Balanced Literacy - Summer Institute 2010

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Balanced Literacy - Summer Institute 2010

  1. 1. Every Child a Reader and Writer Monday, August 2, 2010
  2. 2. A Cultural Context Monday, August 2, 2010
  3. 3. An educational manifestation of social inequality Monday, August 2, 2010
  4. 4. Manifest on most indicators of achievement Monday, August 2, 2010
  5. 5. Normalization of Failure Monday, August 2, 2010
  6. 6. Brutal Facts Monday, August 2, 2010
  7. 7. 44 million adults in the U.S. can't read well enough to read a simple story to a child.  Reference: National Adult Literacy Survey (1992) NCED, U.S. Department of Education Monday, August 2, 2010
  8. 8. Disadvantaged students in the first grade have a vocabulary that is approximately half that of an advantaged student Reference: Graves, 1986 / White, Graves & Slater, 1990 Monday, August 2, 2010
  9. 9. 21 million Americans can't read at all, 45 million are marginally illiterate and one-fifth of high school graduates can't read their diplomas. Reference: Department of Justice, 1993 Monday, August 2, 2010
  10. 10. In a class of 20 students, few if any teachers can find even 5 minutes of time in a day to devote to reading with each student Reference: Adams, 2002 Monday, August 2, 2010
  11. 11. Children who have not developed some basic literacy skills by the time they enter school are 3 - 4 times more likely to drop out in later Reference: National Adult Literacy Survey, (1002) NCES, U.S. Department of Education Monday, August 2, 2010
  12. 12. "The link between academic failure and delinquency, violence, and crime is welded to reading failure." Over 70% of inmates in America's prisons cannot read above a fourth grade level. Reference: US Department of Justice Monday, August 2, 2010
  13. 13. 15% of all 4th graders read no faster than 74 words per minute, a pace at which it would be difficult to keep track of ideas as they are developing within the sentence and across the page Reference: Pinnell, et. al. 1995 Monday, August 2, 2010
  14. 14. Absolute Faith Monday, August 2, 2010
  15. 15. Out-of-school reading habits of students has shown that even 15 minutes a day of independent reading can expose students to more than a million words of text in a year. Reference: Anderson, Wilson, & Fielding, 1988 Monday, August 2, 2010
  16. 16. Teachers are the single most important factor in accelerating reading growth. Reference: Anderson, Wilson, & Fielding, 1988 Monday, August 2, 2010
  17. 17. Teachers are the single most important factor in accelerating reading growth. Reference: Anderson, Wilson, & Fielding, 1988 Monday, August 2, 2010
  18. 18. Balanced Literacy can help... Monday, August 2, 2010
  19. 19. Components of Balanced Literacy Reading Workshop Writer’s Workshop Language/Word Study Literature Study Guided Writing Shared Reading/Writing Guided Reading Independent Writing Interactive Read Aloud Interactive Writing/Edit Independent Reading Phonics/Word Study Interactive Vocabulary Handwriting Spelling Monday, August 2, 2010
  20. 20. The Two-Hour Literacy Block Monday, August 2, 2010
  21. 21. At a Glance... Whole Class focus lessons are presented to teach explicit reading skills or strategies Shared Reading teacher explicitly models reading strategies and skills that students need to learn the responsibility for reading is “shared” between the teacher and students, although the Grades 2 - 5 40 minutes per day teacher reads most of the text Grade 1 usually occurs with the whole class 30 minutes per day provides students with the opportunity to talk, think, and question their way through text the teacher meets with a small group that needs to practice a specific strategy - or - has Guided Reading a similar reading level Block (w/ each student has a copy of his/her own text; reading is done by the student while the teacher coaches independent independent reading is a time when students read text (either self-selected or teacher reading) recommended) at their independent reading level to practice reading strategies Whole Class provides a model of fluency and builds listening comprehension Read Aloud you read to the students acting as both author and reader Word Study involves both the decoding (reading) and encoding (phonics and spelling) of our alphabetic Grades 2 - 5 symbol system 20 minutes per day should include handwriting Grade 1 30 minutes per day Monday, August 2, 2010
  22. 22. EFFECTIVE INSTRUCTION IN READING: Components of a Reading & Writing Workshop Focused Learning Explicit Instruction Guided Instruction Independent Practice 5 - 10 minutes 30 - 40 minutes (while teacher works w/grp) Think Aloud Flexible Guided Reading Purposeful, independent Groups reading Mini-lesson (changes every 6 weeks) (strategy, skill or craft) Cooperative Learning Shared Reading/Read Aloud experiences Modeling Conferring Targeted Instruction (needs based) Literature Circles Student Reflection of learning (5 - 10 minutes) Teachers move fluidly through these stages based on formative assessments such as Running Records, Conferring Notes, Journal Notes, Exit Tickets, and Student Created Work Summative Assessment Monday, August 2, 2010
  23. 23. GROUPING WHOLE CLASS Shared Reading Interactive Read Aloud Mini-lessons SMALL GROUP Guided Reading/Writing Literature Discussion Groups Skill/Strategy groups INDEPENDENT Independent Reading/Writing Reading/Writing conferences Accelerated/Remedial Monday, August 2, 2010
  24. 24. Mini-Lesson Structure Connection Connect today’s lesson with… yesterday’s lesson ongoing unit of study student’s work an experience outside of school or classroom Teaching Point Present verbally Demonstrate or model Active Engagement Children… try out a skill or strategy with a text act like researchers as they watch a demonstration plan work out loud imagine trying a skill or strategy Link To ongoing work Monday, August 2, 2010
  25. 25. Reading Workshop Independent Reading Self-selected Self-paced Practice previously learned strategies and skills Responding to reading Guided Reading Leveled books Fiction and non-fiction Ability grouped Skill focused Literature Study Varying levels Variety of genres Interest based groups Strategy focused Monday, August 2, 2010
  26. 26. Language and Word Study K-2 3-5 Shared Reading Shared Reading/Writing Interactive Read Aloud Shared Writing Interactive Writing/Edit Interactive Read Aloud Phonics/Word Study Phonics/Word Study Interactive Vocabulary Poetry Reading Current Events Reader’s Theatre Spelling Handwriting Reader’s Theatre Spelling Poetry Monday, August 2, 2010
  27. 27. Guided Reading Monday, August 2, 2010
  28. 28. Traditional Reading Groups vs. Guided Reading Groups TRADITIONAL GUIDED READING Groups are dynamic, flexible, and change on a regular Groups remain stable in composition. basis. Students progress through a specific sequence of stories Stories are chosen at appropriate level for each group; and skills. there is no prescribed sequence. Introductions focus on meaning with some attention to Introductions focus on new vocabulary. new and interesting vocabulary. Skills practice follows reading. Skills practice is embedded in shared reading. Focus is on the lesson, not the student. Focus is on the student, not the lesson. Teacher follows prepared "script" from the teacher's Teacher and students actively interact with text. guide. Questions develop higher order thinking skills and Questions are generally limited to factual recall. strategic reading. Teacher and students interact with text to construct Teacher is interpreter and checker of meaning. meaning. Students take turn reading orally. Students read entire text silently or with a partner. Students take turn reading orally. Focus is on understanding meaning. Students respond to story in workbooks or on prepared Students respond to story through personal and worksheets. authentic activities. Readers are dependent on teacher direction and support. Students read independently and confidently. Students are tested on skills and literal recall at the end Assessment is ongoing and embedded in instruction. of each story/unit. Monday, August 2, 2010
  29. 29. Running Record - Reading A-Z Monday, August 2, 2010
  30. 30. Sample Texts Monday, August 2, 2010
  31. 31. Before Reading The Teacher Teacher selects groups on ability and needs Selects appropriate texts -90-94% readability Previews vocabulary, context, and structure of the text Prompts students’ prior knowledge and experience of topic Helps students set a purpose for reading Discusses concepts of the book and scaffolds prior knowledge Focuses on a particular strategy during the guided reading process (ex. predictions, close look at story elements: plot, characters etc., and helping students to use illustrations to understand new concepts) Organizes students into groups and provides them with activities to do, while teacher is leading guided reading Monday, August 2, 2010
  32. 32. Before Reading The Student discusses what he/she thinks may happen in the story, make predictions offers prior knowledge on the topic students not participating in guided reading work individually doing other reading activities. Monday, August 2, 2010
  33. 33. During Reading The Teacher Observes students reading independently Can reinforce ideas through consolidation of learning Can help students decode words and define meaning Helps to build new knowledge Scaffolds comprehension for students The Student Reads the selected text independently Applies reading strategies and reflects on text being read Makes predictions about what happens next Reflects and utilizes reading strategies Monday, August 2, 2010
  34. 34. During Reading The Teacher Debriefs and assesses if reading purposes were met and if predictions were true. Connects information with the story and starts extension activities. Gives students encouraging words. Talks about what the students learned. Listens to students’ comments. Determines what they need to read next. Listens to what the kids have to say about their feelings on the text. Provides links that give meaning to the story. Can conduct a mini-lesson. The Student Answers oral questions on what he/she felt about the book and does the follow-up activities that the teacher assigns. Consolidates new knowledge. Moves closer to independence. Shares reading strategies and responses to text. Monday, August 2, 2010
  35. 35. When you design teaching for learning, these are the results! Monday, August 2, 2010
  36. 36. My Favorite Resources Guided Reading Materials www.readinga-z.com Beth Newingham - Scholastic Star Teacher hill.troy.k12.mi.us/staff/bnewingham/myweb3 Mrs. Meachem Classroom Snapshots (blocked at school) www.jmeacham.com/ Powerup Learning www.poweruplearning.com Literature Circles Resource Center www.litcircles.org Monday, August 2, 2010

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