Balanced Literacy - Summer Institute 2010
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Transcript of Balanced Literacy - Summer Institute 2010
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Every Child a Reader and Writer
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A Cultural Context
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An educational manifestation of social inequality
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Manifest on most indicators of achievement
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Normalization of Failure
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Brutal Facts
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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
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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
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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
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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 studentReference: Adams, 2002
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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
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"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
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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
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Absolute Faith
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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
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Teachers are the single most important factor in accelerating
reading growth.
Reference: Anderson, Wilson, & Fielding, 1988
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Teachers are the single most important factor in accelerating
reading growth.
Reference: Anderson, Wilson, & Fielding, 1988
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Balanced Literacy can help...
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Components of Balanced Literacy
Reading Workshop
Literature Study
Guided Reading
Independent Reading
Writer’s Workshop
Guided Writing
Independent Writing
Language/Word Study
Shared Reading/Writing
Interactive Read Aloud
Interactive Writing/Edit
Phonics/Word Study
Interactive Vocabulary
Handwriting
Spelling
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The Two-Hour Literacy Block
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Whole Class Shared Reading
Grades 2 - 5 40 minutes per day
Grade 130 minutes per day
focus lessons are presented to teach explicit reading skills or strategies 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 teacher reads most of the text usually occurs with the whole class
Guided Reading Block (w/
independent reading)
provides students with the opportunity to talk, think, and question their way through textthe teacher meets with a small group that needs to practice a specific strategy - or - has
a similar reading level each student has a copy of his/her own text; reading is done by the student while the
teacher coaches independent reading is a time when students read text (either self-selected or teacher
recommended) at their independent reading level to practice reading strategies
Whole Class Read Aloud
provides a model of fluency and builds listening comprehension you read to the students acting as both author and reader
Word StudyGrades 2 - 5
20 minutes per day Grade 1
30 minutes per day
involves both the decoding (reading) and encoding (phonics and spelling) of our alphabetic symbol system should include handwriting
At a Glance...
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Focused Learning
Think Aloud
Mini-lesson (strategy, skill or craft)
Modeling
Targeted Instruction(needs based)
Explicit Instruction5 - 10 minutes
Flexible Guided Reading Groups(changes every 6 weeks)
Shared Reading/Read Aloud
Conferring
Literature Circles
Guided Instruction30 - 40 minutes
Purposeful, independent reading
Cooperative Learning experiences
Independent Practice(while teacher works w/grp)
Student Reflection of learning (5 - 10 minutes)
Summative Assessment
Teachers move fluidly through these stages based on formative assessments such as Running Records, Conferring Notes, Journal Notes,
Exit Tickets, and Student Created Work
EFFECTIVE INSTRUCTION IN READING: Components of a Reading & Writing Workshop
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GROUPINGWHOLE CLASS Shared Reading
Interactive Read AloudMini-lessons
SMALL GROUPGuided Reading/Writing
Literature Discussion GroupsSkill/Strategy groups
INDEPENDENT Independent Reading/WritingReading/Writing conferences
Accelerated/Remedial Monday, August 2, 2010
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Mini-Lesson StructureConnectionConnect today’s lesson with…
yesterday’s lessonongoing unit of studystudent’s workan experience outside of school or classroom
Teaching PointPresent verballyDemonstrate or model
Active EngagementChildren…
try out a skill or strategy with a textact like researchers as they watch a demonstrationplan work out loudimagine trying a skill or strategy
LinkTo ongoing work
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Reading WorkshopIndependent Reading
Self-selectedSelf-pacedPractice previously learned strategies and skillsResponding to reading
Guided ReadingLeveled booksFiction and non-fictionAbility groupedSkill focused
Literature StudyVarying levelsVariety of genresInterest based groupsStrategy focused
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Language and Word Study
K-2
Shared Reading
Shared Writing
Interactive Read Aloud
Phonics/Word Study
Poetry Reading
Reader’s Theatre
Handwriting
Spelling
3 - 5
Shared Reading/Writing
Interactive Read Aloud
Interactive Writing/Edit
Phonics/Word Study
Interactive Vocabulary
Current Events
Spelling
Reader’s Theatre
Poetry
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Guided Reading
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Traditional Reading Groups vs. Guided Reading Groups
TRADITIONAL GUIDED READING
Groups remain stable in composition. Groups are dynamic, flexible, and change on a regular basis.
Students progress through a specific sequence of stories and skills.
Stories are chosen at appropriate level for each group; there is no prescribed sequence.
Introductions focus on new vocabulary. Introductions focus on meaning with some attention to 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 guide. Teacher and students actively interact with text.
Questions are generally limited to factual recall. Questions develop higher order thinking skills and strategic reading.
Teacher is interpreter and checker of meaning. Teacher and students interact with text to construct 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 worksheets.
Students respond to story through personal and 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 of each story/unit. Assessment is ongoing and embedded in instruction.
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Running Record - Reading A-Z
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Sample Texts
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Before ReadingThe Teacher
Teacher selects groups on ability and needsSelects appropriate texts -90-94% readabilityPreviews vocabulary, context, and structure of the textPrompts students’ prior knowledge and experience of
topicHelps students set a purpose for readingDiscusses concepts of the book and scaffolds prior
knowledgeFocuses 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 group.
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Before Reading
The Studentdiscusses what he/she thinks may happen in the story,
make predictionsoffers prior knowledge on the topic students not participating in guided reading work
individually doing other reading activities.
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During ReadingThe Teacher
Observes students reading independentlyCan reinforce ideas through consolidation of learningCan help students decode words and define meaningHelps to build new knowledgeScaffolds comprehension for students
The StudentReads the selected text independentlyApplies reading strategies and reflects on text being
readMakes predictions about what happens nextReflects and utilizes reading strategies
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During ReadingThe 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 StudentAnswers 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.
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When you designteaching for learning,
these are the results!
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My Favorite ResourcesGuided Reading Materials
www.readinga-z.com
Beth Newingham - Scholastic Star Teacherhill.troy.k12.mi.us/staff/bnewingham/myweb3
Mrs. Meachem Classroom Snapshots (blocked at school)www.jmeacham.com/
Powerup Learningwww.poweruplearning.com
Literature Circles Resource Centerwww.litcircles.org
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