organizing a balanced literacy program dr. jennifer herbold june 24, 2008

Organizing a Balanced Organizing a Balanced Literacy ProgramLiteracy Program

Dr. Jennifer HerboldJune 24, 2008

06/2008 Herbold-NMSD

IntroductionsIntroductions

Who am I? Who are you? Format for this workshop:

Your participation/input is essential


AgendaAgenda• Defining “Balanced Literacy”

• What are the essential components of an effective literacy program?

• What should a balanced literacy program include?

• Thoughts related to Deaf/HH children

• The practical aspects of a balanced literacy program

• For more information and Q&A


Defining Balanced LiteracyDefining Balanced Literacy

What does literacy mean to you? What does balance mean to you? The significance of “balanced

literacy” The dangers of becoming an eclectic

literacy program


Review: Essential Components of Review: Essential Components of an Effective Literacy Programan Effective Literacy Program

Long Term Planning Short Term Planning Variety of Reading Materials

Linking Assessment to Instruction

Instruction in Reading

and Writing

Solid Linguistic Foundation

Building Conceptual Knowledge

Building on Prior Experiences & Learnings

Interaction and Dialogue


What does a balanced literacy What does a balanced literacy program include?program include?

Independent reading-Independent writing

Shared reading-Shared writing Guided reading-Guided writing Modeled reading (sign/read aloud)-

Modeled writing

“In a truly balanced literacy program, how you teach is as important as what you teach.” ~Dorothy Strickland


Independent reading &Independent reading &Independent writingIndependent writing

Independent Reading: Students read independently

Encourages strategic reading Increases comprehension Supports writing development Extends experiences with a

variety of written texts Promotes reading for enjoyment

and information Develops fluency Fosters self-confidence by

reading familiar and new text Provides opportunities to use

mistakes as learning opportunities

Reader independently solves problems while reading for meaning.

Independent Writing: Students write independently

Strengthens text sequence Develops understanding of

multiple uses of writing Supports reading

development Develops writing strategies Develops active

independence

Adapted from http://instech.tusd.k12.az.us/balancedlit/handbook/blcomp.htm & http://www.topsfieldschools.org/CURRICULUM%20Dev/components_of_a_balanced_literac.htm

No Support


Independent reading &Independent reading &Independent writingIndependent writing

Take 5 minutes to review the handouts on independent reading & writing

Highlights Questions?


Guided reading & Guided writingGuided reading & Guided writing

Guided Reading: Teacher introduces a selection at student's instructional level Promotes reading

strategies Increases

comprehension Encourages

independent reading Expands belief in own

ability

Guided Writing: Teacher works with students on their composition. Provides opportunities

to plan and construct texts

Increases spelling knowledge

Produces written language resources in the classroom

Creates opportunities to apply what has been learnedAdapted from http://instech.tusd.k12.az.us/balancedlit/handbook/blcomp.htm &

http://www.topsfieldschools.org/CURRICULUM%20Dev/components_of_a_balanced_literac.htm

Little Support


Take 5 minutes to review the handouts on guided reading & writing


Guided reading & Guided writingGuided reading & Guided writing


Shared Reading: Teacher and students read text together

Demonstrates awareness of text

Develops sense of story or content

Promotes reading strategies

Develops fluency and phrasing

Increases comprehension Much conversation about

the meaning of the story and some group problem solving take place.

Shared Writing: Teacher and students collaborate to write text

Student and teacher both act as scribe.

Develops concepts of print Develops writing strategies Supports reading

development Provides model for a variety of

writing styles Models the connection among

and between sounds, letters, and words

Produces text that students can read independently

Necessitates communicating in a clear and specific manner Adapted from http://instech.tusd.k12.az.us/balancedlit/handbook/blcomp.htm &

http://www.topsfieldschools.org/CURRICULUM%20Dev/components_of_a_balanced_literac.htm

Some

Support

Shared reading & Shared writingShared reading & Shared writing


Take 5 minutes to review the handouts on shared reading & writing


Shared reading & Shared writingShared reading & Shared writing


Modeled reading (sign/read aloud) Modeled reading (sign/read aloud) & Modeled writing& Modeled writing

Reading Aloud: Teacher reads selection aloud to students Provides adult model of

fluent reading Develops sense of

story/text Develops vocabulary Encourages prediction Builds a community of

readers Develops active

listening

Modeled Writing: Teacher models writing Develops concepts of print Develops writing strategies Supports reading

development Provides model for a

variety of writing styles Models the connection

among and between sounds, letters, and words

Produces text that students can read independently

Necessitates communicating in a clear and specific manner

Adapted from http://instech.tusd.k12.az.us/balancedlit/handbook/blcomp.htm & http://www.topsfieldschools.org/CURRICULUM%20Dev/components_of_a_balanced_literac.htm

Full Support


Take 5 minutes to review the handouts on modeled reading & writing


Modeled reading (sign/read aloud) Modeled reading (sign/read aloud) & Modeled writing& Modeled writing


Let’s learn to read a book! Let’s learn to read a book! (What does this mean?)(What does this mean?)

It was near midnight and the Prime Minister was sitting alone in his office, reading a long memo that was slipping through his brain without leaving the slightest trace of meaning behind.

“To the Prime Minister of Muggles. Urgent we meet. Kindly respond immediately. Sincerely, Fudge.”

“You think he is mistaken? Or that I have somehow hoodwinked him? Fooled the Dark Lord, the greatest wizard, the most accomplished Legilimens the world has ever seen?”

Snape said nothing. He looked away from the sight of her tears as though they were indecent, but he could not pretend not to hear her.


What additional components are What additional components are needed for D/HH children?needed for D/HH children?

Discussion This depends on the child! There is no one-size-

fits-all. Language abilities Hearing abilities (sometimes this can be misleading) Children’s personalities and academic abilities (not all

hearing children are alike when it comes to reading) Other?

Added language/bilingual components into program to build basic language skills Remember, many D/hh children are either learning a

first language at the same time as learning to read, or learning a 2nd language at the same time as learning to read. What does this mean?


Setting up a balanced literacy Setting up a balanced literacy program in your classroom program in your classroom

First and foremost, the role of assessment! Know what your children need. Not all of what they need

will be similar. Some will need more time with guided reading and others with independent reading. How do you know?

Timing Can one canned program provide a balanced

literacy program? Where to find the resources for a balanced

literacy program? Thoughts on setting up the classroom

“physically” Let’s spend a few minutes brainstorming a

balanced literacy schedule for your own classrooms.


Websites-Books-TrainingWebsites-Books-Training Remember that there are variations in how components of a

balanced literacy program are presented (some combine two components, etc). However, the basic information in most websites are very similar. Here are a few examples:

http://instech.tusd.k12.az.us/balancedlit/handbook/blcomp.htm http://www.stenhouse.com/pdfs/0383ch01.pdf (excellent .pdf document on the

various components of a balanced literacy program.) http://www.topsfieldschools.org/CURRICULUM%20Dev/

components_of_a_balanced_literac.htm Books:

Cunningham, P. M., Hall, D. P., & Sigmon, C. M. (2000) The teachers guide to four-blocks. Greensboro, NC: Carson-Dellosa Publishing Company

Dorn, L. J., French, C., & Jones, T. (1998). Apprenticeship in literacy: Transitions across reading and writing. Portland, ME: Stenhouse Publishers.

Fountas, I. C., & Pinnell, G. S. (2001). Guiding readers and writers: Teaching comprehension, genre, and content literacy. Portsmouth, NH: Heinemann.

Oczkus, L. D. (2007). Guided writing: Practical lessons, powerful results. Portsmouth, NM: Heinemann.

Routman, R. (2003). Reading essentials: The specifics you need to teach reading well. Portsmouth, NH: Heinemann.

You may want to seek out additional training related to specific components of a balanced literacy program (e.g. shared writing in the classroom)

organizing a balanced literacy program dr. jennifer herbold june 24, 2008

Documents

guided writing guided

balanced literacy program

modeled writing

writing development

writing strategies

ability guided writing

herboldnmsd review

herboldnmsd agenda