Balanced Literacy

Hilary Huff4th Grade

Thompson Crossing Elementary

Philosophy of ReadingTeaching reading and writing at any age is very difficult. It takes a lot of practice to develop into a good writer or reader. I believe that this development starts at a young age and continues throughout school. Reading to your children at a young age can help them develop into strong readers and writers. Having a strong reading base at a young age is important to learning in the future years. I believe that practice and repetition is the key to being a successful reader and writer. The combination of at-home learning as well as in school is important to the development of all children. It is our job as teachers to make sure that children are taught the skills they need in order to become strong readers and writers. I believe creating a strong classroom base will guide the development of our young readers each and every day.

What is Balanced Literacy?

Balanced Literacy is a framework designed to help all students learn to read and write effectively

ALL students can learn to read and write

Students will receive teaching needed in order to reach 4th grade standards at a comfortable level

Balanced Literacy Program Schedule

Monday Tuesday Wednesday Thursday Friday

10 minute Morning Activities

Health(30 minutes)

60 minuteReading

• Introduce targetskills

• Activate priorknowledge

• Build background• Interactive Writing

w/ new vocab.• Guided Reading

(2 groups)

• Review vocab.• Review target

skills• Shared Reading:

Weekly StorySelection (insmall groups)

• Guided Reading(1-2 groups)

• Selection test• Guided Reading

(2 groups)

• Group studentsfor website visitand literature

circles

• Guided Reading(1-2 groups)

60 minute Writing

• Handwriting• Modeled/ Indep.

Writing

• Modeled/ Indep.Writing

• Interactive Writing• Handwriting• Grammar

• Shared reading:narrative

• Modeled/ Indep. Writing

• Modeled/ Indep.Writing

• Grammar

40 minuteSpecial Areas

35 minute Lunch

Balanced Literacy Program Schedule

Monday Tuesday Wednesday Thursday Friday

15 minute Read Aloud

60 minuteMath

60 minute S.S/Science

Shared reading: Science text

Shared reading:science text—read

with teacher insmall groups; otherstudents complete

science activity

20 minuteDEAR Time

20 minute Word Study

• Spelling pre-test• Word scavenger

hunt inweekly story: findwords that havethe same prefix

(example)

Daily Word Work Write definitions ofwords with prefixes

Make a crosswordpuzzle using thisweek’s spellingwords

Finishcrosswords Spelling test

10 minuteGet Ready for

Dismissal

Assessment Students will be evaluated Weekly on:

Station Folder Selection Assessments Grammar Assessments Spelling Tests Writing Assignments

will be evaluated bi-weekly

Instruments used are: Scott Foresman website (www.successnet.com) Spelling City website (www.spellingcity.com) Scott Foresman grammar assessment

Grades will be updated weekly in the township’s Rubicon Atlas program

Assessment cont.5 3 1

Ideas

This paper is clear and focused. It holds the reader's attention. Relevant details and quotes enrich the central theme.

The writer is beginning to define the topic, even though development is still basic or general.

As yet, the paper has no clear sense of purpose or central theme. To extract meaning from the text, the reader must make inferences based on sketchy or missing details.

OrganizationThe organization enhances and showcases the central idea or theme. The order, structure, or presentation of information is compelling and moves the reader through the text.

The organizational structure is strong enough to move the reader through the text without too much confusion.

The writing lacks a clear sense of direction. Ideas, details, or events seem strung together in a loose or random fashion; there is no identifiable internal structure.

VoiceThe writer speaks directly to the reader in a way that is individual, compelling, and engaging. The writer crafts the writing with an awareness and respect for the audience and the purpose for writing.

The writer seems sincere but not fully engaged or involved. The result is pleasant or even personable, but not compelling.

The writer seems indifferent, uninvolved, or distanced from the topic and/or the audience.

Word Choice Words convey the intended message in a precise, interesting, and natural way. The words are powerful and engaging.

The language is functional, even if it lacks much energy. It is easy to figure out the writer's meaning on a general level.

The writer struggles with a limited vocabulary, searching for words to convey meaning.

Sentence Fluency

The writing has an easy flow, rhythm, and cadence. Sentences are well built, with strong and varied structure that invites expressive oral reading.

The text hums along with a steady beat, but tends to be more pleasant or businesslike than musical, more mechanical than fluid.

The reader has to practice quite a bit in order to give this paper a fair interpretive reading.

ConventionsThe writer demonstrates a good grasp of standard writing conventions (e.g., spelling, punctuation, capitalization, grammar, usage, paragraphing) and uses conventions effectively to enhance readability. Errors tend to be so few that just minor touchups would get this piece ready to publish.

The writer shows reasonable control over a limited range of standard writing conventions. Conventions are sometimes handled well and enhance readability; at other times, errors are distracting and impair readability.

Errors in spelling, punctuation, capitalization, usage, and grammar and/or paragraphing repeatedly distract the reader and make the text difficult to read.

Presentation The form and presentation of the text enhances the ability for the reader to understand and connect with the message. It is pleasing to the eye.

The writer's message is understandable in this format.

The reader receives a garbled message due to problems relating to the presentation of the text.

Grouping

Students are grouped based upon:

Dibels Scores Progress Monitoring Scores Student Personality Acuity Data

Parent Involvement Have your child read to you The Weekly Story counts! http://classroom.jc-schools.net/waltkek/fourthgrade.html

Hold your child accountable for their Reading grade

Look at the test scores that are sent home weekly

Practice Comprehension Strategies http://classroom.jc-schools.net/basic/la-read.html

Talk to your childConversation improves language & vocabulary development

References Culham, R. (2003). 6 + 1 traits of writing: The complete guide

grades    3 and up. Scholastic Professional Books.

Graves, M. F., Juel, C.,& Graves, B., B. (2007). Teaching reading in    the 21st century (4th ed.). Pearson Education, Inc.

Balanced Literacy. (2002-2003). Retrieved April 12, 2010, from Terryville Road School website:http://www.csdarchives.com/teachers/rstewart/k2002/Teachers/Balanced_Literacy/balancedliteracy.htm

Example of a weekly schedule: 4th and 5th grade for a balanced literacy program. Retrieved April 12, 2010, from Gates Chili School website: http://www.gateschili.org/files/filesystem/FourthFifth_Grade_Schedule.pdf 

Instructional strategies online. (2004-2009) Retrieved April 15, 2010, from Saskatoon Public Schools website: http://olc.spsd.sk.ca/DE/PD/instr/strats/balancedliteracy/index.html