There are many factors that are vital to a student’s reading development. Along with the factors mentioned, teachers also work on making connections between the reader and the text (text-to-text, text-to-self, text-to-world). When students can make connections between their lives and the world around them to what they are reading, they often become more motivated and excited to continue learning.
English language learners will be given opportunities to learn in the best way possible for them. Many visuals will be provided and at the beginning of the reading process, oral language will often be a main focus. Strategies to help students will be taught and modeled continually throughout the reading process. Students will complete pre-reading and post reading activities as well as learning to use comprehension, vocabulary, fluency strategies, etc. ELL students will have access to picture books and books that have duel languages (English and their native language). Also students will get to read books that focus on topics that relate to their own life (farming, immigration, etc.) to help them make connections to the textExternal and internal motivators will exist in the classroom. Reading calendars will be assigned on a nightly basis. Formal and informal assessments will be in place for each individual student.
Accelerated readers are available at all times in the classroom. When student’s complete an activity or worksheet early, they can use this time to read. After a book has been read 2 times, a computerized test is taken to measure their comprehension of what they read. Students are given a “how to” draw an object to guide their drawing. They are responsible to draw the object and then add details and a setting to the picture. When they have completed the drawing they begin their writing. Drawing the picture first allows students to take ownership of it and become excited about writing. These foster independence in both reading and writing, and skills such as proofreading are being taught through this process. Journals can be used for reflection, list making, question and answer method and vocabulary building. Read alouds occur daily for 20-30 minutes. Teachers use this time to build prediction and inference skills, model fluency and comprehension strategies, and provide motivation to read different genres of books.
Literacy groups-Students are broken up into small groups (under 14 students per group) and placed by reading levels. Literacy groups focus on a variety of reading skills. Students practice using reference materials (table of contents, glossary, index) and practice reading for fluency, automaticity, and comprehension. Comprehension strategies are taught and reinforced and student’s learn how to use and apply these strategies when reading independently. Focused instruction teaches the necessary reading skills at each grade level
Reading assessmentsTeacher created rubrics are used for reading projects, assignments, and activities.Our mandated reading series provides practice ISTEP assessments that we give every Friday based on the story and skill learned during the week, and a summative assessment is given at the end of each reading unit (every 5 weeks).Teachers continually observe students during independent reading and classroom discussions. Students effort will be evaluated during this time and teachers will also keep track of those mastering the skills and those who are struggling. MAP testing is a levels test that measures the student’s reading and language skills at the 2nd grade levelWriting Assessments- portfolios will include work from the beginning to the end of the year. Portfolios will include a variety of writing samples (whole group assignments, draw and writes, independent writing prompts, etc.)Teachers continually model effective writing throughout the school yearSee next slide for information about the 6+1 writing rubric
Cluster grouping allows high ability/high achieving students to excel and be challenged during classroom instruction while working with others at their academic levelAbility grouping is used for literacy groups to benefit each individual child. They will be working with students at a similar level to be taught important and effective reading skills and strategies. Heterogeneous grouping is important so that the struggling students get the opportunity to learn from their peers and the more proficient readers can help their struggling peers. In this situation, all students will be challenged and instruction will be differentiated at each student’s level. All students will be given the opportunity to continually learn new material. Interest groups are formed for specific classroom projects and/or activities.
The most important way to help your child develop a love of reading is to model it for them. When they see you, their parent, reading (can be a newspaper, magazine, internet article, book, etc.) they are more inclined to do it too. If you show them that you enjoy reading, they will follow in your footsteps and enjoy it.
Make a list of words they don’t know and can’t figure out while reading. Use a dictionary and look them up together to reinforce the meaning of the word and practice using their dictionary skills. The more fun a child has when completing an activity, the more likely they are to try their best. Make reading and writing fun! If you are enthusiastic about reading and writing, they will be too
2. PHILOSOPHY OF READING<br />Reading is an interactive process that connects an individual with a text. Every child should be given the opportunity to learn to read and write with developmentally appropriate instruction. A teacher must provide differentiated multisensory approaches as well as multiple strategies that children can use when learning to read. A focus on phonics, structure of language, phonemic awareness, comprehension, and fluency are necessary when teaching a child how to read. <br />
3. WHAT IS BALANCED LITERACY?<br />THE FRAMEWORK USED TO HELP EVERY CHILD LEARN TO READ AND WRITE EFFECTIVELY<br /><ul><li>Provides all students with equal opportunities to learn
4. Multiple strategies are taught to students during the development of the reading and writing process
5. A variety of books are available within each classroom library
6. Reading instruction is taught in a variety of ways to help each child learn at their level and at their pace
7. Student motivation is a main focus
8. Multiple assessments and evaluations are implemented</li></li></ul><li>“Learners,” she said, “need to know what they are doing and why they are doing it. They need to have cognitive clarity.” <br />Quoted by Patricia Cunningham (Mermelstein, 2006) <br />
9. Literacy activities that we do daily in our classroom…<br />READ EVERYDAY!<br />WRITE EVERYDAY!<br />Literacy Groups<br />Focus on the process of literacy and reading<br />Focused Instruction <br />Focus on 1-2 reading skills for 2 weeks, then a formal written assessment is given<br />DEAR time<br />Drop everything and read! Silent reading time<br />Accelerated Reader<br />Leveled readers students read and take computerized tests <br />Draw and writes<br />Allow students to take ownership of their writing<br />Journals<br />Students write about different topics in their individual journals<br />Read Alouds<br />Teacher models fluency and think alouds<br />
10. Amount of time spent teaching daily:<br />
11. How do these activities foster literacy development?<br />
12. Evaluations and assessments<br />“Assessment is more than guessing the best answer to a simple question, and performance is complex and interactive. The student's response is important, but the process is also important.” (Graves, Juel, & Graves, 2007)<br />Grades for both reading and writing will be determined based on rubrics used, teacher observation, and Indiana State Standards.<br />
13. 6 1 Trait® Writing Scoring Continuum<br />IDEAS<br />ORGANIZATION<br />VOICE<br />WORD CHOICE<br />SENTENCE FLUENCY<br />CONVENTIONS<br />PRESENTATION<br />WOW!<br />Exceeds expectations<br />5 STRONG:<br />shows control and skill in this trait;<br />many strengths present<br />4 EFFECTIVE:<br />on balance, the strengths outweigh the<br />weaknesses; a small amount of revision<br />is needed<br />3 DEVELOPING:<br />strengths and need for revision are<br />about equal; about half-way home<br />2 EMERGING:<br />need for revision outweighs strengths;<br />isolated moments hint at what the<br />writer has in mind<br />1 NOT YET:<br />a bare beginning; writer not yet<br />showing any control<br />
14. I've traveled the world twice over, Met the famous; saints and sinners, Poets and artists, kings and queens, Old stars and hopeful beginners, I've been where no-one's been before, Learned secrets from writers and cooks All with one library ticket To the wonderful world of books. ~ Anonymous ~<br />
15. Effective grouping for student success<br />Cluster groupings within each grade level<br />Benefits all students, especially the high ability learners during language arts instruction<br />Ability grouping within grade level<br />Literacy groups are based on reading level and RIT scores from MAP testing<br />Heterogeneous groups in the classroom<br />Language arts centers have students of mixed abilities working together to complete activities<br />Interest groups<br />For specific projects, students will be placed with others who share similar interests<br />
16. What can you do at home to foster literacy development?<br /><ul><li>Read every day with your child. Take turns reading.
17. Take a journal with you everywhere! Write stories or make lists about the interesting things that you see.
18. Sing songs that teach academic skills
19. Have your child read a recipe and help you cook
20. Keep children’s books all around the house, not just by the bed!</li></li></ul><li>Help your child at home<br />We teach them at school, you are their teachers at home<br />Help your child when reading with them<br />Guide them to correct their own mistakes, don’t just give them the answers<br />Help them use picture and context clues to find out unknown words<br />Write stories together<br />Provide fun materials to use <br />Gel pens, markers, paint, oil pastels, etc.<br />Display their writing around the house to encourage and inspire them<br />Put on plays for your family. Act out the books you have read together.<br />http://www.rif.org/parents/ <br />Reading is fundamental! Helpful hints about working with school teachers, appropriate books for your child to read, and how to help your child learn reading skills. <br />http://www2.scholastic.com/browse/parentsHome.jsp <br />Ideas to help you work with your child at home on a variety of reading skills<br />
21. Become involved at school<br />Encourage your child to choose library books at their level<br />Volunteer in the classroom!<br />We always appreciate an extra set of hands<br />Communicate with your child’s teacher and form a relationship with them<br />Call, email, or stop in to discuss your child’s reading progress or any concerns you may have<br />
22. References<br /><ul><li>Graves, M.F., Juel, C., & Graves, B.B. (2007). Teaching reading in the 21st century. Boston, MA: Pearson Education, Inc.
23. 6+1trait writing. (2010). Retrieved from http://educationnorthwest.org/traits
24. Mermelstein, L. (2006). Reading/writing connections in the k-2 classroom. Columbus, OH: Allyn & Bacon.
25. Instuctional strategies online. (2004-2009). Retrieved from http://olc.spsd.sk.ca/DE/PD/instr/strats/balancedliteracy/index
26. National Center for Family Literacy.Cultivating readers, making reading active and fun!. Retrieved from http://www.famlit.org/pdf/cultivating-readers.pdf </li></ul>Images<br /><ul><li>http://images.clipartof.com/small/38027-Clipart-Illustration-Of-A-Black-And-White-Outline-Of-A-Happy-Family-Reading-On-A-Couch.jpg