Balanced Literacy

Balanced Literacy:

Balanced Literacy By Eva Osborn EDRDG 610 July 17, 2011

Philosophy:

Philosophy Reading is an essential skill that requires explicit instruction and a variety of tools to ensure success. Students need: a caring supportive environment that Models desired skills Provides positive reinforcement Allows students to have a voice and a choice Provides time for students to read explicit phonics instruction and practice authentic reading experiences with a variety of materials explicit comprehension strategy instruction and practice opportunities to read and write in & outside of the classroom Access to a variety of reading material and genres at the appropriate reading level.

What is Balanced Literacy?:

What is Balanced Literacy? Balanced Literacy incorporates all reading approaches. According to the National Reading Panel (2000), Balanced Literacy consists of five (5) major elements: Phonemic Awareness Phonics Fluency Vocabulary Comprehension National Reading Panel (2000)

What is Balanced Literacy?:

What is Balanced Literacy ? Provides and improves the skills of: Reading Writing Presenting Thinking Speaking Listening

Indiana Standards: English / Language Arts :

Indiana Standards: English / Language Arts Indiana’s Language Art Standards are a list of guidelines by grade level in the areas of reading, writing, speaking, listening and viewing that students are expected to know upon completion of that grade. These standards will remain in use until the Common Core standards have been completely transitioned into place. Beginning in 2011-2012 school year, Indiana Kindergarten students will only receive instruction in the adopted common core standards. All other grades will receive instruction in both standards. Both sets of standards are available through the Indiana Department of Education website. http://dc.doe.in.gov/Standards/AcademicStandards/PrintLibrary/index.shtml

Teaching Framework:

Teaching Framework Four Blocks Literacy Framework Guided Reading Self-Selected Reading Writing Working with Words

Modeled Reading :

Modeled Reading Reading Aloud: Teacher reads selection aloud to students Provides adult model of fluent reading Develops sense of story/text Develops vocabulary Encourages prediction Builds a community of readers Develops active listening

Shared Reading :

Shared Reading Shared Reading: Teacher and students read text together Demonstrates awareness of text Develops sense of story or content Promotes reading strategies Develops fluency and phrasing Increases comprehension Encourages politeness and respect

Modeled / Shared Writing:

Modeled / Shared Writing Modeled/Shared Writing: Teacher and students collaborate to write text; teacher acts as scribe Develops concepts of print Develops writing strategies Supports reading development Provides model for a variety of writing styles Models the connection among and between sounds, letters, and words Produces text that students can read independently Necessitates communicating in a clear and specific manner

Interactive Reading (Modeled & Shared):

Interactive Reading (Modeled & Shared) Interactive Reading : Teacher provides students with focus questions before reading. Teacher reads aloud to the whole class and stops at planned points to ask questions Provides adult model of fluent reading Teacher models comprehension strategies Allows teacher to focus learning on development of story/text Develops vocabulary Encourages prediction, connection building & questioning Builds a community of readers Develops active listening

Interactive Writing (modeled & Shared):

Interactive Writing (modeled & Shared) Interactive Writing: Teacher and students compose together using a "shared pen" technique in which students do some of the writing Provides opportunities to plan and construct texts Increases spelling knowledge Produces written language resources in the classroom Creates opportunities to apply what has been learned

Guided Reading :

Guided Reading Guided Reading: Teacher introduces a selection at student's instructional level Promotes reading strategies Increases comprehension Encourages independent reading Expands belief in own ability

Guided Writing:

Guided Writing Guided Writing: A llows the student to be the scribe. Done at Instructional level Creates opportunities to apply what has been learned Increases feeling of ownership in writing process Strengthens text sequence Develops understanding of multiple uses of writing Supports reading development Develops writing strategies Develops active independence

Independent Reading:

Independent Reading Independent Reading: Students read independently Encourages strategic reading Increases comprehension Supports writing development Extends experiences with a variety of written texts Promotes reading for enjoyment and information Develops fluency Fosters self-confidence by reading familiar and new text Provides opportunities to use mistakes as learning opportunities

Independent Writing:

Independent Writing Independent Writing: Students write independently Strengthens text sequence Develops understanding of multiple uses of writing Supports reading development Develops writing strategies Develops active independence

Reading/literacy Centers:

Reading/literacy Centers

Assessment:

Assessment Oral Retellings Running Records Anecdotal Records Portfolios Rubrics: Performance Based Student Self Reflection Structured Response AR – Accelerated Reader DIBELS Star Reading Scores DRA (Developmental Reading Assessment)

What is a Rubric?:

What is a Rubric? Rubrics are guides to grading an assignment. This is an example of a Fluency Rubric for a First Grade Classroom. Category 1 point 2 points 3 points Decoding Does not apply letter-sound knowledge to decode quickly and accurately. Often skips words. Applies letter-sound knowledge to decode some unknown words. Applies letter-sound knowledge to decode unknown words quickly and accurately. Sight Words Does not automatically recognize additional high frequency and familiar words within texts. Recognizes additional high frequency and familiar words within texts most of the time. Automatically recognizes additional high frequency and familiar words within texts. Uses Expression Does not read grade-level text with appropriate expression. More time is spent stumbling over words than reading with expression. Reads grade-level text using some expression. Reads grade-level text with appropriate expression. Reads Grade Level Text Reads first-grade text at less than 45 words correct per minute. Reads first-grade text of at least 45 words correct per minute. Reads first-grade text at a target rate of 60 words correct per minute. Self Correction Does not uses self-correction when subsequent reading indicates an earlier misreading within grade-level text. Sometimes uses self-correction when subsequent reading indicates an earlier misreading within grade-level text. Uses self-correction when subsequent reading indicates an earlier misreading within grade-level text.

Dynamic Grouping:

Dynamic Grouping Groups can be designed by the teacher to work on a specific skill. Groups can be created because a group of students that have similar interests.

RTI – Response to Instruction:

RTI – Response to Instruction Tier I: 2-3 times a year Tier 2 : Monthly to twice a month Tier 3 : Twice a month to once a week Regarding assessment frequency…

Struggling Readers vs. gifted Readers:

Struggling Readers vs. gifted Readers Differentiated Instruction based on RTI assessment Explicit instruction in skills Peer-Tutoring Opportunities Literacy Center – differentiated assignments Differentiated instruction based on RTI assessment Self guided reading opportunities Peer-Tutoring Opportunities Literacy Center -- differentiated assignments

Parent Involvement:

Parent Involvement Research shows that children develop much of their capacity for learning in the first three years of life, when their brains grow to 90 percent of their eventual adult weight ( Karoly et al., 1998). This is two years before they will enter Kindergarten and meet their first official primary school teacher.

Parents Need to::

Parents Need to: To help ensure success at school: Use positive reinforcement and the reading tips provided in the Family Literacy Brochure to assist your child with reading Ask questions about the stories you read with your child. Help your child to connect to the text, by talking about the things the story reminds you of as you are reading. Check your child’s take home folder for important messages from school each and everyday. Ensure that all homework is completed and returned to school Ensure that their child is exposed to text through a variety of print material: books, magazines, audio tapes, online story-books and online literacy games. Allow your child to catch you reading and writing for pleasure as well as work. Demonstrate that reading is essential in your life: while driving, cooking, using the computer etc.

Websites Parents Should bookmark:

Websites Parents Should bookmark Websites for Parents: www.readingrockets.org -- contains information and ideas for Parents on how to help your child become a better reader. wonderopolis.org/wonders -- contains a variety of videos and information on wonders in our world with links to more information. www.wegivebooks.org -- allows you and your child to read picture books for free online. For every book you complete, they will donate a book to a reading campaign of your choosing. http://www.boardman.k12.oh.us/bdms/golubic/onlineliteracy.htm -- This website contains links to a variety of literacy information. Websites for Children: pbskids.org -- contains videos, stories, literacy activities, and reading games based on their popular TV programs. There is information for parents & educators too. www.scholastic.com/parents/play/games -- another website containing literacy games based on popular books. www.professorgarfield.org/pgf_home.html -- is a learning portal to a fun interactive online environment where children can safely explore, learn and creatively express themselves. It contains literacy activities for pre-K through 8 th grade.

Resources::

Resources: Academic Standards. (2011, July 17). Retrieved July 17, 2011, from the Indiana Department of Education: http://dc.doe.in.gov/Standards/AcademicStandards/PrintLibrary/index.shtml Diller, Debbie (2003) Literacy work stations: Making centers work. Stenhouse Publishers: Portland, ME. Fountas , I., & Pinnell , G. S. (1996). Guided reading: Good first teaching for all children . Portsmouth, NH: Heinemann. Indiana Department of Education. Response to instruction: Foundations for implementation. Retrieved July 17, 2011, from the Indiana Department of Education: http://www.doe.in.gov/TitleI/pdf/adminworkshop/Title_I_Leadership.pdf Karoly , Lynn A., Peter W. Greenwood, Susan S. Everingham , Jill Houbé , M. Rebecca Kilburn, C. Peter Rydell , Matthew Sanders, and James Chiesa , Investing in our children: What we know and don’t know about the costs and benefits of early childhood interventions, Santa Monica, Calif.: RAND Corporation, MR-898-TCWF, 1998. Mikesell , Kelly & Dean, Tiells . Literacy fenters for primary classrooms. Retrieved July 17,2011 from http://www.elementary-teacher-resources.com/primary_literacy_centers.html Pressley, M. (2002b). Reading instruction that works: The case for balanced teaching (2nd ed.). New York: Guilford Press. National Reading Panel. (2000). Report of the national reading panel. Teaching children to read: An evidence-based assessment of the scientific research literature on reading and its implications for reading instruction (NIH) Publication No. 00-4769). Washington, DC: U.S. Government Printing Office. Temple , C., Ogle, D., Crawford, A., & Freppon , P. (2011). All children read : Teaching for literacy in today's diverse classroom. (3rd ed ). The Reading Dog. (2010, July 10). Go outside & play [Blog Post]. Retrieved July 17, 2011 from http://readingdog3.blogspot.com/