Balanced Literacy S. Rosenberg EDU 5367

Whole Group Instruction (Reading and Writing) Guided Group Instruction (Reading and Writing) Independent Instruction/ Conferring (Reading and Writing) Library Literacy Centers Literacy Routines

Assessment Instruction based on ongoing assessment Grouping based on on going assessment Level of instruction based on ongoing assessment Amount of instruction based on ongoing assessment

The Reading Process I. Preparing to Read- selecting a book II. Activate prior knowledge III. Planning for reading-making predictions IV. Responding- orally and/or in writing V. Exploring the text VI. Extending the interpretation

Types of Reading Reading Aloud- students listen Shared reading- Students follow along in the text Partner reading- Students read the text together Guided reading- Students read with teacher guidance Independent reading- students read independently

Texts

First and foremost among learning materials for the independent learner are, of course, trade books and reference books. Trade books are used by schools for instructional purposes that foster literacy development and support content areas. The two main genres (types) of trade books are fiction and non-fiction.

The space in a classroom library must be organized to encourage comfortable student interactions with books. Displaying books increases their likelihood of selection. Along with displaying certain books, a teacher provides strong influence on children’s selections by reading a book aloud.

Books that students read should be interesting to them and challenging for them. This ensures opportunities for students to increase the depth and breadth of their word knowledge. Independent reading can best be regarded as one of a number different methods teachers use to foster the development of students’ vocabulary (Carlisle & Rice, 2002).

Poor readers may need support in order to benefit from independent reading. They might benefit from reading books aloud with a peer or an adult, repeated reading, and other techniques that improve fluency and may also foster word learning.

If poor readers feel obliged to tackle the "challenging" book, they will become stuck; furthermore, their liking of reading will plummet, and the hope of their becoming lifelong readers will suffer a setback (Spear- Swerling, 2005).

12 Types of Text Predictable Code-emphasis Hybrid text Authentic literature Leveled text

In predictable/patterned text, the vocabulary is predictable based on such factors as repeated text patterns, familiar concepts, match of text with illustrations, rhyme, repetition, alliteration, cumulative pattern, and familiar story or sequence (Blevins, 1998).

Kinds of Predictable Books Chain or Circular Story Chain or Circular Story Plot is interlinked so that the ending leads back to the beginning. Cumulative Story Cumulative Story Each time a new event occurs, all previous events in the story are repeated. Familiar Sequence Familiar Sequence Organized by recognizable theme, such as: Days of Week, etc. and Numbers Days of Week, etc.Numbers Pattern Stories Pattern Stories Scenes are repeated with some variation. Question and Answer Question and Answer The same or similar questions are repeated throughout the story. Repetition of Phrase Repetition of Phrase Word order in a phrase or sentence is repeated. Rhyme Rhyme Rhyming words, refrains, or patterns are used throughout the story. Songbooks Songbooks Familiar songs with predictable elements, such as repetitive phrase.

15 Continuum of Code-Emphasis Text Highly controlled sound/ symbol correspondences with high frequency words. Less controlled sound symbol correspondences with increased use of irregular words.

A Fun Trip with Mom and Dad By: Meg Terry

Trips with Mom and Dad are grand. We get from spot to spot by van or by jet.

We went on a big trip in the spring. We went on a jet. We got there fast.

When we got there, we had to rent a van. I sat in the back and got to chat with Mom and Dad.

We got to camp by a big pond. We set up a big tent and slept in it.

Mom ran on a path by the pond. Dad got to fish. He got ten fish!

I got to swim in the pond, but I felt a chill. So, I sat in the hot sun.

Dad and I went on bug hunts. We put the bugs in bags to trap them.

We did a lot of fun things on the camp trip.

When we left on the jet, I was sad. Mom and Dad said we can camp next spring. Can I bring you?

26 Code-Emphasis Text Practice applying the code builds automaticity and instant word recognition as well as fostering independence in dealing with new words.

Decodable texts have a controlled repetition of words for sight-word development. There is repetition in non-patterned texts with some attention to decodability and high frequency words in meaningful texts. Inverzzi & Johnston, 2002

“Sight” Words Sight words are words that can be read automatically and quickly; i.e. The reader does not have to sound them out. Sight words can be phonetically regular or irregular. (i.e. in, was) Each student needs a different amount of exposures to a word before he/she can recognize it by “sight.” A small number of students need an inordinately large number of exposures before a word can be read by “sight.” These students need a steady “diet” of decodable books so that they can sound out many/most of the words successfully. In this way they can eventually build a “sight” vocabulary.

29 Decodable text and hybrid text give opportunities for children to practice words and word patterns accurately and automatically, building both fluency and word recognition skills. decodable uncontrolled For some, it’s a bridge to leveled text!

Authentic Literature refers to narrative and expository texts that are written in the original, natural language of the authors. These texts are not written with a controlled vocabulary or rewritten to achieve a particular score according to a readability formula (Routman, 1991). Authentic literature is often referred to as "real books" or "trade books" (Rudman, 1989). Basically, these are the books that can be found in the library and include a wide range of fiction and nonfiction texts that authentically represent many cultures presented from diverse perspectives (Harris, 1992).

Leveled Text A leveled book set has several advantages, including the following: An organized set of books makes it easier to select books for groups of children. Having a gradient of text provides a way to assess children's progress over time. A book collection is established that does not need to be replaced but is revised and expanded over time. As the collection expands, the varieties of text will provide opportunities for children to increase their reading power through experiencing diverse texts.

Fountas and Pinnell Length Size and layout of print Structure and organization Illustrations Words Phrases and sentences Literary features Content andTheme

The Writing Process Prewriting Drafting Revising Editing Publishing

Balanced Literacy Whole group Small group Independent

Balanced Literacy Phonemic awareness Word identification Fluency Vocabulary Comprehension Narrative Genres Informational Genres