Using the Learners’ Talentsin Balanced LiteracyLanguage Arts K - 3

Governor’s Urban Academyat Muhlenberg College

June 23 - 28, 2002Dr. Margaret L. Benson

The Pennsylvania Standards

1.2 Reading Critically in All Content Areas

1.3 Reading, Analyzing and Interpreting Literature

1.5 Quality of Writing

1.8 Research

Traditional View ofIntelligence

Verbal-Linguistic & Math-Logical

Binet-Simon Intelligence Scale

Stanford-Binet Intelligence Test mental age/chron. Age times 100

WISC

Multiple IntelligencesHoward Gardner

Brain research

Theory in progress

Frames of the Mind (1983)

Probe beyond the traditional

What Type of Learner Are You?

As a child Favorites outside school Favorite subject in school Favorite teacher - because You were intelligent in _____ School would have been better

if __________ You decided you wanted to be

a teacher because _______

Eight+ Ways of Being Smart

Verbal-Linguistic

Math-Logical

Spatial

Bodily-Kinesthetic

Musical

Interpersonal

Intrapersonal

Naturalist

Spatial

Strong in: maps, puzzles

Likes to: design, create, looks at

pictures Learns best through:

visualizing Famous examples:

Pablo Picasso Frank Lloyd Wright

Bodily-Kinesthetic

Strong in: acting,

Likes to: move around, touch and feel

Learns best through: touching, processing through

senses

Famous examples: Charlie Chaplin Martina Navratilova

Musical

Strong in: singing, rhythms

Likes to: sing, hum, listen to music

Learns best through: rhythm, melody

Famous examples: Leonard Bernstein Ella Fitzgerald

Intrapersonal

Strong in: understanding self, setting

goals

Likes to: work alone, reflect

Learns best through: doing self-paced projects having own space

Famous examples: Eleanor Roosevelt Sigmund Freud

Using the Learners’ Talents

Pennsylvania Standards

Multiple Intelligences

Balanced Literacy

Balanced LiteracySix Aspects

Ownership of LiteracyReading Comp. Writing Process

(Reader’s Workshop) (Writers’ Workshop)

Language and Vocabulary KnowledgeWord Reading and Spelling Strategies

Voluntary Reading

(Au, Carroll, & Scheu, p. 4)

Balanced Literacy

Six Aspects of Literacy

Full process Authentic context Reading and writing Speaking and listening Community of learners

Balanced Literacy

Positive Attitudes towards Literacy Part of their daily routine Affective side as important as cognitive Accomplishment of real-world tasks The will as well as the skill Responsibility for their own learning Control over their lives in school Teacher’s responsibility to guide

Balanced Literacy

Reader Response TheoryLouise Rosenblatt

Transaction between reader and text Aesthetic

reading for the sake of reading attention on what she/he is living while reading

Efferent what should be retained

Balanced Literacy

Lev Vygotsky: Guided and paced by a

more capable person (Zone of Proximal Development - ZPD)

Enable the child to actively participate

Support from someone who knows the child

Balanced Literacy

Practical ImplicationsUse heterogeneous groupingGive students choices of the texts they

will read and discussBase discussions on students’

responses to the text, not preset teacher questions

Take the role of a facilitator rather than question-asker

Balanced Literacy

Writing Construct meaning Communicate a message Choose self-selected topics See themselves as authors Dynamic, nonlinear process

Balanced Literacy

Writing Shared Writing Interactive

Writing

Guided Writing Independent

Writing

Balanced Literacy

Writing Process

PlanningDraftingRevisingEditing

Publishing

Balanced Literacy

Reading

Read-Aloud

Guided Reading

Shared Reading Independent

Reading

Balanced Literacy

Continuum of Reading StrategiesContinuum of Reading StrategiesTeacher Read Alouds

Sustained Silent ReadingLiterature Discussion Groups

Guided Discussion

Guided ReadingShared Reading

K 1 2 3 4 5 6(Au, Carrol, Scheu, p. 79)

Balanced Literacy

Writing Shared Writing Interactive

Writing

Guided Writing Independent

Writing

Reading

Read-Aloud

Guided Reading

Shared Reading Independent

Reading