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Balanced literacy program[1][1]
 

Balanced literacy program[1][1]

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  • Guided Reading – Teacher works with small flexible groups. Shared Reading – All students are involved and can see a copy of the text. Teacher and students reading fluently with phrasing. Students’ eyes are on text. Students follow along as teacher reads inviting them to join in. Modeled/Shared Writing – Teacher modeled writing with student input. Students share writing Word Study – Phonemic Awareness is taught. Teacher modeled writing with student input. Students shared writing Students focus on letter sounds, patterns, making words with letters, and how words work. Read-Aloud- Teacher reads aloud from a variety of genres. Authors’ technique is discussed. Students are active participants commenting and listening for enjoyment. Independent Reading – Students know where and how to find books at their level. Students share after they read. Books are organized in library and are familiar to students. Writer’s Workshop – Students know where and how to find books at their level. Students share after they read. Books are organized in library and are familiar to students.
  • I typically use our corporation assessment of reading which includes a running record and rubric. I complete a DRA2 three times a year on each student and four times a year on my struggling readers. I love using projects and book discussions with my literacy circles that are done bi-weekly or as a literacy group finishes a book. Each student keeps a personal reading inventory folder which they list each book they have read independently or at home. In second grade I use our corporation report card to grade reading, which simply states the DRA2 level and if the student is below-level, on-level, or above – level.
  • Rubrics are a great way for students to see exactly what is expected of them. I have created a story writing rubric, that I would use on a published story.
  • Proficiency Group – students share a common strength or are working on a common instructional need. Deliberately Heterogeneous Groups – a group set up to counteract the potentially negative effects of proficiency grouping. Formal Cooperative Group – heterogeneous groups taught to work together as a team. Interest Group – students who share a common interest. Literature Group – students are reading the same text independently and meet to discuss it and respond to it. Project Group – students working together to produce a project, such as a skit, poster, video, or play.

Balanced literacy program[1][1] Balanced literacy program[1][1] Presentation Transcript

  • Forming the Foundation of Learning
    • Literacy is the way we learn, express, and create ideas. My philosophy of reading is that first and foremost it has to be balanced. Students learn in many different ways and at many different speeds. My literacy program incorporates multiple strategies. Literacy should encompass reading, writing and communication skills. I believe that literacy needs to be integrated into other aspects of the classroom. Literacy is taught through scaffolding and direct instruction of strategies. Instruction should include a balance of direct, guided, and independent learning.
    • Balanced Literacy is a framework designed to help all students learn to read and write effectively. It incorporates reading, writing, and communication skills and processes.
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    • Assessment is used to guide future instruction. It is done both formally and informally in the classroom.
    • Some methods I typically use are:
    • 1. rubrics
    • 2. projects
    • 3. focused observation with teacher anecdotal journal.
    • 4. reading inventory
    • 5. running records
    • Assessing writing is slightly different then assessing reading.
    • To assess writing I most commonly use:
    • 1. rubrics – Click for an example http://rubistar.4teachers.org/index.php?screen=ShowRubric&module=Rubistar&rubric_id=1888850&
    • 2. checklists
    • 3. graphic organizers
    • 4. journal entries
    • 5. conferencing
    • The key to grouping students is flexibility.
    • Grouping Options:
    • Proficiency Groups
    • Deliberately Heterogeneous Groups
    • Formal Cooperative Groups
    • Interest Groups
    • Literature Groups
    • Project Groups
    • At home expectations :
    • It is important to read with your child every night. I ask that you set up a daily literacy routine at home.
    • Visit your local library. Make reading FUN!
    • Listen to your child read and discuss the story together.
    • Write small notes to your child, and end it with a question to prompt a written response.
    • At school expectations :
    • Please come into our classroom and volunteer when you are available.
    • Review your child’s homework with them.
    • Attend parent/teacher conferences.
    • Email, Call or write in with any questions or concerns regarding your child’s education. This is IMPORTANT.
    • Recent research by Snow, Burns & Griffin (1998) supports the idea that the successful teaching of reading requires skill instruction, including phonics and phonemics, in conjunction with stimulating reading and writing experiences.
    • http://www.readwritethink.org/parent-afterschool-resources/
    • http://www.readingrockets.org/article/3479
    • http://www.rif.org/parents/5_8.mspx
    • http://pbskids.org/lions/games/
    • Asselin, M. (1999). Balanced literacy. Teacher Librarian, 27 (1), 69-70.
    • Au, K. H., Caroll, J. H., & Scheu, J. A. (1997). Balanced literacy instruction: A teacher’s resource book. Norwood, MA: Christopher-Gordon Publishers, Inc.
    • California Department of Education (1996). Teaching reading: A balanced comprehensive approach to teaching reading in prekindergarten through grade three. Sacramento, CA
    • [Online]. Available: http://www.cde.ca.gov/cilbranch/teachrd.htm .
    • French, C., Morgan, J., Vanayan, M., & White, N. (2001). Balanced literacy: Implementationand evaluation. Education Canada, 40 (4), 23.
    • Graves, M. F., Juel, C., & Graves, B. B. (2007). Teaching Reading in the 21 st Century. Boston, MA: Pearson Education, Inc. 81