Working with words
According to Cunningham (2007), the purpose of this component is to ensure that children read, spell, and use high-frequency words correctly, and that they learn the patterns necessary for decoding and spelling. Reading new texts and rereading familiar texts ensure that students in these programs engage in meaningful, connected reading. These programs also include activities that help students focus on and become familiar with printed words. Students are presented with the letters that form a word from a selection they read. Words are selected for "word studies" because of their interest and because they contain word identification elements that will be useful to the students
According to Rog (2003), the field of "word study" provides students an opportunity to manipulate words (and parts of words) in meaningful and enjoyable activities and games. Reading ability can develop dramatically as word study lessons develop experience with:
- Letters and their corresponding sounds.
- Components of words, such as roots, prefixes, and suffixes.
- Patterns of how words are spelled, such as word families.
- How parts of words often will give hints to the meaning of a word, as well as its spelling or pronunciation.
Word study activities call for active problem solving. Students are encouraged to look for spelling patterns, form hypotheses, predict outcomes, and test them. These activities require students to continually monitor ans question new words and how they are connected.
References:
Cunningham, P. (2007). Working with words: The four blocks literacy model. http://www.four-blocks.com/wwwords.htm retrieved on November 10, 2007.
Rog, L. (2003). Guided reading basics. Portlans ME: Stenhouse
Sunday, November 11, 2007
Interactive & Independent Writing
Interactive Writing
During interactive writing the teacher and class, or small group, work together to create written text. The group agrees on what to write through discussion and negotiation. In order to produce the written words, the students articulate the sounds with the teacher and then write the letters and chunks of words that they hear. The teacher may fill in parts of words or whole words, depending upon the group's stage of writing development.Interactive writing is used for creating stories, writing poems, the retelling of favorite literature, recipes, directions and lists. According to Dorthy Strickland (2007), the framework for writing is designed to help all students learn to read and write effectively. The pieces created by the students become a part of the classroom environment and are used for reading and rereading.The class may use the pieces for shared reading or may enjoy reading some independently.
Independent Writing
During independent writing, hildren are encouraged to get ideas on paper by using pictures, letters, and words. Children can write in journals, make their own books, or write notes. Teachers should accept approximations so that children will have opportunities to become risk takers and explore sound to letter relationships. After a certain amount of time, the children are able to share their writing to the class. Usually, the teacher chooses 4-5 children to share.
Reference:
Strickland, D. (2007). Balanced literacy: Teaching the skills and thrills of reading. http://teacher.scholastic.com/professional/teachstrat/balanced.htm retrieved on November, 9, 2007.
During interactive writing the teacher and class, or small group, work together to create written text. The group agrees on what to write through discussion and negotiation. In order to produce the written words, the students articulate the sounds with the teacher and then write the letters and chunks of words that they hear. The teacher may fill in parts of words or whole words, depending upon the group's stage of writing development.Interactive writing is used for creating stories, writing poems, the retelling of favorite literature, recipes, directions and lists. According to Dorthy Strickland (2007), the framework for writing is designed to help all students learn to read and write effectively. The pieces created by the students become a part of the classroom environment and are used for reading and rereading.The class may use the pieces for shared reading or may enjoy reading some independently.
Independent Writing
During independent writing, hildren are encouraged to get ideas on paper by using pictures, letters, and words. Children can write in journals, make their own books, or write notes. Teachers should accept approximations so that children will have opportunities to become risk takers and explore sound to letter relationships. After a certain amount of time, the children are able to share their writing to the class. Usually, the teacher chooses 4-5 children to share.
Reference:
Strickland, D. (2007). Balanced literacy: Teaching the skills and thrills of reading. http://teacher.scholastic.com/professional/teachstrat/balanced.htm retrieved on November, 9, 2007.
Tuesday, November 6, 2007
Independent Reading
Independent Reading
According to Lyons and Pinell (2001), Independent Reading is a time when students self-select and independently read appropriate books. This portion is Balanced Literacy provides an opportunity to apply strategies that are introduced and taught during teacher read aloud, shared reading, and guided reading. When materials are appropriate and students can read independently, they become confident, motivated and enthusiastic about their ability to read.
Children make great contributions to their own learning when they are given some control and ownership of the reading process. The self-selection process of Independent Reading places the responsibility for choosing books in the hands of the student. This teaches them that they have the ability to choose their own reading materials and that reading by themselves is a valuable and important activity.
While students are free to choose what they like, they must be encouraged to select a variety of literature and to select materials at their independent reading level. Independent means 95% to 100% accuracy as defined by running records. These materials should be able to be read without teacher support. It is at the independent level that comprehension, vocabulary extension, and fluency are improved. To determine their independent level, diagnostic testing is used to measure the fulency rate. Several examples of diagnostic tests are Jerry L. Johns BRI, Dominie, Kit-Kat, etc..
In addition to the self-seletion part of this component, teachers will conference with students on what they read. The conferences should reflect on concepts about print, comprehension, predicting, etc as well as the enjoyment of the book. The teacher should try and conference with 4-6 children per day.
Reference:
Lyons, C. and Pinnel, G. (2001). Systems for Change in Literacy Education. Portsmouth, NH: Heinemann.
According to Lyons and Pinell (2001), Independent Reading is a time when students self-select and independently read appropriate books. This portion is Balanced Literacy provides an opportunity to apply strategies that are introduced and taught during teacher read aloud, shared reading, and guided reading. When materials are appropriate and students can read independently, they become confident, motivated and enthusiastic about their ability to read.
Children make great contributions to their own learning when they are given some control and ownership of the reading process. The self-selection process of Independent Reading places the responsibility for choosing books in the hands of the student. This teaches them that they have the ability to choose their own reading materials and that reading by themselves is a valuable and important activity.
While students are free to choose what they like, they must be encouraged to select a variety of literature and to select materials at their independent reading level. Independent means 95% to 100% accuracy as defined by running records. These materials should be able to be read without teacher support. It is at the independent level that comprehension, vocabulary extension, and fluency are improved. To determine their independent level, diagnostic testing is used to measure the fulency rate. Several examples of diagnostic tests are Jerry L. Johns BRI, Dominie, Kit-Kat, etc..
In addition to the self-seletion part of this component, teachers will conference with students on what they read. The conferences should reflect on concepts about print, comprehension, predicting, etc as well as the enjoyment of the book. The teacher should try and conference with 4-6 children per day.
Reference:
Lyons, C. and Pinnel, G. (2001). Systems for Change in Literacy Education. Portsmouth, NH: Heinemann.
Thursday, November 1, 2007
Shared & Guided Reading
Shared Reading
Shared Reading is an important link in helping students become independent readers. 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-threatening situation. 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-solving and critical thinking by students. According to Lyons & Pinnell (2001), shared reading is an interactive reading experience. An integral component of shared reading is an enlarged text allowing 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.
During Shared Reading
Guided reading is an instructional reading strategy during which a teacher works with small groups of children who have similar reading processes and needs. The teacher selects and introduces new books carefully chosen to match the instructional levels of students and supports whole text reading. Readers are carefully prepared when being introduced to a new text and various teaching points are made during and after reading. According to Lyons & Pinnell (2001), guided reading fosters comprehension skills and strategies, develops background knowledge and oral language skills, and provides as much instructional-level reading as possible. During guided reading, students are given exposure to a wide variety of texts and are challenged to select from a growing repertoire of strategies that allow them to tackle new texts more independently. Ongoing observation and assessment help to inform instruction and grouping of students is flexible and may be changed often (Dozier, 2006).
References:
Dozier, C. (2006). Responsive Literacy Coaching. Portland, ME: Stenhouse Publishers.
Lyons, C. and Pinnel, G. (2001). Systems for Change in Literacy Education. Portsmouth, NH: Heinemann.
Shared Reading is an important link in helping students become independent readers. 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-threatening situation. 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-solving and critical thinking by students. According to Lyons & Pinnell (2001), shared reading is an interactive reading experience. An integral component of shared reading is an enlarged text allowing 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.
During Shared Reading
- Rich, authentic, interesting literature can be used, even in the earliest phases of a reading program, with children whose word-identification skills would not otherwise allow them access to this quality literature.
- Each reading of a selection provides opportunities for the teacher to model reading for the children.
- Opportunities for concept and language expansion exist that would not be possible if instruction relied only on selections that students could read independently.
- Awareness of the functions of print, familiarity with language patterns, and word-recognition skills grow as children interact several times with the same selection.
- Individual needs of students can be more adequately met through differentiated instruction. 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.
Guided reading is an instructional reading strategy during which a teacher works with small groups of children who have similar reading processes and needs. The teacher selects and introduces new books carefully chosen to match the instructional levels of students and supports whole text reading. Readers are carefully prepared when being introduced to a new text and various teaching points are made during and after reading. According to Lyons & Pinnell (2001), guided reading fosters comprehension skills and strategies, develops background knowledge and oral language skills, and provides as much instructional-level reading as possible. During guided reading, students are given exposure to a wide variety of texts and are challenged to select from a growing repertoire of strategies that allow them to tackle new texts more independently. Ongoing observation and assessment help to inform instruction and grouping of students is flexible and may be changed often (Dozier, 2006).
References:
Dozier, C. (2006). Responsive Literacy Coaching. Portland, ME: Stenhouse Publishers.
Lyons, C. and Pinnel, G. (2001). Systems for Change in Literacy Education. Portsmouth, NH: Heinemann.
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