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Cathy Mrla Jen Mahan-Deitte

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1 Cathy Mrla Jen Mahan-Deitte
Balanced Literacy Cathy Mrla Jen Mahan-Deitte

2 Why the emphasis on Reading Well?
Reading is the cornerstone of all learning. In every subject area, the ability to read and comprehend written material is of the highest importance. Supporting the development of capable readers at every level is our goal as educators, parents, and as a community.

3 Why the emphasis on Reading Well?
Early intervention is critical to ensuring all students are developing successfully as readers. Beyond 3rd grade, it becomes increasingly more difficult to ‘catch-up’ with their peers.

4 Literacy refers to the ability to read for knowledge, write coherently and think critically about the written word. Literacy defined

5 Read Aloud / Modeled Reading Write Aloud / Modeled Writing
Balanced Literacy Read Aloud / Modeled Reading Write Aloud / Modeled Writing Shared Writing Guided Writing Independent Writing Shared Reading Guided Reading Independent Reading Balanced Literacy is a curricular methodology that integrates various modalities of literacy instruction. Assessment-based planning is at the core of this model. The balanced literacy approach is characterized by explicit skill instruction and the use of authentic texts. Through various modalities, the teacher implements a well-planned comprehensive literacy program that reflects a gradual release of control, whereby responsibility is increasingly shifted from the teacher to the students. The overall purpose of balanced literacy instruction is to provide students with a differentiated instructional program which will support the reading and writing skill development of each individual. The implementation of this approach is largely based on the work of Irene C. Fountas and Gay Su Pinnell. 1

6 Read Aloud (you do/they watch)
TEACHERS… read aloud to children – allowing them to hear and discuss complex vocabulary and story structure in literature and non-fiction explicitly model strategies STUDENTS… listen actively to stories, strategies, and skills presented/modeled discuss elements of the story using vocabulary from the text pose questions to teacher when confused or curious Read Aloud (you do/they watch)

7 Shared Reading (you do/they do)
TEACHERS… read to students aloud and students follow with eyes and join in with voice at appropriate places STUDENTS… listen actively to stories and skills presented/modeled read aloud portions of the text, either along with the teacher or independently Identify, orally, main elements of the story (character, plot, setting, conflict, and resolution) discuss elements of the story using vocabulary from the text pose questions to teacher when confused or curious 10-15 min. Shared Reading (you do/they do)

8 Guided Reading (they do/you help)
TEACHERS… listen to children read a book independently within a small group, after teacher gives a supportive book introduction. Teacher moves among the children to coach as they read – instructional level text STUDENTS… read aloud leveled text at his/her instructional level independently while teacher coaches student at appropriate times identify, orally or in writing, main elements of the story (character, plot, setting, conflict, and resolution) discuss elements of the story using vocabulary from the text pose questions to teacher when confused or curious respond, orally or in writing, to prompts from the teacher – demonstrating comprehension of the strategy or skill being taught Guided Reading (they do/you help)

9 Independent Reading (they do/you watch)
TEACHERS… observe children reading at their independent level for sustained amounts of time STUDENTS… read in whisper voice, or silently, for sustained amounts of time – books that are either familiar or cold reads that are at their independent level Independent Reading (they do/you watch)

10 Balanced Reading Approaches and Reading Block

11 Writing Aloud (you do/they watch)
Teachers… Students… Explicit Instruction – show students how to write Be metacognitive – thinking aloud – as you model writing for students every stage of the writing process Prewrite/brainstorming Draft Revise Edit Publish Listen in as you explain your thinking and planning before you write and while you write Get ideas for writing and composing Writing Aloud (you do/they watch)

12 Shared Writing (you do/they do)
Teachers… Students… Compose collaboratively Demonstrate, guide, and negotiate the creation of meaningful text, focusing on the craft of writing as well as the conventions. transcribe Focus on meaningful message making Offer ideas without the pressure of having to write them down Hear your and peers’ thinking and ideas Observe the parts of the whole Reinforce and rethink content or concepts Receive needed support Can be done in pairs, small group, or whole group Shared Writing (you do/they do)

13 Guided Writing (they do/you help)
Teachers… Students… Meet with table groups, rotate to tables as students work Meet with targeted skill groups (i.e. lead sentence or summarizing) Explore and try out ideas with support Receive coaching and appropriate materials to ensure success Guided practice takes place during daily, sustained, whole-class writing. Interactive writing – sharing the pen – most effective individually or in small groups. Guided Writing (they do/you help)

14 Independent Writing (they do/you watch)
Teachers… Students… Observe Confer with individual students Write independently in a particular form or genre Have the skills and confidence to be successful Independent Writing (they do/you watch)

15 Writing requires a Daily Commitment
Strong research link between reading and writing At least 45 min/4 days a week Double the amount of writing time at every grade level – some at home Pg. 175 Routman 1st bullet - Donald Graves National Writing Commission

16 Scaffolded Instruction
Scaffolding is the gradual release of responsibility from the teacher to the student…sometimes teachers make the mistake of not spending enough time on a concept so the students truly understand and move from describing the content to asking students to independently use the information. Marzano cited 24 as the number of times students must be meaningfully exposed to information before they can move to a level of independent mastery. Independent mastery is understanding 80% of the text being read.

17 Core Elements of Curriculum
Phonemic Awareness, Phonics, Fluency, Vocabulary, and Comprehension National Reading Panel Research

18 Phonemic awareness Can help students learn to read and spell
The relationship between phonemic awareness and learning to read and spell is reciprocal The most important forms of phonemic awareness to teach are blending and segmentation Phonemic awareness

19 Phonics Systematic and explicit phonics instruction is more effective
Phonics instruction significantly improves kindergarten and first grade student’s word recognition, spelling, and comprehension “The best way to get children to refine and extend their knowledge of letter-sound correspondences is through repeated opportunities to read.” – Becoming a Nation of Readers Phonics

20 Fluency rates depend on decoding strategies, text structure, difficulty of text, and reader’s attentiveness to the text Fluency is more than reading fast More fluent readers focus their attention on making connections among the ideas in the text and between these ideas and their background knowledge fluency

21 Children use words in their oral vocabulary to make sense of the words they see in print
Students need to have 80,000 words in their vocabulary by the time they graduate from high school Vocabulary is important in reading comprehension. Readers cannot understand what they are reading unless they know what most of the words mean. vocabulary

22 comprehension The reason for reading
If readers can read the words but do not understand, they are not really reading Instruction in comprehension can help students understand what they read, remember what they read, and communicate with others about what they read comprehension

23 Reading doesn’t occur until there is comprehension.
What is reading? Reading doesn’t occur until there is comprehension.

24 Includes a belief that all students can learn to read and write
Involves the use of observation and assessment to make instructional decisions Conducted in an environment that is productive and organized – well managed classroom! Includes a belief that all students can learn to read and write Has clearly aligned instructional goals and assessments Uses a variety of instructional tools, resources, and strategies BALANCED LITERACY

25 POSSIBLE SUPPORT NEEDED: Parent Engagement Peer Coaching Small Group Instruction Data Analysis & Application Assessment Unpacking the Standards Literacy Block Technology Integration Student Engagement Grade-Level Collaboration Other

26 Next Meeting Day 2: October 26 (Marshall Coop)
‘Quality Core Instruction’ Next Meeting

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