Pope edrdg610balancedlit
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Transcript of Pope edrdg610balancedlit
Balanced Literacy
Program By: Lizzie Pope
“Children are made readers on the laps of their parents.” --Emilie Buchwald
Children become real readers by reading high-quality texts,
hearing others read fluently, and by authentically interacting with
texts.
Balanced Literacy Consists of…
Read AloudShared ReadingGuided ReadingLiterature CirclesIndependent ReadingModeled WritingInteractive WritingGuided WritingIndependent Writing Spelling and Word Study
Fitting it all in…Time Subject Balanced Literacy Element
8:40 – 9:00
Morning Procedures
Independent Writing – Journaling Independent Reading Book Selection
9:00 – 10:00
Writer’s Workshop
Modeled Writing, Interactive Writing, Independent Writing, Guided Writing, & Read Aloud
10:00 – 11:30 Reading Block
Shared Reading, Guided Reading, Literature Circles, Work Stations, Independent Reading, Read Aloud & Word Study
11:30 – 12:15
Lunch/Recess
12:15 – 12:45 Word Study Spelling & Word Study
12:45 – 1:05
Independent Reading
Self-Selected Reading & Reading Conferences
1:05 – 1:35
Special Area Class
Shared Reading, Read Aloud & Word Study
1:20 – 1:50
Intervention Groups
Reading Interventions & Enrichment
1:50 – 2:50 Math Shared Reading & Independent Writing
2:50 – 3:20 Content Area Dependent upon the lesson
Benefits of Read Alouds
Students are introduced to a variety of texts
Students hear fluent reading
Teacher shares her thinking (Think Alouds)
Students are provided with quality writing models
Creates a sense of community
Shared Reading
Shared reading creates a safe
environment for students to read
aloud a text.
Big books, charts, individual copies or
an overhead transparency of a text may be used
for shared reading.
Guided
Reading
“In guided reading, the teacher guides small groups of students in the reading of texts that offer a bit, but not too much of a challenge for them.” (Graves, 256)
Independent Reading
Students read texts that they have chosen.
Books should be “Good Fits” Meet their need (to
inform, entertain, or persuade them)
Match their interests At an appropriate
reading level Students are given
time to actually read. Students are
encouraged to get comfortable.
Modeled Writing
The teacher writes in front of the students.
Teacher often shares her thinking as she goes through the writing process.
Interactive Writing
Guided WritingIn guided writing, the teacher works
with small groups of students and teaches them a writing strategy.
These groups are formed based on a similar need.
During interactive writing, the teacher and the students may “share the pen.” The class may share ideas and write a piece together. Or, the students and teacher may write back and forth with one another, possibly in journals, on charts or sticky notes.
Independent Writing
Students are expected to choose their own topics.
Students go through the writing process at their own pace.
Published pieces are assessed using a rubric.
Spelling and Word Study
Students are given weekly spelling tests. Each child is expected to learn five new words each week.
Students student vocabulary in context and explore word parts, Greek & Latin roots, and make words during word study time.
AssessmentsInformal Assessments
Listening In
Turn and Talk
Running Records
Hand Signals
Journals
Self-Evaluations
Formal Assessments
DIBELS
SRI (Scholastic Reading Inventory)
Acuity
ISTEP+
Comprehension Tests
Published Writing
Presentations
Rubrics
Rubrics are often used to evaluate students’ academic achievement and growth.
Flexible Whole Group
Small GroupAbility
Needs-Based
Types of Grouping
HeterogeneousInterest
How You Can Help
Literary Websites
Check out the following websites to learn more ways in which you can help your child:www.readingrockets.org
Reading Rockets provides many resources for children that are struggling with reading.
www.rif.orgReading is Fundamental contains a lot of research-
based strategies on how you can help your child.
www.colorincolorado.org A great website aimed at helping English Language Learners become literate.
Works Cited
Graves, M.F., Juel, C., & Graves, B.B. (2007). Teaching reading in the 21st century. Boston, MA: Pearson Education, Inc.
Trelease, J. (2008). Jim trelease's home page. Retrieved from http://www.trelease-on-reading.com