Balanced Literacy Program Essentials
•Download as PPTX, PDF•
1 like•528 views
The document discusses the components and philosophy of balanced literacy programs. It explains that balanced literacy presents opportunities for students to learn literacy through various components like phonemic awareness, phonics, word study, fluency, vocabulary, and comprehension. It emphasizes creating multiple modes of learning to allow students to find their own love of literacy. The gradual release of responsibility from teachers to students is key. Components are taught through guided experiences in reading, writing, speaking, listening, and viewing, and students apply their learning in the real world through assessment and family involvement.
Recommended
More Related Content
What's hot
What's hot (20)
Similar to Balanced Literacy Program Essentials
Similar to Balanced Literacy Program Essentials (16)
Balanced Literacy Program Essentials
- 2. It is not enough to simply teach children to read; we have to give them something worth reading. Something that will stretch their imaginations— something that will help them make sense of their own lives and encourage them to reach out toward people whose lives are quite different from their own. — Katherine Patterson Children are made readers on the laps of their parents. – Emilie Buchwald Literacy Quotes
- 3. What is Balanced Literacy? Schools throughout the Nation had the idea that they wanted to see all children learn to read and write. Through this belief sprouted the Balanced Literacy program. By way of the gradual release of responsibility from teachers to students it presents opportunities for students to learn through many different components of literacy.
- 4. Philosophy I believe that through literacy education, students of today will become leaders of tomorrow. Creating multiple modes of learning for students’ allows them to branch out and find their own love for literacy. Establishing a balanced literacy program is crucial to student learning because it allows students to learn to communicate and interact with the world around them. Supporters of literacy education help create a path of learning for students and children to navigate at ease.
- 6. Phonemic Awareness Phonemic awareness is the ability to hear, notice, and manipulate/work with individual sounds in a spoken word. An example would be a students who is able to blend sounds together to create a word, like in the word dog. “/d/ /o/ /g/ - dog”
- 7. Importance of Phonemic Awareness Predicts student reading success or difficulty Allows students to make the connection of sounds and corresponding letters on written documents later on Fun with Phonemes - Video https://www.youtube.com/watch?v=QsWRWqzD8- w
- 8. Phonics Phonics are the method of teaching people to read by correlating sounds with letters or groups of letters in a alphabetic system. Helps children make the connection between written language and spoken sounds. For example, children are taught that m is the first letter of many words such as: mice, mean, milk.
- 10. Word Study Alphabet -> Pattern -> Meaning
- 11. Fluency The ability to read a text accurately, quickly, and with expression. Fluency provides a connection between word recognition and comprehension. Developing Fluency Video: https://www.youtube.com/watc h?list=PLLxDwKxHx1yKg9kZ G6NCIjsofK0AUQlqh&v=E2bA rA4RplE
- 12. Vocabulary The body of words a person comprehends and/or knows The more words a person knows, the better they will be at communicating and comprehending a written or oral language Vocabulary is the glue that holds stories, ideas and content together… making comprehension accessible for children.” (Rupley, Logan & Nichols, 1998/99).
- 13. Comprehension Students will work on high level thinking skills in order to help assist in their understanding of what they are reading. When reading, the students will use: Background and prior knowledge/ make connections Ask questions Visualize information Make inferences Determine the importance Synthesize information
- 14. Creating Experiences Student will have guided experiences in: Reading Listening Writing Speaking Viewing Students will use what they learn in the real world.
- 15. Assessment & Evaluation Spelling Tests Vocab Journal AimsWeb Portfolios Reading Comprehension Assessments Ex: Open ended questions, multiple choice questions, short answer questions, and answers in which they must draw conclusions. Rubrics
- 17. Components of Balanced Literacy Programs
- 20. Classroom Environment Daily Schedule Reading and Writing are a big part of every school day Sample Schedule – about 2.5 -3 hours a day teaching reading and writing Be motivating and set a good example for students Be excited for all subjects. SMILE
- 21. Technology in the Classroom Ipads Smartboards Videos Interactive Online games
- 23. Family Ties Make connections with parents and have them get involved in the classroom and in their child’s literacy journey!
- 24. References Comprehension Strategies - Making connections, questioning, inferring, determining importance, and more. (n.d.). Retrieved March 29, 2015, from http://www.busyteacherscafe.com/literacy/comprehension_strategies. html Fluency. (n.d.). Retrieved March 28, 2015, from http://www.readingrockets.org/teaching/reading101/fluency Learning to the Core: Balanced Literacy Components. (n.d.). Retrieved March 29, 2015, from http://dailylearningtothecore.blogspot.com/2014/09/balanced-literacy- components.html Levy, E. (2007, January 1). Gradual Release of Responsibility: I do, We do, You do. Retrieved March 11, 2015, from http://www.sjboces.org/doc/Gifted/GradualReleaseResponsibilityJan0 8.pdf Phonemic Awareness. (n.d.). Retrieved March 28, 2015, from http://www.readingrockets.org/teaching/reading101/phonemic
- 25. References Phonics and Decoding. (n.d.). Retrieved March 28, 2015, from http://www.readingrockets.org/teaching/reading101/phonics Rupley, W.H., Logan, J.W., & Nichols, W.D. (1998/1999). Vocabulary instruction in a balanced reading program. The Reading Teacher, 52 (4) http://www.keystoliteracy.com/wp- content/uploads/2012/08/effective-vocabulary-instruction.pdf Word Study in Action. (2009, January 1). Retrieved March 28, 2015, from http://www.mypearsontraining.com/pdfs/TG_WTW_Wordstudy.pdf {5 Steps Series} 5 Simple Steps for Effective Vocabulary Instruction l Dr. Kimberly's Literacy Blog. (2013, July 4). Retrieved March 28, 2015, from http://www.learningunlimitedllc.com/2013/07/5-steps- vocabulary-instruction/
Editor's Notes
- “The National Reading Panel (in accordance with the No Child Left Behind Act) completed extensive research to determine the most effective way to teach students how to read. The research revealed that when the following five components are effectively taught, they lead to the highest chance of reading success (known as the five pillars of reading): phonemic awareness, phonics, fluency, vocabulary, and comprehension.” (Five Pillars of Effective Reading Instruction.) This quote encompasses what it takes to teach effective literacy to students. I believe that without all five of these components within a literacy program, students are lacking in their literacy education. To teach all of these components would be to give your students the best chance at success with reading and writing.
- When teaching phonemic awareness, the teacher shows students how to break down sounds within spoken words. Phonemes are the smallest units of speech. When thinking of phonemic awareness, think that you can do this in the dark because it is all about learning sounds within a spoken word or phrase, not matching letters with specific sounds. Children who cannot hear and work with the phonemes of spoken words will have a difficult time learning how to relate these phonemes to letters when they see them in written words. - Phonemic Awareness (n.d.)
- I included this video to demonstrate how students learn phonemic awareness and the importance of positive influences on children’s growth. Creating games for children to develop phonemic awareness creates a positive environment for learning to read and write.
- According to Phonics & Decoding (n.d.) learning that there are predictable relationships between sounds and letters allows children to apply these relationships to both familiar and unfamiliar words, and to begin to read with fluency. Teaching phonics to students should be done by providing engaging activities sometimes through centers for a more targeted approach.
- Through phonics centers, it is important for students to understand the relationship of phonemes and their corresponding letters. There are many ideas for types of centers to use in small groups. To find resources and games go to teachers pay teachers and you will get a list of many different phonics related centers to use in the classroom.
- According to Pearson the purpose of Word Study is twofold. First, students develop a general knowledge of English spelling. They learn how to examine words through active exploration using a hands-on, manipulative approach. Students also discover generalizations about spelling, instead of just spelling rules. They learn the regularities, patterns, and conventions of English orthography needed to read and spell. Second, word study increases students’ specific knowledge of words. Specific knowledge relates to the spelling and meaning of individual words. Students often go from learning the alphabet, then recognizing patterns within the text and then start to construct meaning of those words that they are reading. I would use word study as a center in my classroom. I believe this would be an appropriate center for students to work on in small groups. This would use hands on and educational manipulatives. Creating an environment that is open to choice allows students to explore their interests while also being purposeful.
- According to Reading Rockets Fluency: Fluency is important because it provides a bridge between word recognition and comprehension. When fluent readers read silently, they recognize words automatically. They group words quickly to help them gain meaning from what they read. Fluent readers read aloud effortlessly and with expression. Their reading sounds natural, as if they are speaking. Readers who have not yet developed fluency read slowly, word by word. Their oral reading is choppy. Because fluent readers do not have to concentrate on decoding the words, they can focus their attention on what the text means. They can make connections among the ideas in the text and their background knowledge. In other words, fluent readers recognize words and comprehend at the same time. Less fluent readers, however, must focus their attention on figuring out the words, leaving them little attention for understanding the meaning of text. Recognizing the bridge that fluency does create between reading and comprehension is a vital skill that students must learn in their primary years. I believe that creating an emphasis on fluency in my classroom will help my young readers get a head start to comprehension and the love for reading.
- According to Dr. Kimberly, there are 5 simple steps for vocabulary instruction. Listed as: 1. Know the key characteristics of effective vocabulary instruction. 2. Identify and sort key vocabulary into 3 tiers. 3. Create a print-rich environment. 4. Identify and master evidence-based instructional strategies. 5. Choose digital tools that support word learning. After reading more into what it takes to create effective vocabulary instruction, I am going to make sure that my students understand the importance of vocabulary and word walls. I am going to foster their vocabulary knowledge and make sure to scaffold their learning based on their Zone of Proximal Development (ZPD).
- Without comprehending what we are reading, there is no point in reading. As teachers, we need to express the need for comprehension after the phonics and phonemic awareness are understood and used by students. According to Busy Teachers Café, there are 6 major comprehension strategies to teach comprehension to students [listed on the slide]. As a teacher, I understand the importance of comprehending what you are reading. There are many resources online that could be used to help assist you in teaching these strategies as well as monitoring progress and understanding.
- Giving students opportunities to experience reading, listening, writing, speaking, and viewing styles of literacy allows them to learn from piglet's theory of constructivism. With out this experience, the teachings of a balanced literacy would not be effective. All of these experiences are having to do with the real world. The program of balanced literacy sets up students for success within the real world and prepares them for the experiences they will have communicating with others as well as understanding themselves.
- With assessment in mind, students know what their expected to learn from each individual lesson. Through assessment, students are scored and leveled by ability. This helps teachers differentiate with assignments and individual needs. Rubrics are helpful for students because they know what is expected of them and what they need to include in a project or study for. There are multiple ways to check for understanding and comprehension, but in order for a balanced literacy program to work efficiently, the assessment needs to effect the lesson or material that is being covered based on student learning. Within my classroom, I intend to use assessment very purposefully. I will always be using my results to inform my instruction. I believe that without assessment and evaluation, there is no way of tracking student success, and students need to see progression to become motivated learners.
- “This graphic, from the work of Doug Fisher and Nancy Frey (2007), takes the model a step further by defining the specific stages in greater detail. Taken as a whole, the triangles represent the mentoring relationship and two-way interaction between the teacher and student. At the beginning of a lesson or when new material is being introduced, the teacher has a prominent role in the delivery of the content. This is the “I do” phase. But as the student acquires the new information and skills, the responsibility of learning shifts from teacher-directed instruction to student processing activities. In the “We do” phase of learning, the teacher continues to model, question, prompt and cue students; but as student move into the “You do” phases, they rely more on themselves and less on the teacher to complete the learning task.” (Levy, 2007) I will be using the GRR model in my classroom multiple times a day. I believe that it is very applicable and have used it in previous lessons and it has proved to be effective.
- The 8 different components above are best practice and are set to guide students learning as described by a balanced literacy program. The next slides describe them more in depth.
- All information above is from Learning to the Core – Balanced Literacy Components webpage. It was a very great resource and I will be using these models in my classroom to model to my students the appropriate reading and writing skills needed for success in the real world. Each component to balanced literacy is very important and all of the information above is exactly what I believe encompasses each component.
- I have read these very closely and don’t believe that I could explain them better. In my classroom I intend to make time for all components in my classroom with my students. I hope to prepare them with the skills they need for reading and writing. I hope to obtain a balanced literacy program within my classroom that works on individual strengths, as well as, weaknesses.
- I believe that technology is vital in the classroom. I will use multiple educational apps and other classroom management websites with my students. I also will use technology for research because I believe it is so important to be a life long learner and further my own education through research and other techniques that help my ability as a teacher to grow.
- Around my classroom, I intend to have many inspiring and motivating messages for my students to take with them and remind them during the day. I am a big supporter of team building and working as a team to achieve greatness. I will bring this attitude into my classroom while also recognizing individual strengths within my students.
- Parents/families are important within a child’s literacy development. Encourage parents/gaurdians to read to their children, provide reading materials at home, visit local libraries, enroll in reading programs, and just be supportive of the reading and writing stages and processes children grow through. Inviting parents into the classroom is also powerful and I will be encouraging my parents to get involved.