Balanced Literacy

Slide 1:

Welcome! Meet the Teacher Night 2011 Miss Hinsberger

My Literacy Philosophy:

My Literacy Philosophy Reading is the most important skill your child will learn! Literacy is essential to succeeding in all areas of life. Learning to read should be fun and exciting! I want to cultivate a love of reading and appreciation for the written word. My reading approach gives students choices through a large classroom library, teaches them strategies for reading and writing, and allows them to discuss literacy with various groups. I use scaffolded instruction to meet their needs. Hands-on activities and technology are used often. Comprehension of texts is the main focus. I want my students to interact with texts on a personal level and learn how to communicate and express themselves.

What is Balanced Literacy?:

What is Balanced Literacy? Literature and language activities are connected Reading, writing, speaking, thinking, and listening skills Variety of teaching strategies Scaffolded instruction Develops letters, sounds, words, fluency, vocabulary, and comprehension Focus on the love of reading, meaning, and phonics in context

Slide 4:

Balanced Literacy: Components

Slide 5:

Balanced Literacy: Scaffolding

The Language Arts Standards:

The Language Arts Standards My lessons are all aligned with the Indiana State Standards… http:// dc.doe.in.gov/Standards/AcademicStandards/StandardSearch.aspx As well as the Core Standards. http://www.corestandards.org/the-standards/english- language-arts-standards These standards are the skills your child needs to master by the end of this year. They cover: Reading: Literature Reading: Informational Texts Writing Speaking & Listening Language

Your Child’s Morning:

Your Child’s Morning Morning Message/ Interactive Writing- read my message and respond Guided reading- read literature together, discuss Mini-lesson- choosing a book, comprehension strategy, genre, author’s purpose, etc… Stations Read to self: child selects a book and writes in journal, I conference with several children Word Work: boggle, letter tiles, stamps, word wall, Playdoh Work on Writing: creative writing, answer prompt

Sample 90 Min. Reading/Writing Block:

Sample 90 Min. Reading/Writing Block Time Activity 8:15- 8:30 Morning Message Interactive Writing 8:30- 8:40 Guided Reading 8:40- 8:50 Mini-lesson 8:50- 9:50 Read to Self (conferences, journals) Word Work Work on Writing

Assessment of Reading and Writing:

Assessment of Reading and Writing Formal Informal Reading journal Conferencing Small group read aloud Running Records Observations Acuity DIBELS Informal Reading Inventories Spelling/ vocabulary tests Reading Street workbook Writing rubrics

Sample Rubric Sample Journal:

Sample Rubric Sample Journal (Bundy, 2006) (Haag, 2011)

Types of Grouping Used:

Types of Grouping Used

Meeting Your Child’s Needs:

Meeting Your Child’s Needs Struggling Readers Gifted Readers Small Groups Interventions Change in instruction Adjusted assignments RTI Chapter club Accelerated curriculum Individualized challenges Extended content RTI

The Basics of RTI: Response to Instruction:

The Basics of RTI: Response to Instruction Tier3: Individualized lessons Additional instruction Ongoing assessment Tier 2: Targeted extensions Duration, frequency, and intensity are increased Small groups Tier 1: All students are monitored Core curriculum Differentiated instruction

Family Involvement:

Family Involvement Expectations At School At Home Family Literacy Night Literacy Websites http://www.readingrockets.org/audience/parents http://pbskids.org/ http://wonderopolis.org/ http://www.scholastic.com/parents/ * Family literacy brochure

References:

References AISD. (2009). Austin independent school distric literacy framework. In Language arts . Retrieved from http://www.austinschools.org/curriculum/la/ Bundy, J. (2006). All about me paragraph: Grade 5 writing. In Advance organizer: Lesson plan and graphic . Retrieved from http://imet.csus.edu/imet6/bundy/classes/imet281/mylesson.html Haag, K. (2011). Connect. In Reading strategies . Retrieved from http://www.liketoread.com/read_strats_connect.php Indiana Department of Education. (2010). Response to instruction (Rti) foundations for implementation. Retrieved from http://www.doe.in.gov/rti/docs/RtI_Guidance_Document.pdf Tancock, S. Balanced Literacy. [Video file] Retrieved from http://www.screencast.com/t/mJRPBoB7URU Temple, C., Ogle, D., Crawford, A., Freppon, P. (2011). All children read: Teaching for literacy in today’s diverse classrooms. Boston, MA: Pearson Education Inc