Essential Elements Of A Balanced Literacy Program![]() Instruction follows the Elements of a Balanced Literacy Program. Elements of Balanced Literacy Instruction Environment. A Balanced literacy program uses both whole language and phonics. The goal of a balanced literacy program is to include the strongest elements. A Balanced Literacy Program. Writing within a Balanced Literacy Program Tonja L. Early Childhood & Reading Education Valdosta State University Valdosta, GA. The Balanced Literacy Program is a comprehensive, differentiated approach to reading and writing instruction. It is based on a framework that is designed to help all. LITERACY AND THE ARTS. This article is intended to provide some insight into the elements of a Balanced Literacy Program and some connections that may be made. All About Balanced Literacy. Shared Reading is a link in helping students become independent readers. Program based on backward design use desired. Elements of the workshop structure are to be scheduled in one consecutive block of time. Balanced Literacy Is One Effective Approach. Transcript of 5 Elements of Balanced Literacy. Kiley Best MRD 7802 Five Elements of a Balanced Literacy Program Vocabulary Rating Sheet. Balanced Literacy Program. It allows the teacher to model and support students using prediction and confirming skills. It allows less confident students the chance to share stories/articles/poetry in a non. It focuses on the meaning, fun, enjoyment, characters and sequence of a story and allows them to relate it back to their own experiences. It promotes discussion, problem. An integral component of Shared Reading is an enlarged text that all children can see. Children join in the reading of a big book or other enlarged text such as songs, poems, charts, and lists created by the teacher or developed with the class through Shared and Interactive Writing. During the reading the teacher involves the children in reading together by pointing to or sliding below each word in the text. The teacher deliberately draws attention to the print and models early reading behaviors such as moving from left to right and word- . Shared reading models the reading process and strategies used by readers. In the shared reading model there are multiple readings of the books over several days. Throughout, children are actively involved in the reading. During the initial reading, the teacher. The first reading emphasizes reading for enjoyment. Subsequent readings aim to increase participation, teach about book characteristics and print conventions, teach reading strategies, help develop a sight vocabulary of high frequency words, and teach phonics. During Shared Reading. Accelerated readers are challenged by the interesting, natural language of selections. Because of the support offered by the teacher, students who are more slowly acquiring reading skills experience success. Elements of Balanced Literacy by Kiley Best on Prezi. Five Elements of a Balanced Literacy Program Thanks for taking the time to view my presentation about the 5 elements of balanced literacy! Accelerated Reader (A. R.)~It facilitates. The software provides additional information to students regarding reading rates, amount of reading, and other variables related to reading. Renaissance Learning does not require or advocate the use of incentives with the assessment, although it is a common misconception. Teachers can use Response Journals and a rubric to determine the extent to which students have learned and can apply their comprehension strategies. Possible rubrics include: -I would use this one in my classroom: http: //www. U5. 36. B2& -This is perfect for grades 2- 3: http: //eworkshop. Mod. 17. Suggested teacher prompts: ? To be able to accurately understand written material, children need to be able to (1) decode what they read; (2) make connections between what they read and what they already know; and (3) think deeply about what they have read. One big part of comprehension is having a sufficient vocabulary, or knowing the meanings of enough words. Thus comprehension involves combining reading with thinking and reasoning. Diamond, L., & Gutlohn, L. Retrieved from http: //www. Jones, S. Retreieved from http: //www. Peabody Picture Vocabulary Test. The PPVT- IV, updated in 2. The test is given verbally and takes about 2. No reading is required by the individual, and scoring is rapid and objective. For its administration, the examiner presents a series of pictures to each person. There are four pictures to a page, and each is numbered. The examiner states a word describing one of the pictures and asks the individual to point to or say the number of the picture that the word describes. Check the meaning of five to ten words.*Have students do partner quizzes on five - ten previously studied words.*Have an . Students may not even need the incentive of extra credit to start listening for them.*Have students answer questions that use the words For example: . Have students explain whether something is a good example of a word or not, and why they think so. For most groups, this activity should be practiced with familiar, concrete words first. It can be used to lay a solid foundation for . Remind students that learning is not about proving what you already know, but about asking questions to change what you don't know into what you do know. The most effective approaches to vocabulary development include: *active learning*connections to previous knowledge of concepts, related words*multiple repetitions (1. Illustrate the words Show pictures or video clips that demonstrate the meaning of a word. Have students draw and label something illustrating the meaning of the word. This is not limited to concrete nouns . The labels explain how the word and drawing fit. Drawing skills are not important; stick figures with accurate labels can succinctly express an idea as well as finely crafted caricatures. Be sure, though, that the student doesn't replace an abstract idea with a concrete example of it. This can be done by showing different ways that the idea is expressed and having the students discover what makes them valid illustrations ? See how quickly students can convey the essence of a words meaning on the board . This works especially well with words describing visual concepts, like many geography terms. Again, make sure students don't oversimplify things . Have a word bank with five vocabulary words and five sentences with blanks, and have the students decide which word goes in which blank. Your challenge will be constructing sentences which only match with one word, so small groups of words are better. These exercises are also opportunities for you to give a wider scope to a word, and discuss how that word fits into a sentence that the students might not have considered. According to Michael Graves (2. Reading Rockets) ~The knowledge of words and word meanings~Vocabulary knowledge is not something that can ever be fully mastered; it is something that expands and deepens over the course of a lifetime. Instruction in vocabulary involves far more than looking up words in a dictionary and using the words in a sentence. Vocabulary is acquired incidentally through indirect exposure to words and intentionally through explicit instruction in specific words and word- learning strategies (Reading Rockets). Retrieved from http: //www. As the student is reading, complete the oral reading accuracy and reading fluency assessments. After the student finishes the passage, check for understanding through explicit and implicit questions. Also, ask open- ended questions about the vocabulary found in the passage. This assessment can be given to students in grades one through twelve. Students should be expected to master age- appropriate material. When should it be assessed? The informal reading inventory is an on- going assessment, and should be completed several times throughout the child's schooling. In kindergarten, perform the informal reading inventory twice per year, at mid- year and at the end of school. In first and second grades, it should be done three times, at the beginning of the school year, at mid- year, and at the end of the year. If a child is struggling, the inventory should be done more often in order to have an accurate picture of the child's progress. Experts say that children should have 7 readings or exposures to a text for optimal comprehension. Here are some of the ways to provide those 7 exposures: *Child read aloud*Teacher read aloud*Buddy read*Whisper read*Read in a phonics phone*Read silently*Make the text into a cloze passage (leave out the sight words) and have the children use context clues to add them back in.*Scramble it up and put in order* Have the students read to a lower grade.*Record student's reading into powerpoint, MP3, moviemaker. Listen to your recording! Listen to a friend's recording!*Re- enact the reading with friends*Volunteer (fireman, grandmas). After hearing the teacher read and discuss a selection, students reread the text together. Choral reading helps build students' fluency, self- confidence, vocabulary knowledge, motivation, and enjoyment of literature. Reading and rereading shared texts may have the additional benefit of building a sense of community in the classroom (Read. Strong). Choral Reading strategy in action! The ability to read words quickly, automatically, and accurately. Essential for students to be able to comprehend or gain meaning from text. Fluency is highly related to comprehension. According to the Center on Teaching and Learning at the University of Oregon, . STAR Early Literacy Computer- Adaptive Diagnostic Assessment. The cognitive elements supported in this assessment include: Reading Comprehension. Decoding. Cipher Knowledge. Knowledge of Alphabetic Principle. Letter Knowledge. Concepts About Print. Background Knowledge. Semantics (Vocabulary and Morphology)Phonological Awareness One of the subtests includes - - Phonics (PH) - - Student must demonstrate understanding of long vowels, short vowels, beginning and ending consonants, consonant and vowel replacement, word families (onset and rime), consonant blends, clusters and digraphs. Abecedarian Reading Assessment. These are just some of the skills assessed with this assessment: Letter Knowledge - - Students must quickly and correctly identify upper- case and lower- case letters (mixed) of the alphabet. Students must also not incorrectly identify . Letter Recognitionhttp: //www. GK- 1/P. There are also resources listed, strategies to use, and ways to differentiate your phonics instruction. When reading with an emergent reader: - Model finger- point reading. That means to follow the words with your finger from left to right as you read them. As your emergent reader starts to read, they will learn to do the same thing. When your child is finished with a book, be sure to talk about what happened in the story, and maybe . Talk about any interesting words or new concepts. By sharing a book with a child, you're sharing the joys and excitement of reading. Read. Write. Think activity (can be found online at the following link http: //www. This lesson uses whole- to- parts phonics instruction as an approach to beginning reading. Letter- sound correspondences are taught within a meaningful context in an explicit, systematic, and extensive manner. This lesson uses onset- rime analogy to present word families and spelling patterns. An onset is the consonant letter before the vowel in a given word or syllable, and a rime is the vowel and consonants that follow the vowel in a given word or syllable. Thus, in the word bill, the onset is the letter b and the rime is the letters ill. Furthermore, this lesson supports cooperative and integrative learning where students and teacher learn together and carry out tasks collaboratively. A plethora of phonics resources, activities, and instructional materials can be found by clicking the link below! ULQV5. 47o. BUA An understanding of the alphabetic principle and the ability to apply this knowledge in the decoding of unfamiliar words. The features of phonics include: letter- sound relationships, decoding strategies, and word recognition. Read Alouds Directions: Read and reread stories that play with language. Nursery rhymes, chants, and Dr. Seuss books usually play a large role in this development. Cunningham and Dorothy P. Carson- Dellosa) Some excellent book titles are: Any Dr. Seuss book Good Night Moon by Margaret Wise Brown I Was Walking Down the Road by Sarah Barchas Is Your Mama a Llama? By Deborah Guarino Jessie Bear, What Will You Wear? The ability to hear and manipulate the sounds in spoken words and the understanding that spoken words and syllables are made up of sequences of speech sounds. Teachable, essential to learning to read, and a strong predictor of children who experience early reading success. Bloomington, IN: Marzano Reseach Laboratory.
0 Comments
Leave a Reply. |
AuthorWrite something about yourself. No need to be fancy, just an overview. Archives
August 2017
Categories |