
DRA
Comprehension Tests
Published Writing
Presentations
RUBRICS
Rubrics are often used to evaluate students’ academic achievement and growth.
90 MINUTE READING BLOCK EXAMPLE
Amount of Time Grouping Types of Activities
15 minutes Whole group SpellingBasal storyComprehension strategies/skillsVocabularyPhonicsCooperative learning
15 minutes Individual Self-selected reading/journaling
30 minutes Small groups Guided readingLeveled readersMini-lessonsWord work
30 minutes Literacy Centers or Literature Circles
FluencyComprehensionVocabularyPhonicsSpelling
Read and response
Time Subject Balanced Literacy Element
8:40 – 9:00
Morning Procedures
Independent Writing – Journaling Independent Reading Book Selection
9:00 – 10:00
Writer’s Workshop
Modeled Writing, Interactive Writing, Independent Writing, Guided Writing, & Read Aloud
10:00 – 11:30 Reading Block
Shared Reading, Guided Reading, Literature Circles, Work Stations, Independent Reading, Read Aloud & Word Study
11:30 – 12:15
Lunch/Recess
12:15 – 12:45 Word Study Spelling & Word Study
12:45 – 1:05
Independent Reading
Self-Selected Reading & Reading Conferences
1:05 – 1:35
Special Area Class
Shared Reading, Read Aloud & Word Study
1:20 – 1:50
Intervention Groups
Reading Interventions & Enrichment
1:50 – 2:50 Math Shared Reading & Independent Writing
2:50 – 3:20 Content Area Dependent upon the lesson
TYPES OF GROUPS
Small GroupsGuided ReadingAbility groupingLiteracy centers
Whole GroupRead-aloudsModeled reading and writingMini-lessonsShared reading/writing
IndependentIndependent reading and writing activities
Teacher-StudentReading/Writing workshopReading/Writing conferences
TEACHER’S ROLE
The teacher's role is: to guide and model literacy behavior for children to
emulate. to meet the needs of all the children in the classroom which
include physical, emotional and intellectual growth. to create an environment filled with meaningful, inviting and
authentic activities, employing developmentally appropriate teaching techniques.
to engage students in experiences that make literacy events meaningful and help the students make connections and build on their prior knowledge.
to maintain an environment that places an emphasis on meaningful dialogue, negotiated meaning, and understanding facilitates authentic literacy experiences.
to create a classroom environment that supports emerging readers and writers through modeling, scaffolding, monitoring, and facilitating classroom talk .
to encourage students to develop their own unique interest and abilities.
to create an accepting and inviting atmosphere for learning.
ELA LOOK-FORS
QUESTIONS?