Educational resources for elementary students. Helping teachers, parents, and students become active thinkers and future leaders. We encourage giggles, grins, hugs, & high fives!
( I know..I cringe at that word.)
Kids want to SPELL perfectly…every time!
My fear is…students who STOP writing a wonderful story,
because they can’t remember HOW to spell a word.
Just one word.
And then..they stop writing! UGH!
They ask themselves,
“What does it start with?”
Oh..I dunno…so where do they look?
What do they do?
Ask a friend…look on your word list…check the word wall…ASK THE TEACHER!
NO!!! I want INDEPENDENT readers & writers!
Those DREADED words…
“HOW DO YOU SPELL…????”
Ugh! What to do FIRST?
We have gone over letter sounds, word families, vocabulary, picture prompts, word walls, word lists, dictionaries, pictionaries, and so on..and so on.
And still they ask. “How do you SPELL???”
So what is a teacher to do?? Then what?
PINTEREST!
( The place where ALL questions CAN be answered!)
And so I search…
Spelling Practice
So many Spelling WORD LISTS!
( And don’t EVEN get me started on WORD WORK!)
Balanced Literacy Word Work
And so…what’s a teacher to do?
Head to YOUTUBE! Here is a great video from Angie @ Center Station
Still, no answers! AND SO? What to do? What to do?
Create MY OWN!
My district has adopted a curriculum.
I have 18 boxes waiting for me to unpack!
My PD for this new curriculum is 5 days before I have students!
I probably won’t have time to REALLY dig into the program.
Surface teaching for a few weeks!
BUT…
My kiddos are ready… BEFORE I AM!
And so..
I create!
Bookmarks for Sight Word PRACTICE
Here are a few of my newest
SPELLING creations!
The spelling word lists in this program can be used anywhere, anytime, with ANY program!
Homeschools, interventions, homework, practice pages!
Here is KINDERGARTEN
Here is FIRST GRADE
And Grade 2
All of the lists are printed in black and white.
SAVES ON COLORED INK!
( I print mine on colored paper!)
I print one copy of SPELLING word list for the student’s desk.
A little tape on top..and voila!
Instant word wall for writing!
(NO MORE …HOW DO YOU SPELL…)
The other word list I send home for homework each MONDAY!
They have to read & practice each night.
Spelling tests on FRIDAY!
I give “rewards” for 80% correct or higher!
I don’t expect perfection…just effort in their work.
I add these word lists to SPELLING CITY on our computers.
(If you don’t have SPELLING CITY….GET IT!) 🙂
They practice EVERY DAY!
They also must use the week’s spelling words in their journals.
They read their journals to a partner.
WOW!
Spelling, reading, writing, word lists, & homework!
I think we’ve got this!
I have also added BLENDING LINES for READING FLUENCY PRACTICE!
Blending Lines for Reading FluencyBLENDING LINES….View Preview VIDEO Here
I hope you can use my new SPELLING Packets!
This may help, too!
For more thoughts and talk for November, please visit these great posts. Like what you see, and want to join us? Before posting your link, please email RETTA at retta.london@gmail.com.
Leave me a comment !!!
Good Luck!
And a FREE Balanced Literacy Resource to get you 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 PLAN!
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:
Read Alouds
Shared Reading
Guided Reading
Independent Reading
Modeled / Interactive Writing
Shared Writing
Guided Writing / Writer’s Workshop
Word Work
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.
Guided reading is subject to many interpretations, but Burkins & Croft (2010) identify these common elements:
Working with small groups
Matching student reading ability to text levels
Giving everyone in the group the same text
Introducing the text
Listening to individuals read
Prompting students to integrate their reading processes
Engaging students in conversations about the text
The goal is to help students develop strategies to apply independently. Work focuses on processes integral to reading proficiently, such as cross-checking print and meaning information, rather than on learning a particular book’s word meanings. (For example, a student might see an illustration and say “dog” when the text says puppy, but after noticing the beginning /p/ in puppy, correct the mistake.) During guided reading, teachers monitor student reading processes and check that texts are within students’ grasps, allowing students to assemble their newly acquired skills into a smooth, integrated reading system (Clay, p.17)
It varies based on reading level, but here’s a general structure for a 15-20 minute lesson.
Students re-read familiar texts for several minutes. This is a great way to promote fluency!
For just a minute or so, the students practice previously learned sight words.
The teacher introduces the text.
The students read the text out loud or silently while the teacher coaches. They do not take turns reading; instead, each child reads the text in its entirety.
The teacher leads a discussion of the text.
The teacher makes 1-2 teaching points.
If time allows, students do a few minutes of word work or guided writing.
Establish Routines. Routines for The Lesson format ( this helps with TIME constraints ), routines for when Guided reading happens, AND routines for what the OTHER students are doing while the teacher is teaching at the table.
2. Make SMART text choices. The text should provide multiple opportunities for students to apply strategies and skills you have identified for the group.
3. Dive into INSTRUCTION. Before, during & after reading.
3. Assess and Be Flexible. Your groups should be fluid and should change as your students’ instructional needs change. That’s where informal and formal assessments come in handy.
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 collaboration.
A “common language” where we can learn from each other and with each other.
The 8 components we will focus on are:
Read Alouds
Shared Reading
Guided Reading
Independent Reading
Modeled / Interactive Writing
Shared Writing
Guided Writing / Writer’s Workshop
Word Work
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. Start 2019 with the plans to implement BALANCED LITERACY!
This week: Shared Reading.
Last week we discussed Read Alouds. Week 2 is about Shared Reading.
How is shared reading different from a read-aloud?
Shared reading, involves quite a bit of pausing to teach or engage kids in practicing a skill. When doing a read-aloud, go through the book a bit more quickly, stopping less frequently.
The other most important difference between shared reading and a read-aloud is that during shared reading, kids have their eyes on the print. During a read-aloud, you may show the pictures to students, but they are not usually able to see the words clearly. Since students can see the text during shared reading, you are able to teach things like decoding more easily.
Shared reading is a part of the balanced reading model (read aloud, shared reading, guided reading, and independent reading).
It is a 15ish minute block of time within that model that should be practiced daily. Simply stated it’s the “We do.” part of the gradual release model. This element is crucial. It’s time for the teacher and students to practice together.
It is important to teach what “really matters” connected to a shared text. “We always want students to leave each reading experience enriched by the language and the text because of the shared approach, so we shouldn’t find hundreds of vocabulary words and instructional opportunities in a single text.
Some of the many benefits of shared reading
building vocabulary
developing understandings of story structure
demonstrating reading strategies
entire class reads a common text
all read the large text
high engagement
There are many types of print for Shared Reading. Big books, charts, and poetry are some resources for teachers to read WITH students.
The main goal of shared reading is to engage students with the text. It is to share a reading experience. Everyone can read together and then participate in a rich discussion, writing, or response to the text.
In summary, a Shared Reading is a reading experience where both teacher and students read a large text, together. A chart, a poem on a smartboard, or any other BIG text, where the teacher reads WITH the students using self-question and think aloud reading strategies. The goal is to model fluent and expressive reading. The students INTERACT with the text while reading WITH the teacher and then through discussions, writing, and/or thinking for themselves.
These literacy posts may help in YOUR Balanced Literacy journey.
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:
Read Alouds
Shared Reading
Guided Reading
Independent Reading
Modeled / Interactive Writing
Shared Writing
Guided Writing / Writer’s Workshop
Word Work
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:
building vocabulary
developing understandings of story structures
supporting developing connections between print elements
encouraging high levels of understanding
teaching the reading process in a meaningful context
modeling fluency
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.
We have been in school for 4 weeks. I know…we began JULY 31! I spend 3-4 weeks working on whole class routines & schedules. Then we spend a week or two working on centers ( without me actually taking reading groups) so I can monitor HOW they are doing during independent centers. AND THEN????
We begin INDEPENDENT CENTERS without the teacher!!! WHAT??? Yes!!
294 domino cards for short vowel practice. Domino games can be differentiated by vowel sounds, picture cards, or word cards. Fun activities for student learning. Games help students stay engaged while practicing short vowel CVC word families.
They LOVE THIS! They beg for more time! Get your WORK done so you can PLAY!
YES! I love it when a plan works!
And so here we go!
Small groups for me..independent centers for them.
And a FREE BALANCED LITERACY Resource to get you 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 PLAN!
Why? What? and 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)
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 collaboration.
A “common language” where we can learn from each other and with each other.
The 8 components we will focus on are:
Read Alouds
Shared Reading
Guided Reading
Independent Reading
Modeled / Interactive Writing
Shared Writing
Guided Writing / Writer’s Workshop
Word Work
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.
Before we write, we read, discuss, preview new vocabulary, and make connections about our thoughts and ideas.
Shared writing is an instructional approach to teach writing to students by writing with them. The idea is to teach writing through writing. The process of writing is demonstrated by the teacher through a ‘write aloud’ process. The teacher acts as a scribe while the students contribute ideas.
Effective literacy teachers present the demonstration, explanation, and models needed by naïve writers in order for them to understand how and why to incorporate genre and text structures (and such transcription skills as punctuation and spelling) into their own writing behavior. ReadWriteThink.org
During shared writing, the teacher transcribes the entire text while engaging students in a rich discussion about how the text should be composed.
Shared writing is taught to small groups or a whole class in briskly paced, 5- to 20-minute lessons.
Plan lessons for types of writing that present particular challenges to your students.
First, develop and extend children’s background and language knowledge on a topic or experience of interest.
Establish a purpose for the writing and an intellectually engaging opportunity for students to apply new learning.
Write the entire text yourself in front of students (using chart paper or document viewer) while requesting input from students regarding aspects of the writing where they most need to expand their expertise.
Stop for a moment and VISUALIZE what you have read.
During the writing, model processes needed by your students. Have a small whiteboard available, for example, to demonstrate to students how to say a word slowly and write sounds heard into “sound boxes” (Clay, 2006) before writing a phonetically regular word into the text for them.
Demonstrate in-the-moment revision during shared writing as necessary to construct a strong draft. Reread the text to students from time to time to discuss what needs to be written next or to monitor whether or not the text conveys information clearly.
Do not deliberately make errors during shared writing. Model the immediate construction of a high-quality draft.
Read the completed text to students.
Post the text in an accessible spot in the classroom, and provide opportunities for students to read or use the text multiple times over the next several days or weeks.
I use large paper that looks just like the paper the children use during writing workshop. I write on chart paper or perhaps a SmartBoard so the whole group can easily read it.
The children are engaged and involved in telling the story (or essay, song, poem, or other kinds of text).
I restate/scaffold children’s language by modeling rich language and coach them when they are the storyteller.
Over time, children see each step of the writing process modeled:
Coming up with ideas
Planning across the pages, rehearsing how the text will go
Drafting words and sentences
Revising
Editing
Publishing
Over time, children see qualities of good writing modeled:
This is a HUGE Resource BINDER! (Binder NOT included) 154 pages are in a zip file.
All of the pieces needed to create a BALANCED LITERACY classroom are included.
Descriptors, samples, pictures, and resources. Printables in color and B/W.
Balanced Literacy consists of:
Read Alouds Shared Reading Guided Reading Independent Reading Modeled / Interactive Writing Shared Writing Guided Writing (Writer’s Workshop) Word Work
All of these are resourced in a BINDER format. Components are defined for collaborative discussions, suggested uses for the classroom. and examples for adding to YOUR own lesson plans. Daily use of elements through curriculum integrations ensure consistency for students.
YES!
5 winners!
Spooktacular Giveaway
The Spooktacular Giveaway starts Sept. 21 and winners will be chosen Sept. 29.
Leave me a comment !!!
Good Luck!
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