Balanced Literacy

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Balanced Literacy

• Leaving No Child Behind

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Balanced Literacy

• Appropriate Assessment
• Flexible Grouping
• Reading Practice

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Appropriate Assessment

• DSA can be first step in knowing which other
  assessments to use
• Keep in mind the developmental nature of reading
• Dont spend time on assessments for which child
  is not ready
• Dont give assessments that you dont plan to use
  to base instruction

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Appropriate Assessment The Developmental Nature
of Reading

• Concepts of Print
• Phonemic Awareness
• Alphabetic Principle/Alphabet Recognition
• Phonics/word recognition/ decoding/ spelling
• Vocabulary
• Fluency/Comprehension

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Appropriate AssessmentThe Developmental Spelling
Analysis can

• Be group administered
• Provide an assessment of individual strengths
• Assist in determining which other assessments are
  appropriate
• Assist in grouping children for instruction

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Appropriate AssessmentThe Developmental Spelling
Analysis cannot

• Always determine individual reading abilities
  because spelling can be lower than reading
• Pinpoint specific weaknesses in Concepts of Print
  and Phonemic Awareness

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Appropriate AssessmentThe Running Record

• Must know reading level of passage used
• Use to determine childs fluency (wcpm)
• Use to determine each childs independent,
  instructional, and frustration level

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Appropriate AssessmentThe Running Record

• Independent level (95-100 accuracy) is for
  guided practice with teacher
• Instructional level (90-94 accuracy) is for
  buddy reading or SSR
• Frustration level (below 90 accuracy) should be
  reserved for whole group or shared reading
  

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Appropriate Assessment

• Frequent assessments,such as running records (for
  fluency and accuracy) and different forms of the
  DSA, can help determine appropriate ongoing
  instruction
• Once assessments have been administered, children
  can then be grouped by reading and spelling
  abilities for beneficial individualized
  instruction

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Flexible Grouping

• Whole group learning--reading to children
• Heterogeneous Grouping (mixed abilities)--reading
  by children
• Homogeneous Grouping (similar abilities)--reading
  with and by children

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Literacy Instruction withFlexible Grouping

• Can/should include whole group and homogeneous
  activities every day
• Heterogeneous grouping can be for special
  occasions, themes, interests, activities
• Reading to, with, by children every daySpelling
  and writing activities every day

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Whole Group Learning--Reading to Children

• Teacher planned and directed or student interests
• Guest readers
• Shared reading (teacher/Big Book)
• Content area reading
• Theme-related
• Skills that all can learn can be pointed out
• Different activities can spring from these
  reading activities based on abilities/interests

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Heterogeneous Grouping--Reading by Children

• Groups are divided so there is always a strong
  reader
• Cooperative learning activities
• May be content or theme-related
• Groups may change with each activity

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Homogeneous Grouping--Reading With and By
Children

• Groups are organized by ability, need, and
  sometimes, interest
• Lower reading groups should meet every day
• Higher reading groups can meet less often or in
  literature circles without constant teacher
  assistance

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Homogeneous Grouping--Reading With and By Children

• Children should be reading at levels no harder
  than instructional level
• Guided reading (teacher assisted/leveled text)
• Buddy reading/repeated reading
• Personal reading (SSR)
• Along with tape
• Choral reading/echo reading