Presentation on theme: "Annmarie Burhop, WES Literacy Coach Elyse Goldberg, RES Literacy Coach Parent Involvement Night, October 2012."— Presentation transcript:
Annmarie Burhop, WES Literacy Coach Elyse Goldberg, RES Literacy Coach Parent Involvement Night, October 2012
Components of RTSD’s Balanced Literacy Program Reading Aloud Shared Reading (Making Meaning/Making Meaning Vocabulary) Guided Reading Word Study (Fundations, Fountas & Pinnell, or Spelling Connections) Independent Reading (IDR) Model Writing (BAW) Independent Writing (BAW)
Balanced Literacy Follows the Gradual Release of Responsibility Model “I DO” (Direct Instruction) Read Aloud Shared Reading (MM & BAW) Model Writing (BAW) Word Study “WE DO” (Guided Practice) Shared Reading (MM & BAW) Guided Reading Model Writing (BAW) Word Study “YOU DO” (Independent Practice) Independent Reading (IDR) Independent Writing (BAW) Word Study
Shared Reading with the Making Meaning Program The program uses nonfiction and fiction read-aloud books to teach students nine different comprehension strategies while also developing their social values to create a supportive community of readers.comprehension strategies Retelling Making connections Using schema Visualizing Wondering/Questioning Making inferences Determining important ideas Understanding text structure Summarizing Synthesizing
Writing Workshop with the Being A Writer Program The Being a Writer program is a yearlong writing curriculum for grades K–6 that combines two decades of research in the areas of writing, motivation, and learning theory with social and ethical development.research The program has two goals: to develop the creativity and skills of a writer, and to develop the social and ethical values of a responsible person.two goalsskills It uses high-quality trade books for genre immersion and author studies, and mini-lessons to reinforce the skills and conventions taught in the program.mini-lessons Writing instruction, regular community-building elements, and guided partner work are integrated to develop in students a sense of autonomy, belonging, and competence.
Vocabulary Instruction with Making Meaning This vocabulary supplement teaches high-utility words found in the MM read-aloud texts along with strategies students can use to unlock word meanings when they are reading independently. By using words from the books taught in the program, students learn words in context. Developers chose Tier II words; vivid verbs, adjectives, and adverbs; words with multiple meanings; words that use prefixes and suffixes to determine word meaning; and words that are compelling for students to learn and use. The goal of Tier II vocabulary instruction is to have students, without prompting, accurately using new vocabulary words in their everyday speaking and writing.
Word Study Fundations program in Grades K – 1 A) Research based, multi-sensory, systematic, sequential instruction. B) 25 minute lessons build a foundation in reading and spelling C) Builds a strong foundation in phonological awareness, phonemic awareness, phonics, spelling, handwriting and sight vocabulary Fountas & Pinnell Word Study in Grades 2 – 3 A) Goal of program is to develop automaticity so students apply phonics as both a decoding and encoding strategy, decipher and use rich vocabulary; manipulate words and word parts B) Systematic and sequential phonics instruction C) Variety of games and activities used to refine and solidify skills. Spelling Connections in Grades 4 – 5 A) Research based instruction B) Developmentally appropriate word list that presents the right words and patterns at the right time C) connections to writing and the content areas offer students opportunities to transfer and apply learned skills
What is Guided Reading? Guided Reading offers small-group support and explicit teaching to help students take on more challenging texts. As students read texts that are organized along a gradient of difficulty, they expand their systems of strategic actions by meeting the demands of increasingly complex texts. Students provide evidence of their thinking through oral reading, talk, and extension through writing. Fountas & Pinnell, The Continuum of Literacy Learning,2007