Clta balanced literacy_revised
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Clta balanced literacy_revised

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Clta balanced literacy_revised Clta balanced literacy_revised Presentation Transcript

  • Or: How do American kids learn to read?
  • • Reading • read aloud, shared reading, guided reading, independent reading• Writing • Process writing approach • shared writing, interactive writing, independent writing in a variety of genres.• Word Work • Phonemics, Vocabulary Studies• From: http://schools.nyc.gov/Academics/EnglishLanguageArts/ParentResources/ELA+Frequently+Asked+Questions--Parents.htm
  • • Connections between letters & sounds• Speed, accuracy in reading• Proper expression (indicates understanding)• Comprehension skills and strategies
  • • Teacher models effective reading strategies.• Language learners receive frequent exposure to comprehensible input and quality language models.• Read across genres: fiction, non-fiction, poetry.• Pre-reading: 2. Make predictions1. Introduce the genre and the 3. Choral reading or repeated author of the book. reading.2. Activate learners’ prior • Post-reading: knowledge about the topic. 1. Students think and share how• During reading: they like the book.1. Make text-to-self or text to 2. Role play text connections. 3. Retell part of the story
  • Literacy-Rich Environment • Word Wall • Semantic Maps • Multilingual labels for classroom items and supplies • A classroom library with leveled books • Students’ written works • Vocabulary from the current reading • Class Rules • Good reading habits and strategies
  • •All students have access to the text.•Teacher and students read the text together.•Students respond to the text through writing, art, drama, musicand discussion.•A shared reading piece could be an authentic text likeadvertisement or news, texts from current read alouds, oradapted texts from a chapter book, etc.• Teacher encourages students tomark and underline the importantlanguage or content points in thetext during the shared readingactivity.
  • •Students selected books from the classroom libraryaccording to their reading level.•Students provide feedbacks after independent reading.For an example, a journal entry of what he or she learnedfrom the book.•Teacher prepares reading logs for students to keep arecord of what they have already read.
  • •Teacher and children work together to compose messages andstories.•The message is usually related to some individual or groupexperience•The text becomes much richer than children can writethemselves and becomes good material for children to read andshould be displayed in the room.•Whole class activities•Work on writing process or specific skills as needed.
  • •Guided writing is an individual or groupactivity where learners use word maps toorganize their ideas and write texts.•Students grouped together by needs.•Work on specific, needed skills(vocabulary, grammar, etc.)•Encourages the children to discuss writing•Allows immediate feedback on successand further areas for improvement.
  • •Story planning•Revision•Self and peer Editing•Teacher editing•Direct instruction in themechanics of grammar.
  • •Editing occurs during the writingprocess.•Peer Editing: Teacher providesrubrics for students to editpeer’s written work.•Self-Editing: Students revisewritten works according torubrics or teacher’s notes andfeedbacks.
  • Definition: Students read drafts of their fellow studentsessays in order to make suggestions for revision. Writing isa process of communicating to an authentic audience.•Tell one think you liked•Ask one question•Give one suggestion
  • • A special time and place is allotted towriters who wish to share their finalproducts with an audience.•The student in the authors chair readsaloud a selected piece of text or a pieceof their own writing.•Authors Chair is an opportunity for thewriter to receive positive feedback fromtheir classmates.•Author Chair helps to develop studentsconcept of authorship and to emphasizethat students ideas and experiences areworthy of preservation and sharing
  • •Use techniques our students understand•Word work and grammar study is done within thecontext of reading and writing: gaining comprehension &expressing our thoughts•Scaffolding every step of the way•Many opportunities for practice and use of language
  • Robin HarveyNew York UniversityProject for Developing Chinese Language Teachers212-992-9367Robin.Harvey@nyu.eduwww.steinhardt.nyu.edu/teachlearn/dclt