using the learners’ talents in balanced literacy language arts k - 3 governor’s urban academy at...
TRANSCRIPT
Using the Learners’ Talentsin Balanced LiteracyLanguage Arts K - 3
Governor’s Urban Academyat Muhlenberg College
June 23 - 28, 2002Dr. Margaret L. Benson
The Pennsylvania Standards
1.2 Reading Critically in All Content Areas
1.3 Reading, Analyzing and Interpreting Literature
1.5 Quality of Writing
1.8 Research
Traditional View ofIntelligence
Verbal-Linguistic & Math-Logical
Binet-Simon Intelligence Scale
Stanford-Binet Intelligence Test mental age/chron. Age times 100
WISC
Multiple IntelligencesHoward Gardner
Brain research
Theory in progress
Frames of the Mind (1983)
Probe beyond the traditional
What Type of Learner Are You?
As a child Favorites outside school Favorite subject in school Favorite teacher - because You were intelligent in _____ School would have been better
if __________ You decided you wanted to be
a teacher because _______
Eight+ Ways of Being Smart
Verbal-Linguistic
Math-Logical
Spatial
Bodily-Kinesthetic
Musical
Interpersonal
Intrapersonal
Naturalist
Spatial
Strong in: maps, puzzles
Likes to: design, create, looks at
pictures Learns best through:
visualizing Famous examples:
Pablo Picasso Frank Lloyd Wright
Bodily-Kinesthetic
Strong in: acting,
Likes to: move around, touch and feel
Learns best through: touching, processing through
senses
Famous examples: Charlie Chaplin Martina Navratilova
Musical
Strong in: singing, rhythms
Likes to: sing, hum, listen to music
Learns best through: rhythm, melody
Famous examples: Leonard Bernstein Ella Fitzgerald
Intrapersonal
Strong in: understanding self, setting
goals
Likes to: work alone, reflect
Learns best through: doing self-paced projects having own space
Famous examples: Eleanor Roosevelt Sigmund Freud
Balanced LiteracySix Aspects
Ownership of LiteracyReading Comp. Writing Process
(Reader’s Workshop) (Writers’ Workshop)
Language and Vocabulary KnowledgeWord Reading and Spelling Strategies
Voluntary Reading
(Au, Carroll, & Scheu, p. 4)
Balanced Literacy
Six Aspects of Literacy
Full process Authentic context Reading and writing Speaking and listening Community of learners
Balanced Literacy
Positive Attitudes towards Literacy Part of their daily routine Affective side as important as cognitive Accomplishment of real-world tasks The will as well as the skill Responsibility for their own learning Control over their lives in school Teacher’s responsibility to guide
Balanced Literacy
Reader Response TheoryLouise Rosenblatt
Transaction between reader and text Aesthetic
reading for the sake of reading attention on what she/he is living while reading
Efferent what should be retained
Balanced Literacy
Lev Vygotsky: Guided and paced by a
more capable person (Zone of Proximal Development - ZPD)
Enable the child to actively participate
Support from someone who knows the child
Balanced Literacy
Practical ImplicationsUse heterogeneous groupingGive students choices of the texts they
will read and discussBase discussions on students’
responses to the text, not preset teacher questions
Take the role of a facilitator rather than question-asker
Balanced Literacy
Writing Construct meaning Communicate a message Choose self-selected topics See themselves as authors Dynamic, nonlinear process
Balanced Literacy
Continuum of Reading StrategiesContinuum of Reading StrategiesTeacher Read Alouds
Sustained Silent ReadingLiterature Discussion Groups
Guided Discussion
Guided ReadingShared Reading
K 1 2 3 4 5 6(Au, Carrol, Scheu, p. 79)