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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