Kindergarten Balanced Literacy Maria Simon M.Ed And Danielle Tucker M.Ed

Balanced Literacy Components Shared Reading Guided Reading Independent Reading Interactive Read Aloud Shared/ Interactive Writing Independent Writing Word Work Phonics Instruction Phonemic Awareness Instruction

Shared Reading Students are : Tracking print word by word Learning to infer and predict Masking letters and words Expanding vocabulary and building on their concepts about print Focusing on story elements Practicing word- reading strategies and other skills reinforced during small group instruction

Guided Reading Reading instruction that takes place in small groups with a strategy based focus lesson The text is at the child’s instructional reading level Usually begins in January Flexible groups that change frequently based on student’s needs

Independent Reading Children practice reading texts at their “Independent” reading level Children read texts multiple times in order to build their fluency Children may use texts that they have read in Guided Reading lessons Builds vocabulary

Interactive Read Aloud Students preview the book with the teacher Story discussion builds upon student’s prior knowledge Teacher introduces and discusses new vocabulary words Teacher models reading fluency Teacher emphasizes elements of the story Teacher models good questioning techniques Teacher uses think-alouds to assist comprehension Teacher and students summarize the story to bring closure

Shared/ Interactive Writing It allows children to express ideas without any fears of being right or wrong. It helps children learn to read and write by giving them practice connecting sounds to letters. It encourages children to become independent writers. Done by “sharing” the pen. Children write words and are taught to stretch sounds while writing.

Independent Writing Gives children the opportunity to practice the skills that they have been working on during shared or interactive writing Builds student’s fluency as a writer Takes place during a “writer’s workshop” time or a “work on writing” time Builds students confidence as writers Builds students letter sound knowledge and allows for children to progress at their own rate Conference times allow for student and teacher to discuss student’s writing

Takes place in center- based format Word Work Reinforces the skills that we have been working on during our phonics or phonemic awareness lessons Hands-on activities that allow students to manipulate letters and sounds Takes place in center- based format

Phonics Instruction Wilson Fundations Fundations is systematic because it follows a definite sequence for teaching and it follows a definite procedure to teach these concepts. Fundations is explicit because it does not leave any room for guessing. It teaches all concepts directly.

Phonological Awareness Instruction Phonological awareness is the understanding of different ways that oral language can be divided into smaller components and manipulated. This includes phonemic awareness, which is the ability to recognize and manipulate the individual sound units (phonemes) in spoken language Done through games and songs during whole group and small groups sessions

Questions?