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CLTA 2011 Robin Harvey's Balanced Literacy Presentation
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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.

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 CLTA 2011 Robin Harvey's Balanced Literacy Presentation 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:
      • Introduce the genre and the author of the book.
      • Activate learners’ prior knowledge about the topic.
      • During reading:
      • Make text-to-self or text to text connections.
      • 2. Make predictions
      • 3. Choral reading or repeated reading.
      • Post-reading:
      • Students think and share how they like the book.
      • Role play
      • 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, music and discussion.
      • 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.
      • Teacher encourages students to mark and underline the important language or content points in the text during the shared reading activity.
      • Students selected books from the classroom library according to their reading level.
      • Students provide feedbacks after independent reading. For an example, a journal entry of what he or she learned from the book.
      • Teacher prepares reading logs for students to keep a record of what they have already read.
      • Teacher and children work together to compose messages and stories.
      • The message is usually related to some individual or group experience
      • 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.
      • Whole class activities
      • Work on writing process or specific skills as needed.
    •  
      • Guided writing is an individual or group activity where learners use word maps to organize 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 success and further areas for improvement.
    •  
      • Story planning
      • Revision
      • Self and peer Editing
      • Teacher editing
      • Direct instruction in the mechanics of grammar.
      • Editing occurs during the writing process.
      • Peer Editing: Teacher provides rubrics for students to edit peer’s written work.
      • Self-Editing: Students revise written works according to rubrics or teacher’s notes and feedbacks.
    •  
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      • 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 .
      • Tell one think you liked
      • Ask one question
      • Give one suggestion
    •  
    •  
      • A special time and place is allotted to writers who wish to share their final products with an audience.
      • The student in the author's chair reads aloud a selected piece of text or a piece of their own writing.
      • Author's Chair is an opportunity for the writer to receive positive feedback from their classmates.
      • Author Chair helps to develop students' concept of authorship and to emphasize that students' ideas and experiences are worthy of preservation and sharing
    •  
      • Use techniques our students understand
      • Word work and grammar study is done within the context of reading and writing: gaining comprehension & expressing our thoughts
      • Scaffolding every step of the way
      • Many opportunities for practice and use of language
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    • Robin Harvey New York University Project for Developing Chinese Language Teachers 212-992-9367 [email_address] www.steinhardt.nyu.edu/teachlearn/dclt