My Philosophy of Reading Reading means finding meaning in literature and using it to develop knowledge. A child’s ability to read affects every aspect of his/her learning, which is why the ability to use text to gain knowledge is integral. In order to motivate students to read, we must provide them with quality literature that is appropriately challenging and then offer the support they need to successfully apply reading skills and strategies. Through cognitive modeling, making connections to deepen understanding, and scaffolding reading experiences, a teacher is able to create independently successful readers.
Balanced Literacy by Jennifer DeArmitt …a balance of whole language and phonics instruction, using authentic texts and providing a variety of real life reading and writing experiences that scaffold throughout the year.
Why a Balanced Literacy? “Reading and writing are closely related processes and should not be artificially isolated for instruction.” (Burts, Charlesworth, & Hart, 1997, p. 226) A balanced literacy meets the demands of present-day literacy which is defined by Irwin Kirsch and Ann Jungeblut as “using printed and written information to function in society, to achieve one’s goals, and to develop one’s knowledge.” (Graves, Juel, & Graves, 2007, p. 16) “…contemporary education must go beyond simply presenting students with information and must ensure that students retain important information, understand topics deeply, and actively use the knowledge they gain.” (Graves, Juel, & Graves, 2007, p. 16) “We particularly need to improve all children’s higher-order thinking skills. We need to guide as many students as we possibly can to a level of literacy that enables them to read challenging material, to analyze it closely, to learn from it, to reason from it, and to problem solve.” (Graves, Juel, & Graves, 2007, p. 17)
Three Main components
Teacher reads aloud to students, asking questions before, during and after to help students make connections and build interest in the topic and reading as a whole. Read Aloud Provides adult model of fluent reading. Models use of reading strategies. Develops vocabulary. Encourages prediction. Builds interest in reading.
Using a variety of prose, such as non- fiction, fiction, rhymes, songs, and poetry, the teacher and students share quality text through spontaneous interactions. Shared Reading
Promotes reading strategies.
Improves fluency and phrasing.
Builds interest in reading.
Identifies elements of text.
Teacher works with small, flexible, groups of students using appropriately leveled texts to observe and help individuals hone specific skills or strategies. Guided Reading
Allows for observation of individual reading skills.
Encourages use of strategies to unlock meaning.
Supports progress monitoring.
Graves, Graves, & Juel, 2007, pp. 256-267.
Students reading together in pairs or groups, using text(s) to accomplish a common goal. Cooperative Reading
Develops social skills.
Supports active learning.
Increases self esteem.
Improves attitudes toward school.
Fosters conflict resolution.
Builds critical thinking skills.
Graves, Graves, & Juel, 2007.
A time for individual students to spend time reading a book, usually of their choosing, without interruptions. Independent Reading
Improves fluency and reading achievement.
Communicates that reading is important.
Builds enthusiasm for reading.
Offers choice of reading material.
Graves, Graves, & Juel, 2007, p. 59.
Teacher models writing by thinking aloud while doing so. Develops writing strategies. Identifies conventions of language. Builds language skills. Provides models for a variety of writing styles. Supports clear and concise communication skills. http://instech.tusd.k12.az.us/balancedlit/handbook/BLHS/blcomphs.htm
Teacher and students work together to compose written work that communicates clear and concise ideas while implementing writing strategies, proper grammar, and mechanics. Provides opportunities to plan and construct texts. Develops writing skills for a variety of purposes. Increases phonics and spelling knowledge. Applies what has been learned. Maya Angelou Elementary
Guided Writing “In guided writing, students create their own writing, with the teacher as guide. Activities associated with guided writing take place in small homogeneous groups of students. Teachers serve as mentors as students go through the process” (Paulson, 2008). Provides individual/small group instruction. Prompts students to engage in certain writing strategies. Allows for observation of individual writing skills. Encourages use of strategies to communicate concise, clear ideas. Increases progress monitoring in strategy use, phonics, grammar, and mechanics of writing.
Cooperative Writing Students writing together and sharing ideas to accomplish a common goal. Encourages cooperation. Develops social skills. Fosters active learning. Increases self-esteem. Improves attitudes toward school. Fosters conflict resolution. Builds critical thinking skills. Graves, Graves, & Juel, 2007.
Independent Writing Independent writing time “provide[s] students with the consistent opportunity to apply and practice the skills already introduced and to cultivate their love of and comfort with writing on their own level” (Paulson, 2008). Increases understanding of multiple uses of writing. Develops writing strategies. Builds confidence as a writer. Strengthens text sequence. Supports reading development. http://www.freewebs.com/maelementary/balancedliteracy.htm http://instech.tusd.k12.az.us/balancedlit/handbook/BLHS/blcomphs.htm
A Day in our Balanced Literacy Classroom 9:20-9:35
Individual needs 12:30-1:00 2:00-2:40 This time each day is devoted to remediating students in need of extra practice on a specific skill. Students in need of reading remediation receive intense, small group instruction to build fluency, vocabulary, and comprehension skills while practicing a variety of reading strategies.
Grading I want to see all of my students succeed. Therefore, before I take a grade on an assignment, I do my best to ensure their success through careful, concise instruction, modeling, and practice. Grades will come from a variety of assessments including story tests, samples of student work, rubric performance, and homework effort. http://www.uen.org/Rubric/rubric.cgi?rubric_id=1082
Assessments Formal Assessments Acuity Scores ISTEP+ Scores STAR Reading Scores Story tests, including literary analysis and response
Ongoing Assessment Anecdotal Records Samples of Student Work Writing Conferences Guided Reading Observations Guided Writing Observations Achieve 3000 Performance 6+1 Traits of Writing Rubric
Families can help! Weekly Reading Log Secret Question Assignment Notebooks Weekly Newsletter Classroom Webpage http://www.shelbycs.org/coulston/5th%20Grade/DeArmitt/index.htm Volunteers Appreciated! Homework Routine http://aaamath.com/is a helpful website for students and parents needing extra help on mathematical skills! Secret Question Hurricanes How has technology had an impact on our safety in concern to hurricanes? Use examples from the story to support your answer. Answer: Hurricane and tropical radars and satellites have been created to alert us when a hurricane has begun to develop. It is possible for us to know days in advance that we should make preparations and/or evacuate. ____ My child knew this answer right away. ____My child had to go back and read again to find the answer. Parent Signature___________________ Student Signature___________________
Literacy at home In addition to supporting school and learning at home, there are numerous ways to turn your home into a “literacy-rich environment.” Be sure to check out the Family Literacy Brochure you received on your way in. Sites for Parents: http://www.internet4classrooms.com/parents.htm www.rif.org/parents/literacyrich/default.mspx
Thank you for coming! I look forward to working with you and your fifth-grader!
bibliography Achieve 3000. Retrieved April 20, 2010 from: http://www.achieve3000.com Hart, C., Burts, D., & Charlesworth, R. (1997). Integrated Curriculum and Developmentally Appropriate Practice: Birth to Age Eight. State University of New York Press, Albany, United States Graves, B., Graves, M., & Juel, C. (2007). Fourth Edition Teaching Reading in the 21st Century. Pearson Education, Inc., United States Maya Angelou Elementary: Balanced Literacy Handbook. Retrieved March 7, 2010 from: http://www.freewebs.com/maelementary/balancedliteracy.htm Paulson, Marcy. (2008). What is Balanced Literacy Instruction? Best Teaching Practices & Classroom Techniques in Literacy Programs. Suite 101. Retrieved from http://k12subjectguides.suite101.com/article.cfm/what_is_balanced_literacy TUSD Balanced/Interactive Literacy. TUSD Balanced Literacy Booklets. Retrieved March 2010 from: http://instech.tusd.k12.az.us/balancedlit/handbook/main.htm