ED RDG 610 Balanced Literacy Presentation

Balanced Literacy presentation:

Balanced Literacy presentation Heather McKee ED RDG 610 7/19/2011

Philosophy of Reading:

Philosophy of Reading Every child is unique in their learning and it is my responsibility to structure opportunities for students to meet their full potential Each child should have the opportunity to pick books of their interest, on their level Literacy should be a total, integral process in a classroom with opportunities for reading and writing It is my job as a teacher to model strategies for my students and gradually release responsibilities through read aloud, shared reading, interactive reading, guided reading, and independent reading as well as modeled writing, shared writing, interactive writing, guided writing, and independent writing Reading and writing should be done on the students’ instructional level to promote success and meaningful experiences

What is Balanced Literacy?:

What is Balanced Literacy? Balanced literacy is a comprehensive approach to reading that incorporates numerous devices with a balance between reading and writing for a student to master written and oral communication.

Grouping Students:

Grouping Students Ability Based Flexible, ability based groups Small group guided reading time Students need to receive instruction at their instructional level Children need to be successful, interested, and challenged Dynamic Grouping Dynamic grouping brings students together with common needs and interests Genre or book study Interest and background knowledge enhance reading performance Student needs work on a particular strategy

Slide 6:

Monday Tuesday Wednesday Thursday Friday Bell Ringer Daily- 10 mins . Foreign Word Genre Study Gas Page Review Journal Writing ISTEP Review Whole Group: 20 minutes Introduce a new story-key vocab, set a reason for reading, begin reading the story No Whole Groups Instruction 20 minutes Review vocab and the story, finish reading the story No Whole Group Instruction 20 minutes Review vocab and the story, extension activity Small Group: *Meets with the teacher 1 Rotation: 15 minutes Vocab practice, reread the story, extension activity 2 Rotations: 17 minutes Vocab practice, reread the story, extension activity 1 Rotation: 15 minutes Reread the rest of the story, comprehension and extension 2 Rotations: 17 minutes Reread the rest of the story, comprehension and extension 1 Rotation: 15 minutes Extension Activity with the Story/Review Rotations: Computers Independent Reading Small Group Instruction 1 Rotation: 15 minutes 2 Rotations: 17 minutes 1 Rotation: 15 minutes 2 Rotations: 17 minutes 1 Rotation: 15 minutes

Bell Ringers:

Bell Ringers What is this? Example … Activity Foreign Word Students have a chart and column for the word, origin, meaning, and way to remember the meaning Study of foreign words to broaden students’ vocabulary development Students write Menana in their chart, Spanish for the origin, and tomorrow as the meaning Students might sing the song, “Tomorrow,” from Annie , replacing the word Tomorrow with Menana Genre Study Students have a chart with a column for each genre where they list the key points below Students study different genres and learn key aspects of each to help them understand storylines Students learn about fiction, nonfiction, fables, fantasy, poetry, historical fiction, mystery, etc. On the Smart board there are points to touch and drag, revealing clues about a certain genre. Children must use the clues to “guess the genre” Gas Page Review Each student has a “gas page” with key literary terms such as symbolism, metaphor, hyperbole, 1 st person, and much more with their definitions Individuals carry this “gas page” with them to their rotations and refer to it whenever they don’t remember a term or want to spice up their writing Students might have a work page or Smart board activity to complete where they identify the hyperbole in a sentence or write a sentence with an alliteration

Bell Ringer continued…:

Bell Ringer continued… What is this? Example Activity Journal Writing Each individual has their own writing journal that they keep with them to write in response to the journal prompts We have 9 different journal prompts covering current events, invented writing, and student invented prompts Students write from the point of view of an animal in the Gulf of Mexico during the oil spill for 5-7 minutes and then volunteers share their writing ISTEP Review Students have a workbook with multiple reading passages and approximately 6 questions for each story. Each story has a focus. The focus is different for each story- One story might have questions about main idea, another might be comprehension or order or events At the beginning of the year, students work in small groups to read the story and answer the questions. Then, as they progress, they work in partners and then as individuals to complete the task.

Whole Group Instruction:

Whole Group Instruction Take a picture walk and read subtitles Make predictions about what the story will be about Introduce key/new vocabulary terms Students rate how well they know the word Write the definition and use it in a sentence Share sentence examples Determine a focus for reading Read the beginning of the story together as a class

Small Group Instruction:

Small Group Instruction Students generally based in ability groups Begin by rereading the 1 st half of the story Students answer questions and discuss the story What is the setting? What point of view is this story written in? Which character do you relate the most to and why? Extension activity- depends on the focus Example- Make a Venn Diagram to compare and contrast the 2 main characters in the story Students not working with the teacher are reading independently or working on the computer

Rotations:

Rotations Independent Reading Students choose books at their Lexile R ead independently or with a partner/small group When finished, students take comprehension quizzes If students continue to score poorly on quizzes, they must fill out a graphic organizer while they are reading Computer Station Students work independently on computer software Software contains small reading passages, new vocabulary, spelling games, word sort, and more word work Students read passages into a microphone to practice fluency Practice spelling and word sorts for spelling patterns

Struggling Readers:

Struggling Readers Provide graphic organizers Differentiate instruction so students feel successful and motivated Read one-on-one or in small groups with the students Arrange for an aide or another teacher to be available for support in the classroom Use small guided reading groups to accommodate student needs and work on reading/writing strategies

RTI:

RTI Step 1: Screen all students Step 2: Identify students who are not meeting benchmarks Step 3: Begin research based intervention Step 4: Progress monitor weekly or bi-weekly to track student progress Step 5: Individualize instruction for students continuing to struggle Step 6: Continue to progress monitor for growth Step 7: Student shows little to no growth, a team of school professionals and the student’s parents meet to determine further services, possibly special education

Gifted Readers:

Gifted Readers Identify the levels gifted readers need instruction and can read at independently and provide appropriate books Continue to challenge gifted readers, providing alternate activities in place of already mastered concepts Gifted readers may not have all of the basic reading skills mastered: pull them into small guided reading groups for focus lessons when necessary

Assessment:

Assessment Assessment is ongoing Informal and Formal assessment takes place Quizzes (in class and book comprehension quizzes) Student Conferences Homework (grade level standards reviewed) Tests Small Group/Whole group contribution Written assignments (stories, open ended questions) 20%- writing, 20%- comprehension quizzes, 20%-whole group, 20%- small group, 20%- homework Assessments view progress and help determine the next instructional step

Rubric:

Rubric Workshop 8 Name _____________________________________________ On your own With a group With a partner Page 184 Read the title and subtitle. Answer: In what way do you think moving to the U.S. changed everything? Page 186 Read the introduction and caption. Answer: How might poetry help this teen feel freed from his disability? Page 191 Look at the photograph and caption. Answer: What qualities does it take to make it on your own?

Rubric:

Rubric Name ____________ +____/40

Rubric:

Rubric

Parent Involvement:

Parent Involvement Parents Matter… Parents create a foundation for learning in the child’s earliest years By cooing, singing, and reading to a child, it stimulates brain development Children look up to their parents/guardians as role models for reading Positive parental attitudes towards literacy can help children become more successful readers

Parenting Tips for Interactive Reading:

Parenting Tips for Interactive Reading Before: What do you think this book will be about? Do you know anything about the things you see in the pictures? What do the pictures tell you? During : What is happening? What do you think will happen next? Do you know what that word means? After : Can you retell the story; beginning, middle, and end? Was there a character in the story that reminded you of yourself or someone you know?

What can parents and children do at home?:

What can parents and children do at home? Read a recipe and cook together Take your child grocery shopping and compare food labels Plan a fantasy family vacation with magazines, travel books , and maps Check your local newspaper or magazine for fun family outings Have a book exchange at school or in your neighborhood Practice spelling words with paint, shaving cream, window markers, or sidewalk Listen to books on tape or CD in the car while you’re traveling

Parent Resources:

Parent Resources http ://www.readwritethink.org/files/resources/interactives/bio_cube / The biocube helps students determine which information is important when they are working on writing tasks for all subjects! http:// www.readwritethink.org/files/resources/interactives/comic / Students can create their very own comic strip using this interactive site from readwritethink.org! http :// www.pbs.org/parents/lions/activities/literacy_tips.html The PBS website provides activities to build vocabulary. If you search the site, there are also printables , literacy tips, games, and more!

Language Arts Standards:

Language Arts Standards Below is a link to the Indiana English/Language Arts state s tandards for 6 th grade. These standards should be aligned with all whole group and small group activities as well as focus lessons taking place within a classroom. http:// dc.doe.in.gov/Standards/AcademicStandards/PrintLibrary/english.shtml Upon viewing this site, you must click on the standards you want to view and then download either a PDF or Word copy of the file.

References:

References Temple, C., Ogle, D., Crawford, A., & Freppon , P. (2011). All children read . Boston, MA: Pearson . Mesmer, E.M., & Mesmer, H.E. (2009, January). Response to intervention( rti ): what teachers of reading need to know . Retrieved from http:// www.reading.org/Publish.aspx?page=RT-62-4-Mesmer.pdf&mode=retrieve&D=10.1598/RT.62.4.1&F=RT-62-4-Mesmer.pdf&key=58BEA88C-5313-4DC6-A8B7-1F1FE79E1D34 Froehlich, S. (2004). Building balanced literacy . Retrieved from http:// www.primaryteachers.org/balanced_literacy.htm Frey, B.B., Lee, S.W., Tollefson , N., & Pass, L. ( n.d. ). Balanced literacy in an urban school district . Retrieved from http://web.ku.edu/~spear/Documents/Balanced%20Literacy%20in%20an%20Urban%20School%20District.pdf Clark, A. (2011). Pbs : between the lions . Retrieved from http://www.pbs.org/parents/lions/activities/literacy_tips.html