Differentiated instruction. We know that children learn in different ways. Using a balanced approach, ensures that we are teaching in a variety of ways to meet the needs of all students. Small group, whole group, one on one instruction. Not just teaching reading skills but also the habits and behaviors of good readers. Running records, conferences, small group observations, book talk observations.
During the workshop we will explicitly teach skills, strategies, and behaviors of good readers. Students will have daily independent reading time, using books that are at their independent reading level, to practice skills taught. While reading the classroom teacher will differentiate instruction by meeting with individual readers in conferences and pulling small groups. Students will have the opportunity to read and discuss books with a partner each day during partner time. This supports the focus on not just reading books but also comprehending them. The structure of the reading workshop is the same as the structure for writing workshop. Therefore students will already be familiar with the routines and expectations of a workshop and better able to focus on their learning.
We rely heavily on this instructional approach in kdg and first grade, when students are emergent readers and are learning how texts work and stories go.
The Fountas and Pinnell word study is a collection of minilessons that enable teachers to help children attend to and learn about how words work. The lessons are to be connected with word solving in reading and writing across the curriculum. Children learn to solve words on the run, while reading for meaning and writing to communicate. This is a comprehensive word study program that focuses on letter/sound relationships, spelling patterns, High frequency words, word meaning, word structure, and word solving actions.
A Balanced Literacy Approach By Tracy Terris Title I Literacy Consultant Paddock Elementary School
Independent Level 96%- 100% Accuracy with good comprehension and fluency “ Just Right” Instructional Level 90-95% Accuracy Students can read with teacher support and instruction Frustration Level < 90% Accuracy “ Too Hard”
By the end of 6 th grade, if student A and student B maintain the same reading habits, student A will have read the equivalent of 120 whole school days. Student B will have read the equivalent of only 24 school days.