CLTA 2011 Robin Harvey's Balanced Literacy Presentation

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On 2011 CLTA annual conference, Robin Harvey from DCLT made a presentation about balanced literacy approach in the language classroom.

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CLTA 2011 Robin Harvey's Balanced Literacy Presentation

  1. 1. Or: How do American kids learn to read?
  2. 2. <ul><li>Reading </li></ul><ul><ul><li>read aloud, shared reading, guided reading, independent reading </li></ul></ul><ul><li>Writing </li></ul><ul><ul><li>Process writing approach </li></ul></ul><ul><ul><li>shared writing, interactive writing, independent writing in a variety of genres. </li></ul></ul><ul><li>Word Work </li></ul><ul><ul><li>Phonemics, Vocabulary Studies </li></ul></ul><ul><li>From: http://schools.nyc.gov/Academics/EnglishLanguageArts/ParentResources/ELA+Frequently+Asked+Questions--Parents.htm </li></ul>
  3. 3. <ul><ul><li>Connections between letters & sounds </li></ul></ul><ul><ul><li>Speed, accuracy in reading </li></ul></ul><ul><ul><li>Proper expression (indicates understanding) </li></ul></ul><ul><ul><li>Comprehension skills and strategies </li></ul></ul>
  4. 4. <ul><li>Teacher models effective reading strategies. </li></ul><ul><li>Language learners receive frequent exposure to comprehensible input and quality language models. </li></ul><ul><li>Read across genres: fiction, non-fiction, poetry. </li></ul><ul><li>Pre-reading: </li></ul><ul><li>Introduce the genre and the author of the book. </li></ul><ul><li>Activate learners’ prior knowledge about the topic. </li></ul><ul><li>During reading: </li></ul><ul><li>Make text-to-self or text to text connections. </li></ul><ul><li>2. Make predictions </li></ul><ul><li>3. Choral reading or repeated reading. </li></ul><ul><li>Post-reading: </li></ul><ul><li>Students think and share how they like the book. </li></ul><ul><li>Role play </li></ul><ul><li>Retell part of the story </li></ul>
  5. 5. Literacy-Rich Environment <ul><li>Word Wall </li></ul><ul><li>Semantic Maps </li></ul><ul><li>Multilingual labels for classroom items and supplies </li></ul><ul><li>A classroom library with leveled books </li></ul><ul><li>Students’ written works </li></ul><ul><li>Vocabulary from the current reading </li></ul><ul><li>Class Rules </li></ul><ul><li>Good reading habits and strategies </li></ul>
  6. 6. <ul><li>All students have access to the text. </li></ul><ul><li>Teacher and students read the text together. </li></ul><ul><li>Students respond to the text through writing, art, drama, music and discussion. </li></ul><ul><li>A shared reading piece could be an authentic text like advertisement or news, texts from current read alouds, or adapted texts from a chapter book, etc. </li></ul><ul><li>Teacher encourages students to mark and underline the important language or content points in the text during the shared reading activity. </li></ul>
  7. 7. <ul><li>Students selected books from the classroom library according to their reading level. </li></ul><ul><li>Students provide feedbacks after independent reading. For an example, a journal entry of what he or she learned from the book. </li></ul><ul><li>Teacher prepares reading logs for students to keep a record of what they have already read. </li></ul>
  8. 8. <ul><li>Teacher and children work together to compose messages and stories. </li></ul><ul><li>The message is usually related to some individual or group experience </li></ul><ul><li>The text becomes much richer than children can write themselves and becomes good material for children to read and should be displayed in the room. </li></ul><ul><li>Whole class activities </li></ul><ul><li>Work on writing process or specific skills as needed. </li></ul>
  9. 10. <ul><li>Guided writing is an individual or group activity where learners use word maps to organize their ideas and write texts. </li></ul><ul><li>Students grouped together by needs. </li></ul><ul><li>Work on specific, needed skills (vocabulary, grammar, etc.) </li></ul><ul><li>• Encourages the children to discuss writing </li></ul><ul><li>• Allows immediate feedback on success and further areas for improvement. </li></ul>
  10. 12. <ul><li>Story planning </li></ul><ul><li>Revision </li></ul><ul><li>Self and peer Editing </li></ul><ul><li>Teacher editing </li></ul><ul><li>Direct instruction in the mechanics of grammar. </li></ul>
  11. 13. <ul><li>Editing occurs during the writing process. </li></ul><ul><li>Peer Editing: Teacher provides rubrics for students to edit peer’s written work. </li></ul><ul><li>Self-Editing: Students revise written works according to rubrics or teacher’s notes and feedbacks. </li></ul>
  12. 16. <ul><li>Definition: Students read drafts of their fellow students' essays in order to make suggestions for revision. Writing is a process of communicating to an authentic audience . </li></ul><ul><li>Tell one think you liked </li></ul><ul><li>Ask one question </li></ul><ul><li>Give one suggestion </li></ul>
  13. 19. <ul><li>A special time and place is allotted to writers who wish to share their final products with an audience. </li></ul><ul><li>The student in the author's chair reads aloud a selected piece of text or a piece of their own writing. </li></ul><ul><li>Author's Chair is an opportunity for the writer to receive positive feedback from their classmates. </li></ul><ul><li>Author Chair helps to develop students' concept of authorship and to emphasize that students' ideas and experiences are worthy of preservation and sharing </li></ul>
  14. 21. <ul><li>Use techniques our students understand </li></ul><ul><li>Word work and grammar study is done within the context of reading and writing: gaining comprehension & expressing our thoughts </li></ul><ul><li>Scaffolding every step of the way </li></ul><ul><li>Many opportunities for practice and use of language </li></ul>
  15. 26. Robin Harvey New York University Project for Developing Chinese Language Teachers 212-992-9367 [email_address] www.steinhardt.nyu.edu/teachlearn/dclt

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