balanced literacy training metropolitan nashville public schools
TRANSCRIPT
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Balanced Literacy Training
Metropolitan Nashville Public Schools
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Respects and addresses the needs of all learners
Teachers are informed decision-makers Flexible Research based Provides daily opportunities to engage in
various reading and writing activities
Balanced Literacy – An Overview
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Balanced Literacy Framework
Word Study
Reading Writing and Language
Read Aloud
Shared Reading
Guided Reading
Independent Reading
Modeled/Shared Writing
Interactive Writing
Guided Writing
Independent Writingeled/Shared Writing
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1. Phonemic Awareness: Phonemic awareness as defined by National Reading Panel (NPR) as the ability to hear, identify and manipulate individual sounds in spoken words.
2. Phonics: Phonics is the relationship between letters of written language and the individual sounds of the spoken language.
3. Fluency: Fluency is defined as reading text with speed, accuracy, and proper expression.
4. Vocabulary: Stored information about the meanings and pronunciation of words, prefixes, and suffixes needed for communication.
5. Comprehension: Readers can read the words and understand what they are reading.
Five Components of Reading
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K-5th Grade Minimum Recommended Instructional Times:
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Read Aloud
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“The teacher reads aloud to the whole class or small groups. A carefully selected body of children’s literature is used; the collection contains a variety of genres and represents our diverse society. Favorite texts, selected for special features, are reread many times.”m.”
--Fountas & Pinnell, Guided Reading, 1996
Read Aloud
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The read aloud can be used to engage the student listener while developing background knowledge, increasing comprehension skills, and fostering critical thinking.
A read aloud can be used to model the use of reading strategies that aid in comprehension.
Value of Read Aloud
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Teacher: Model appropriate reading behavior Read a variety of genres and other materials Engage students in thinking and talking about text
Student: Enjoy listening and discussing literature read aloud Retell Use descriptive language to explain and explore
ideas in the literature they hear Understand that print carries the message
Read Aloud Roles
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Shared Reading
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When the teacher and students read together in unison from a shared text (big book, enlarged text on chart or screen, individual books). “The teacher leads the group, pointing to words or phrases. Reading is usually in unison, although there are adaptations, such as groups may read alternating lines or individuals reading some lines.”
Fountas & Pinnell, The Continuum of Literacy Learning, 2011
Shared Reading
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• Create Visual Images• Ask Questions• Make Inferences/Prediction
• Summarize & Synthesize
• Determine Importance• Make Connections
Comprehension Strategies
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Large group setting Access to text (big books, charts,
chunks of text from content area textbooks, small books for each student)
Variety of genres (fiction, nonfiction, poetry)
Text selections are at or above grade level
Quality Shared Reading Involves…
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Increase enjoyment of literature Foster a literacy community in the class Create a natural teaching of skills
within the context of reading Reinforce concepts of print Build fluency and oral expression Enhance meaning and comprehension
Value of Shared Reading
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Teacher: Read interesting and concept-rich materials with the
students Help students build sight vocabulary Provide opportunities for students to explore and identify
sound-letter relationships in meaningful contexts. Student:
Read along with the teacher Make predictions about the reading Match spoken words to written text Discussing the text with each other and teacher
Shared Reading Roles
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Guided Reading
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Guided Reading
Small group reading instruction-Homogeneous
Same level (3-6 students in a group)
Demonstrate same reading behaviors
Share same instructional needs Groups are temporary-fluid Guided Group has a structure
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Structure of a Guided Reading Lesson
Selection of the text- “just right books”
Introduction to the text- leave some problem solving
Reading the text-teach, prompt, and reinforce strategy use
Discussion of the text-guiding questions that lift the students’ comprehension
Teaching points-grounded in the text, directed toward expanding the students’ strategic actions
Word work-explicit teaching
Extending Understanding- through writing and drawing
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Elements of Successful Lessons
Use both informal and formal assessment to form guided reading groups.
Rely on a template to guide instruction
Determine at one or two teaching points
Determine a primary purpose for each lesson based on comprehension strategies.
Choose a variety of books and other printed matter to ensure that your students learn how to read different genres.
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Independent Reading
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Students read individually or in pairs from a variety of materials. Some independent reading is from a collection of materials at the student’s reading level. “Primarily, the learners are using what they have already learned and practiced to problem solve successfully on their own.” - Routman Reading Essentials, 2003
Independent Reading
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Teacher: Match texts to students’ ability Support students in choosing text Provide opportunities for independent reading Read and discuss a range of different genres
Student: Use reading for various purposes Practice reading strategies Recognize and discuss elements of different genres
Independent Reading Roles
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Writing
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Provides opportunities for students to try the skill
of writing Provides daily practice that literacy learners need
to become successful, self-monitoring writers, who take ownership of their learning
Fosters creativity, confidence, and enthusiasm for writing
Value of Writing
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Shared vocabulary for teacher & students 6 Traits:
Ideas Organization Word Choice Sentence Fluency Voice Conventions
Six Traits
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Students learn by reading aloud and discussing samples of writing
Students learn from seeing writing modeled Writing frequently is important 6 Traits helps students discuss specific
features
Six Traits
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Mini-Lesson: Mentor Text, Student/Teacher Example, Structured Lesson Craft Convention
Writing/Conferencing Share Time (Audience)
All Few Students
Writer’s Workshop
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Modeled Writing – Teacher does the writing
Shared Writing – Teacher & Students share the composing process
Interactive Writing - Teacher & Students compose with the teacher “sharing the pen”
Guided Writing – Teacher works with a small group with similar needs
Independent Writing
Writing
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Word Study
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Instruction used by the teacher to introduce, teacher, and provide students with opportunities to practice using their knowledge of phonemic awareness, letter recognition, letter-sound relationships, phonics, spelling pattern, and words. “Such information enables the teachers to design instructional experiences that build systematically on what students know.”
- Ganske, Word Journeys, 2000
Word Study
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Teacher: Monitor students’ progress consistently and to
provide early intervention Provide opportunities for students to use phonetic
spelling as conventional spelling develops Use activities such as word walls, word sorts, and
making words to promote students’ word recognition, decoding, and spelling.
Student: Use knowledge of sounds and letters to decode,
read, and spell words Use spelling patterns of known words to decode,
read, and spell new words
Word Study Roles
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Introduce vocabulary in context Explicit routine to introduce new
vocabulary Pictorial representation Dramatize words Mystery word of the week Vocabulary parade
Vocabulary Strategies