Balanced Literacy Program

Mrs. Gross 5th Grade

“The way a book is read- which is to say,the qualities a reader brings to a book-

can have as much to do with its worth as anything the author puts into it.”

~ Norman Cousins ~

What is Reading?

Readers must integrate these facets automatically in order to make meaning from print

WordRecognition

Comprehension Fluency Motivation

Effective Readers

Reading does NOT come naturally to all children…these skills must be deliberately taught.

Let’s Break It Down!

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Word

Recognition

Comprehension

Fluency Motivation

What is Word Recognition?

Identifying Words in Print Recognizing that certain letters make certain

sounds Breaking apart and manipulating sounds in

words (phonemic awareness) Applying knowledge to sound out words that

are new to them (decoding) Analyzing words and spelling patterns Recognizing the meaning of words instantly

(vocabulary)

What is Comprehension?

Constructing meaning from wordsUsing background knowledge to acquire

meaningBuilding vocabularyUnderstanding how English language

and print worksKnowledge of various types of textLearning strategies for constructing

meaning.

What is Fluency?

Identifying words and making meaning so that reading is automatic and accurate

Maintaining a rate of reading fast enough to facilitate comprehension

Using phrasing and expression so oral reading sounds like normal speech

Why is Motivation a Part of the Reading Process?If reading isn’t pleasurable or fulfilling,

children won’t choose to read. Reading is an active process, and

students require practice to become fluent readers

Reading is a social act to be shared with others

There are a variety of purposes for reading, from enjoyment to gathering information

How Will All of These Important Components be Taught?

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First Things First…

Determine student readiness using formal and informal assessments

Determine student interest using interest inventory

Determine student learning styles using parent and student inventories

Sample InterestInventory

Sample of a Learning Styles Inventory

What is a Balanced Literacy Program?Daily opportunities to participate in a

variety of reading and writing activitiesInstruction that varies in the types of

support given by the teacherInstruction that varies in its purposeUsing a variety of texts to address the

needs of all types of learnersAssessment that is measured in several

different ways

Components of a Balanced Literacy Classroom

Read Aloud Modeled Writing

Shared Reading Interactive Writing

Guided Reading Guided Writing

Independent Reading

Independent Writing

Spelling and Word Study

Types of Flexible Grouping for Reading Instruction Whole group (mini-lessons on specific

reading strategies) Small group (needs based) Ability (guided reading) Interest (literature circles) Individual conferencing (specific needs) Reading centers (varied reinforcement of

literacy skills)

What Takes Place During Whole Group Reading? Read-aloud--teacher reads novel aloud to the

class, modeling fluency and comprehension strategies.

Shared reading--poetry readings or reader’s theatre are performed. Everyone is reading together to practice fluency!

Mini-lessons based on specific comprehension strategies are taught.

Discussions or “book talks” are conducted about favorite books and/or authors.

A Group Performance during a “Poetry Jam”!

What Takes Place During Small Group Instruction?The teacher will

meet with smaller groups of students who require reinforcement in the same area of literacy.

What Takes Place During Guided Reading?

• Groups are determined by reading level.

• Leveled readers are used as text.

• Specific skills are targeted.

• Vocabulary is stressed• Instruction is teacher-led.

What Takes Place During Literature Circles? Novels are based on

student choice. Students are

assigned a role to complete for the discussion and take notes in a literature notebook.

Discussions are student-led and teacher facilitated.

Examples of Literacy Centers

Free Choice Silent Reading Poetry Listening Center Interactive Board Computers Newspaper Spelling Writing Vocabulary study Word Study

What Takes Place During Writer’s Workshop? Modeled Writing--Teacher models specific

writing techniques (based on Six Traits of Writing)

Interactive Writing--Class works together on piece of writing

Guided Writing--small groups working on specific writing skills

Independent Writing--independent student works with one-on-one conferencing

What Takes Place During Spelling and Word Study?Phonics reviewMost frequently used words Prefixes and suffixesGreek and Latin roots

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Sample Literacy Schedule

8:45-9:00 Whole Group Reading

9:00-9:45 Guided Reading/Literacy Centers/Individual Conferencing

9:50-10:25 Literature Circles

10:25-11:10 Special Classes

11:15-11:55 Writer’s Workshop

12:00-1:00 Lunch/Recess

1:00-2:15 Math/Science Lab

2:15-3:20 Non-fiction Literacy (Social Studies)

What Types of Assessment Will be Utilized?

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Examples of Standardized TestingISTEP--state-wide test in the springEdPerformance--Internet-based testing

conducted twice each school year to monitor growth

STEEPS--school-wide oral assessment done three times each school year to check fluency

STAR--computer test done three times each year to determine Accelerated Reader level

Examples of Authentic Performance Based Assessments Independent Research Projects Portfolios--samples of student work over a

period of time Informed Professional Opinion--based on

evidence gathered Student Journals or Learning Logs

Authentic Performance Based Assessments are scored using a rubric.

What is a Rubric and Why Use it to Grade Performance Based Assessments?

Describes expectations of student work Measures levels of performance proficiency Brings clarity to subjective grading Uses specific criteria to grade student

products Allows students to self-assess and peer-

assess work

Sample Rubricfor an AuthenticProject

Independent Research Projects

Promotes depth, not breadth of topicActivities vary among the different

learning stylesStudents have some choice in project

and end productStudents are given the scoring rubric

before beginning the project

Sample Choice Board for an Independent Research Project

Why Use Portfolios?

Work reflects goals and objectivesAllows students to view progressEncourages students to assess their

own workGives teachers information on student

growthHelps students become independent

learners

How is Evidence Gathered in Order to Make an Informed Professional Opinion?

ObservationsAnecdotal Records or Log BooksOne-on-one or Small Group

DiscussionsInterviews

Examples of Observation Records

Fifth Grade Grading Scale

94% and up A 85-93% B 75-84% C 65-74% D*80% is considered the minimum

mastery of material

What Can You Do To Help?

Check the reading calendar or web site for assignments to be certain your child is up-to-date

Read and discuss classroom novels with your child--just ask if you would like a copy sent home for you.

Be a reading role model--children who see their parents reading often become readers

Provide positive reinforcement--the most critical aspect of reading is how the child feels about reading.

How to Make Your Home Literacy-Rich Give gift cards to bookstores as presents Give your child a “book allowance” along with his regular

allowance Provide frequent family trips to the library, and introduce your

child to the librarian. Subscribe to a magazine in an area in which your child is

interested Establish a place in your child’s room for books Help your child develop a hobby, and find books about that hobby Attend used book sales at libraries and other stores Buy books for yourself, and let your child know that you do Create a family newsletter Scrapbook with your child allowing him to help with the journaling Write in a journal yourself and allow your child to see you do this

Web Sites for Parents

http://www.rif.org/parents/articles/teens.mspx

This Reading is Fundamental site offers suggestions for parents to help their teenagers decide that reading is important to their lives.

http://www.adlit.org/This adolescent literacy site offers

resources for parents and educators of kids in grades 4-12.

Bibliographies

Browning Schulman, M. (2006). Guided reading in grades 3-6. New York: Scholastic Inc.

Coil, C. (2004). Standards -based activities and assessments for the differentiated classroom. Pieces of Learning.

Coil, C. & Merritt, D. (2001) Solving the assessment puzzle piece by piece. Pieces of Learning.

Diller, D. (2005). Practice with purpose: Literacy work stations for grades 3-6. Portland, MA: Stenhouse Publishers.

Graves, M., Juel, C., & Graves, B. (2007) Teaching reading in the 21st century. New York: Pearson Education, Inc.

Heacox, D. (2002) Differentiating instruction in the regular classroom. Minneapolis, MN: Free Spirit Publishing.

Morgan, R. (2004, December 29). Creative ways to encourage students to Read. Retreived from http://creativeteachingsite.com/read1.htm