Curriculum presentation[1]
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Transcript of Curriculum presentation[1]
A Balanced Literacy Approach
By Tracy TerrisTitle I Literacy Consultant
Paddock Elementary School
Different points of entry into literacy Opportunities to succeed for children who
struggle Different levels of support and
configurations for instruction Focus on print and comprehension,
behaviors and habits Varied opportunities for assessment that
informs instruction Best Practice in Literacy Instruction
Reading Workshop Writing Workshop Shared Reading/Shared Writing Read Aloud w/Accountable Talk Small Group Instruction (guided
reading/strategy lessons/interventions, conferring)
Word Study Story Time
Reading Workshop Mini-lesson
Independent Reading Time
Private Reading Time
Mid Workshop Teaching Partner Reading Time Teacher confers with
individuals or small group
Teaching Share Time
Mini-lesson
Independent Writing Time Student writes independently
Teacher confers with individual writers or small groups
Share Time
What it Looks Like All Eyes on One
Text Reading Together
Repeated Readings of New, Familiar and Favorite Texts
Supported Skills Fluency and
Phrasing Love for reading Comprehension Word familiarity Phonemic
awareness/phonics
What it Looks Like Engaging texts Book Introduction Teacher reads aloud Stop to discuss and ask questions Teacher demonstrates his or her thinking Students share thinking with partner
GUIDED READING SMALL GROUP STRATEGY LESSONS
Small groups at the same reading level
Prepares students for the next reading level
Teach the skills within their instructional level
Books match their instructional reading level
Small groups that are skill based
Students may or may not be at the same reading level
Differentiated Instruction
Books match their independent reading level
Individual Instruction for Readers and Writers
Take place between the teacher and student
Differentiation at its Best!
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”
Mini-lesson : Teacher explicitly teaches a skill in phonics, spelling, or vocabulary
Practice: Students practice independently or with a partner the skill that was taught
Share Time: Share what was learned during the word study time and how it will help us in everyday reading and writing
What It Looks Like Teacher Reads Aloud
to students Students listen and
enjoy the read aloud
How it Supports Literacy
Students hear what good reading sounds like
Develops a love for reading
Increases vocabulary Students learn how
stories work Students learn the
structure of a variety of genres
Running Records Teacher/Student Conference notes Notes From Small Group Instruction Observations Writing Assessments Three Times a Year On Demand Writing High Frequency Word Lists Phonemic Awareness and Phonics Three
Times a Year
Volunteer in your child’s school Participate in the Parent-Teacher
Organization Attend School Events Visit the School Often Create a Learning Environment at Home Have Conversations About School
Read to your child everyday Help your child find books, magazines,
and articles that match your child’s interests
Talk about the stories you read with your child
Encourage your child to read to you every day
Limit television and video games
Student A reads 20 minutes, 5 nights a week
Student B reads only 4 minutes a night or not at all!
Student A reads 20 minutes each night X 5 times a week = 100 minutes a week
20 x 5 100
Student B reads 4 minutes X 5 times a week = 20 minutes a week
4 x 5
20
Student A reads 400 minutes a month
100x 4
400 minutes
20 x 4
80
Student A Reads 3,600 minutes in a school year
Student B reads 720 minutes in a school year
Students A practices reading the equivalent of 20 whole school days a year.
Student B practices reading the equivalent of only 4 school days a year.
By the end of 6th 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.
Which student would you expect to read better?
Which student would you expect to know more?
Which student would you expect to write better?
Which student would you expect to have a higher vocabulary?
Which student would you expect to be more successful in school and in life?