Balanced Literacy PowerPoint

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Balanced Literacy In Our Kindergarten Classroom:

Balanced Literacy In Our Kindergarten Classroom Emily Addleman Ball State University EDRDG 610 Dr. Susan Tancock

Slide 2:

My Philosophy of Reading A literacy rich environment, both at school and at home, is essential in reading development Children should be encouraged to develop a “love for reading” A balanced literacy approach is the best way to meet the needs of all readers within the classroom Students must be exposed to a variety of texts including fiction, non-fiction, poetry, biographies, magazines, and newspapers in order to keep them engaged and motivated Teaching a child to read and helping them develop a love for reading is a team effort shared by teachers and parents Reading is an essential life skill

Slide 3:

What is Balanced Literacy? Balanced Literacy is a framework for teaching reading and writing that involves a gradual release of responsibility through modeling, guidance, and support. It is founded on the belief that all students can learn to read and write! I Do You Watch I Do You Help You Do I Help You Do I Watch Shared Reading Interactive Writing Guided Reading Guided Writing Read-A-Loud Morning Message Independent Reading Independent Writing

According to the Indiana Department of Education, (2011) “In order for students to make reasoned decisions about their lives and contribute to their family, community, and nation they need more skills and knowledge than ever before. To meet these challenges, Indiana established world-class academic standards that clearly outline what students should know and be able to do at each grade level and subject area. In 2010, the State Board of Education adopted the 2010 Indiana Academic Standards for Science as well as the Common Core State Standards for Mathematics and English Language Arts and Literacy for Social Studies/History, Science and Technical Subjects” (para. 1). All students will be taught and assessed based on the newly adopted Common Core Standards. :

According to the Indiana Department of Education, (2011) “In order for students to make reasoned decisions about their lives and contribute to their family, community, and nation they need more skills and knowledge than ever before. To meet these challenges, Indiana established world-class academic standards that clearly outline what students should know and be able to do at each grade level and subject area. In 2010, the State Board of Education adopted the 2010 Indiana Academic Standards for Science as well as the Common Core State Standards for Mathematics and English Language Arts and Literacy for Social Studies/History, Science and Technical Subjects” ( para . 1). All students will be taught and assessed based on the newly adopted Common Core Standards. http://dc.doe.in.gov/Standards/AcademicStandards/index.shtml Indiana Common Core Standards

Daily Literacy Activities :

Daily Literacy Activities This is a breakdown of the various literacy activates we do each day

Daily Literacy Activities :

Daily Literacy Activities Modeled Reading & Modeled Writing Teachers writes “Morning Message” to students on the board each morning. The teacher reads the message to the students during circle time. Teacher reads stories aloud to students throughout the day, including a variety of genres and topics.

Daily Literacy Activities :

Daily Literacy Activities Build Reading Skills Theme is introduced and discussed Phonemic awareness and phonics skills are introduced and practiced New vocabulary words are introduced (3 words each week) New sight words are introduced (2 words each week) Focus letter of the week is introduced and practiced

Daily Literacy Activities :

Daily Literacy Activities Shared Reading “Big Book” for current theme is introduced and read Literacy strategies are introduced and practiced Making connections Asking questions Visualizing Inferring Determining importance Synthesizing

Daily Literacy Activities :

Daily Literacy Activities Guided Reading & Literacy Stations Students meet with teacher in small groups for a guided reading lesson, specifically designed to meet their needs Students work independently at literacy stations doing some of the following activities Independent reading Listening to reading Partner reading Working on writing Word work

Daily Literacy Activities :

Daily Literacy Activities Writer’s Workshop Teacher models writing strategy to students Teacher and students work on a piece of writing together Students meet with teacher in small groups for guided writing instruction, based on their individual needs Students work independently on writing Students share their writing with classmates

Slide 11:

Assessment Students will be assessed in reading and writing throughout the semester. Assessments will take place in individual and small group settings. All of the data collected throughout the semester will be compiled to reflect the final comments on the students’ report card in January and May. The report card is standards based. On the report card student’s will not receive letter grades. They will receive a number, 1-4, reflecting their knowledge of a skill. Please refer to the scale below: 1 Beginning : The student cannot complete the task independently. He/She shows little understanding of the concept or skill. 2-3 Developing: The student shows some understanding. However, errors or misunderstandings sill occur. Reminders, hints, and suggestions are incorporated with understanding. 4 Secure: The student consistently applies the skill or concept correctly. Carmel Clay Schools (2010)

Writing Rubric :

Writing Rubric Students will be assessed in writing using the following rubric. Three pieces of writing will be assessed each semester to determine the final comments reflected on the report card. A. Dudley, personal communication, October, 2009

Reading :

Reading Throughout the year students will be assessed on the following concepts about print, phonemic awareness, and reading comprehension skills. Recognize upper and lower case letters Name the sounds of letters Identify individual sounds in words Add a sound to a word to make a new word Change the sound in a word to make a new word Count the number of words in a sentence Count the number of syllables in a word Read high frequency words Use picture clues to help understand what is read Know the difference between fantasy and reality Make connections between text and real life experiences Identify the main idea in a story Retell the events in a story Identify the setting in a story Identify the characters in a story Predict what might happen next in a story

Slide 14:

Kindergarten Standards Based Report Card We have highlighted several of the reading and writing skills assessed on the kindergarten standards based report card. To view the complete Carmel Clay Schools standards based kindergarten report card, please visit the link below and click on “Standards Based Report Card” in the left hand column. http://www1.ccs.k12.in.us/district/kindergarten Carmel Clay Schools (2010)

Throughout the school day students will be instructed in both large and small group settings. Typically lessons and topics will be introduced in a large group setting. Then students will practice and apply those skills in a small group setting. :

Throughout the school day students will be instructed in both large and small group settings. Typically lessons and topics will be introduced in a large group setting. Then students will practice and apply those skills in a small group setting. Guided Reading Guided Writing Students grouped by reading ability-students reading at the same level will be in the same group Students will receive small group reading instruction based on their individual needs and ability As students make gains and progress, groups may be re-defined in order to better meet the needs of all students Students grouped by mixed ability-students of various writing abilities will be grouped together Students will receive more individualized instruction in a small group setting Students will have the opportunity to learn and grow by interacting with other students of various abilities in their group Large and Small Group Instruction

Slide 16:

Meeting The Needs of All Our Students We are fortunate to have multiple opportunities for small group instruction throughout our day. This gives us the ability to better meet the needs of our students. We are able to differentiate instruction in most subjects, especially reading, writing, and math. Students performing above grade level will be challenged in small group settings with other students of similar abilities. Likewise, students who need extra support will be given further instruction in small group settings with peers. Our school also services students through Response to Intervention (RTI).

Slide 17:

RTI According to the National Center on Response to Intervention, (2010) “RTI integrates assessment and intervention within a multi-level prevention system to maximize students achievement and reduce behavior problems” (Defining RTI sect.). Students are screened each semester. Those who do not meet grade-level benchmarks are given extra support in a small group setting, using an evidence-based intervention program. The students are progress monitored and the intensity and nature of the intervention is adjusted based on the student’s responsiveness.

Slide 18:

Parent Involvement “ Recent research into human brain development is proving that parents truly are their children’s first teachers. What parents do, or don’t do, has a lasting impact on their child’s reading skill and literacy. For example, there is considerable evidence of a relationship between reading regularly to a child and that child’s later reading achievement ” (National Research Council, 1999).

Slide 19:

Parent Involvement Read the weekly newsletter Complete the “Activities To Do At Home” Practice the sight words introduced that week Stay on top of any additional projects or activities Read each night with your child Let your child pick a book for you to read to him/her Practice a “just right” or “take-home” book Practice writing each day with your child Your child’s name is a good starting place Sight words and the focus letter for the week Make sure your child gets plenty of sleep each night and eats a healthy breakfast each morning so he/she is ready for a great day at school!

Create a “Book Nook” where your child can have a comfy place to read and showcase books Provide unique opportunities for writing such as grocery lists, thank you notes, letters, and diaries Make tape recordings of your child’s favorite books for them to listen to as they follow along :

Create a “Book Nook” where your child can have a comfy place to read and showcase books Provide unique opportunities for writing such as grocery lists, thank you notes, letters, and diaries Make tape recordings of your child’s favorite books for them to listen to as they follow along Snuggling up together for a bedtime story is a great way to end the day. Reading and Writing at Home

Educational Websites:

Educational Websites www.starfall.com www.pbskids.org Offers great literacy activities for emergent readers Extremely “kid-friendly” . Kids can navigate this website on their own! Seasonal activities to keep them engaged as their skills increase This is one of my favorite websites for kids! Numerous activities for young children to explore the magic of letters, words, and stories A parent link where you can access articles and information about your child’s development Tips and activities for you to engage your child in reading

Slide 22:

Together We Make A Great Team. We Are Looking Forward To A Wonderful Year!

References:

References Carmel Clay Schools (2010). Kindergarten standards based report card. Retrieved from http://www1.ccs.k12.in.us/district/kindergarten Indiana Department of Education (2011). Welcome to indiana’s academic standards and resources. Retrieved from http://dc.doe.in.gov/Standards/AcademicStandards/index.shtml National Center on Response to Intervention (2010). Essential components of RTI-a closer look at response to intervention. Retrieved from http://www.rti4success.org National Research Council (1999). Start early, finish strong: how to help every child become a reader. Retrieved from http://www2.ed.gov/pubs/startearly/ch_1.html

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