FALL! The leaves will be changing, sweaters & boots come out of the closet, & PUMPKIN SPICED LATTE! The world will be “balanced” again! To celebrate the COMING OF THE NEW SEASON I have a new product! I LOVE APPLES! Apple pie, apple cake, applesauce…apple everything! September is the MONTH of celebrations! We celebrate Johnny Appleseed’s birthday too. We make… APPLESAUCE!
And a FREE Balanced Literacy resource to help you get STARTED!
2019 is the Year of BALANCED LITERACY!
But wait! THIS IS 2020!
Did I Miss it??? NO!
2020 is a new decade!
We get a BALANCED LITERACY “do-Over”!
Ready to UPDATE your literacy block?
Balanced Literacy: Here is your NEW YEAR’s PLAN!
The Why? The What? and The How?
Balanced literacy has been defined as “an approach designed to help individual students learn how to process a variety of increasingly challenging texts with understanding and fluency.” (Fountas & Pinnell, 2001)
Fountas & Pinnell have been the guiding resource for Balanced Literacy. Today we listen.
It is an approach to teaching. NOT a curriculum. It is HOW we teach our students to be independent readers and writers. It is NOT what books we use to teach them.
Balanced Literacy has been defined in “components” or “pieces” of literacy instruction.
This 8-week series will focus on the components of a complete BALANCED LITERACY program. We will focus on clear and concise definitions. Definitions that educators can discuss in collaborations. A “common language” where we can learn from each other and with each other.
The 8 components we will focus on are:
Modeled / Interactive Writing
Guided Writing / Writer’s Workshop
Each week we will focus on one area of Balanced Literacy and share experiences, teacher tips, and resources to support and expand our Balanced Literacy repertoire.
This week: READ ALOUDS.
As defined by education.com, the teacher reads aloud various types of text. She often models her thinking aloud as she reads. The students participate by listening to the text and the teacher’s thinking strategies and then trying some of them out by talking with partners. The teacher reads the text, therefore taking away the visual sources of information, so that students can focus on meaning and structure.
The READ ALOUD is done BY the teacher FOR the students.
Marie Clay (1991) writes that when teachers read aloud to students “meanings can be negotiated in discussion before, during, and after the story reading” (p.171). Reading aloud to students should include think-aloud or interactive elements and focus intentionally on the meaning “within the text,” “about the text,” and “beyond the text” (Fountas & Pinnell, 2006, p.33). Read aloud, as part of the gradual release of responsibility, feeds naturally into shared, guided, and independent reading as teachers demonstrate for students the ways the reading process works (Burkins & Croft, 2010).
Among the many benefits of a read aloud, Rog (2001) lists the following:
developing understandings of story structures
supporting developing connections between print elements
encouraging high levels of understanding
teaching the reading process in a meaningful context
motivating students to read
There are many types of print for Read Alouds. Classroom library books, Big Books, chapter books, charts, and poetry are resources for teachers to read TO students.
The main goal of a read aloud is to engage students with the text.
To create their own thinking based on their life connections, and discuss the text with peers. Each will bring their own comprehension based on their life experiences. As they learn to communicate their thoughts and understanding to others, their own comprehension will expand. The teacher has an opportunity to draw the students INTO the book. Use your posters, viusals, artifacts, and storytelling techniques to be the characters, create the world using your voice, and open the doors to new adventures.
In summary, a READ ALOUD is a book, a chart, a poem on a smartboard, or any other text in your classroom supplies, where the teacher reads TO the students using self-questions and think aloud reading strategies. The goal is to model fluent and expressive reading. The students then INTERACT with the text through discussions, writing, and/or thinking for themselves.
These literacy posts may help in YOUR Balanced Literacy journey.