Black Hills State University Professors
Faye LaDuke-Pelster - - Faye.LaDuke@bhsu.edu
Sue McGrath - - Sue.McGrath@bhsu.edu
Comprehensive Literacy Framework (Balanced Literacy) - handout
- Starts with Assessment - DRA, Running Records, DACS, AIMSweb, anecdotal notes
- Read Aloud - teacher reads for enjoyment to students
- enjoyment
- modeling comprehension strategies
- think alouds
- expose them to different types of text
- Shared Reading -
- ex. Social Studies and Science, highlighting text, big books, poetry, revisiting text with purposes
- Guided Reading - small group instruction
- ex. literature circles
- focusing on needs (moving students in and out depending on need)
- should be done once or twice a week, the other days should be conferencing with students one-on-one
- the first six weeks of school should be focused on learning about students (conference, observe students)
- establishing routines
- Independent Reading - children have to practice, uninterrupted chunks of time to read
- practice, practice, practice
- not happening at home
- have to teach students how to read independently
- gives us time to each when students are reading
- Independent Writing - student practices writing
- practice
- assessment
- conferring with students
- students should have choice over what they want to write (CHOICE)
- have students keep a list of ideas in their book that they could write about
- Guided Writing - small group instruction
- work on a specific skill, groups based on needs
- Interactive Writing - share the pen with students
- modeling
- Shared Writing - teacher is the scribe
The components of phonemic awareness, phonics, oral language, and literature circles/discussions are embedded in the above components.
Richard Peck - A Long Way from Chicago
Gradual Release of Responsibility (GRR) to Conquer Classroom Management - handout
Steps:
- Demonstration (teacher)
- Shared Demonstration (teacher)
- Guided Practice (student)
- Independent Practice (student)
Examples
- Transitioning
- whistle
- clapping
- using music
- Practice! Practice!
- share practice
- guide practice
- phonemic awareness
- phonics
- fluency
- vocabulary
- comprehension
Skimming and Scanning requires a reader to look quickly and find the most important features and information in a text.
Comprehension from the Ground Up - Sharon Taberski
Ground Up link
Chapter 1: What Really Lies at the Heart of Comprehension
The Five Pillars of Effective Reading Instruction - National Reading Panel (2000)
- phonemic awareness
- phonics
- fluency
- vocabulary
- comprehension
(Experiences and Skills that cultivate children's comprehension.)
COMPREHENSION (over all) Students are also inferring as they read all the time.
- Accurate Fluent Reading
- Background Knowledge
- Oral Language and Vocabulary
- Reading-Writing Connections
- Repertoire of strategies
Time to Write
Time to Read
Fundamental needs of Children:
- Children need us to be their advocates.
- "It is simply wrong to withhold the precious time students need to delight in reading books from their just-right bag that will help them consolidate the skills and strategies they're trying to acquire because we've used up all our time with lengthy whole-group instruction."
- Children need ample opportunities to read widely and across genres, to write texts for others to comprehend, and to engage in thoughtful conversation.
- If we want children to develop as readers, they must have abundant opportunities to write texts for others to comprehend.
- Children need to read accurately and fluently with comprehension.
- We want students to read words accurately with appropriate speed, intonation, and emphasis so that they understand what they're reading.
- Children need to acquire background knowledge to bring to texts they read.
- Children need to extend their oral language and vocabulary, and capitalize on how they enhance reading comprehension.
- Children need to appreciate not only how to reading impacts writing, but how their experiences as writers enables them to adopt an insider's stance as they read.
- Children need to acquire a repertoire of meta-cognitive strategies to help them navigate difficult texts and reconstruct meaning when it breaks down. These strategies should be presented in a developmentally appropriate and systematic way throughout the elementary grades.
What Is a Repertoire of Strategies?
- setting a purpose for reading
- accessing and using prior knowledge
- considering text structure
- asking questions
- visualizing
- summarizing to determine importance
- Community meeting
- booktalk
- mini-lesson
- Independent Reading
- small group instruction
- conferences
- literature circles
- Group Share (or share with a buddy)
- What did you learn about yourself as a reader today?
- Opportunity for holding students accountable for independent work
- how many pages did they read?
- types of genres
Mini Lesson
- book basket with book of the topic you are studying
- folders with word lists (word banks) that are in the reading
- folders with pictures and information about topics
- don't answer questions of students but talk to them discovering their answers
- ask questions of the student about their reading
- can talk to you about your reading
- help you with your reading
- folder with a note book
- work on a couple of nonfiction, and one fiction. Don't want students to get their fiction stories mixed up
- Help with strategies - main events sheet (title, author)
- Commit to one book, stick with it to the end
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