balanced literacy powerpoint

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Balanced Literacy Presentation My Classroom Reading Program: Literacy By Design Jennifer Knox EDRDG 610

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Page 1: Balanced literacy powerpoint

Balanced Literacy Presentation

My Classroom Reading Program:

Literacy By Design

Jennifer KnoxEDRDG 610

Page 2: Balanced literacy powerpoint

My Philosophy of Reading

Reading is a necessary skill to be successful citizens in today’s society! The ability to read is a key factor to living healthy, happy, and productive lives (Reutzel & Cooter 2008)

Reading opens new worlds within the lives of children in many different ways.

In order for students to be successful in the area of reading, it is vital that they view reading as being fun and entertaining!

As an educator, it is important for me to work with a variety of different genres when teaching my students. Providing a wide selection of genres and reading material at various reading levels helps ensure students’ success. (B. Graves, M. Graves, & Juel 2007)

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Hmmm….

What is balanced literacy any way?

Balanced Literacy is a program that that was developed on the idea that all children can read and write. It follows the gradual release of responsibility model from the teacher to the students. Also, all elements of literacy and other content areas are integrated within this program.

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Literacy By Design:Program Overview

“Educators asked for materials that engage children deeply, include content that motivates them, and lifts students to the highest possible levels of performance…And we listened.”

-Quoted from the 6 authors of Literacy By Design

This program includes the 5 elements of reading*Phonemic Awareness

*Phonics*Vocabulary

*Fluency*Comprehension

This balanced literacy program provides the educator with the necessary resources to teach the important literacy skills and strategies to teach all five elements of reading.

This program puts an emphasis of nonfiction texts!

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How Do I Balance the Elements of Literacy?

Vocabulary/Word StudyModeled/Shared/Interac-tive ReadingDifferentiated Reading In-structionWriting

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Vocabulary

To help build academic vocabulary, 3 vocabulary words are introduced on a weekly basis to help support the integrated science and social studies content within the program.

In the first grade reading program, the vocabulary words are taught each week using the same 3-step routine.

Phonemic Awareness/Phonic

s

Weekly spelling words are based on a specific phonetic skill.

The words and skills are introduced, practiced, and applied in various different activities throughout the week.

Spelling pre-tests are given on Mondays, and the post-tests are administered on Fridays.

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Whole Group Reading Instruction(Modeled/Shared/Interactive

Reading)

•This instruction follows the gradual release of responsibility model of teaching.

Modeled Shared Interactive-Teacher models new skills. - Direct instruction is used -Alternate reading occurs between

by the teacher to practice the students using the -All text in the big book is read the new skills. interactive versions of the big out loud to the students. book.

-Students follow along and -Think alouds help model the read aloud if they like while -Comprehension organizer is filled comprehension strategies. the teacher reads the text. out in small collaborative groups.

-Comprehension organizer is modeled while the students help with the think alouds.

-Turn and talks occur between the students.

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Differentiated Reading Instruction(Guided Reading Groups)

•Leveled readers provided by Literacy By Design are used to teach the comprehension skills.

•Small groups are based on the instructional reading level of the students. These groups are flexible so that students can move in and out of the groups as they master the levels.

•Comprehension Bridge Cards are used by the teacher in the small group setting to reinforce the whole class strategy during the differentiated reading instruction time.

•This is a great time to work with phonetic skills and high-frequency words as well.

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Literacy Work Stations

The picture to the right shows the rotation board that is used in my classroom during work stations.

Students are either grouped by reading levels or by specific skills that need to be practiced. They could also be grouped by interests or just heterogeneously.

Work stations are differentiated to meet the needs of all students.

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Whole Group Small Group Independent

-Skills and strategies -Small group settings -Skills and strategiesare taught by the allow the teacher to are applied by teacher. focus their instruction writing in their based on the skills that journals or in a small-Graphic organizers the students need. book.are introduced to the students. -Individual writing -Students use conferences occur at completed graphic-Teacher models the this time. organizers to develop skills using the whole their writing.class writing chart.

Writer’s Workshop

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Assessment and EvaluationSpelling Tests (Each Friday)Comprehension Bridge RubricWriting Bridge RubricOngoing Test Practice (Every other week)Theme Progress Tests (Every other week)

-contain questions from all area of literacy that was taught throughout the time frame

Vocabulary JournalsBenchmark Book Assessment (when needed)AimsWeb testing (Every other week)

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American Symbols Rubric

Student Name:     ________________________________________

CATEGORY 3 2 1Conventions No grammatical, spelling

or punctuation errors.A few grammatical spelling, or punctuation errors.

Many grammatical, spelling, or punctuation errors.

Topic Sentence Topic sentence is clear Topic sentence is somewhat unclear

Topic sentence is unclear

Supporting Details Includes 3 supporting details

Includes 2 supporting details

Includes 1 or no supporting details

Concluding Sentence Concluding sentence is clear

Concluding sentence is somewhat unclear

Concluding sentence is unclear

Good Sentences Included 5 good sentences Included 3-4 good sentences

Included less than 2 good sentences

Presentation Stayed on topic during whole presentation

Stayed on topic for most of presentation

Stayed on topic for some of presentation

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Parent InvolvementWhat parents do…or don’t do…has a lasting impact on their child’s reading skill and literacy.

What parents can do to help:•Have access to books at home•Make visits to the local library with your child•Know the expectations of our reading program•Encourage your child to read and write at home•Help your child choose “just right” books•Read and implement the Literacy by Design Parent Involvement Letter. This letter comes home every two weeks and explains the new reading strategy and/or skill for the next two weeks. It also provides activities for the parents to do with their child at home.

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At-Home Activities and WebsitesACTIVITIES

Write letters and send emails to friends and family

Have family game night with literacy board games

Help Mom and Dad write grocery lists

Play interactive games on the Internet

Listen to books on CD at home Have your Mom and Dad read

aloud to you Have a pen pal to write back and

forth to

WEBSITESFor Children

www.starfall.comwww.literactive.com

For Parents

www.LiteracyByDesign.comwww.succeedtoread.com

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ResourcesBalanced literacy. (n.d). Retrieved from

http://www.csdarchives.com/teachers/rstewart/k2002/Teachers/Balanced_Literacy/balancedliteracy.htm

Briggs, A. & Danner, N. (Eds.), (2009). Profiling Classroom Literacy. New York: Pearson Custom Publishing.

Graves, B., Graves, M., & Juel, C. (2007). Teaching Reading in the 21st Century. Boston: Pearson Education, Inc.

Literacy by Design. (2008). Comprehensive Teacher’s Guide: Professional Handbook. Orlando, FL: Harcourt Achieve Inc.

Reutzel, D., Cooter, R. (2008). Teaching children to read: The teacher makes the difference. Columbus, OH: Pearson.