Tag Archives: Balanced Literacy

Rethinking Literacy in 2023

We get a “Literacy” DO-OVER : Shared Reading

And a FREE Balanced Literacy resource to help you get STARTED

2023 is the Year of LITERACY!

 Because 2022 was so BAD….we get  DO-OVER!

We get a “LITERACY ” do-Over”!

Rethinking Literacy in 2023

Rethinking Literacy in 2023

Ready to UPDATE your literacy block? 

Keep reading to the bottom of this post for a FREEBIE

Free for Followers

Freebie for Followers

Balanced Literacy: Here is your NEW YEAR’s PLAN!

*DISCLAIMER…  I know the Science of Reading is the NEW “go-to” for teaching Reading.

I AM NOT AN EXPERT! I am learning. I have been teaching reading to FIRST GRADERS for 30+ Years. AND I AM ALWAYS  LEARNING. SO… I hope YOU are open to new ideas & “reusing” OLD ideas to help our “littles” learn. If this helps YOU – Yeah! ( Jan. 2022). 

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 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:

  1. Read Alouds
  2. Shared Reading
  3. Guided Reading
  4. Independent Reading
  5. Modeled / Interactive Writing
  6. Shared Writing
  7. Guided Writing / Writer’s Workshop
  8. 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 2022 with the plans to implement BALANCED LITERACY!

This week:   Shared  Reading.

Last week we discussed Read Alouds. This week 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.

Learning At the Primary Pond  

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.

Mrs. Richardson’s Class

The READ ALOUD is done BY the teacher FOR the students.

Shared Reading is done WITH the students.

A Poem, a Big Book, A chart. Any text where the teacher and the students can see the text, and read it together.

Shared Reading

Shared Reading vs Read Aloud

Education.com

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.

Here some great educators share their resources.

What is Shared Reading?

What is Shared Reading?

Learning at the Primary Pond

Shared Reading

Shared Reading

The Teaching Texan

Shared Reading

Shared Reading

Mrs. Wills Kindergarten

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, 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.

Balanced Literacy

Read At Home

Flexible Seating

Read Alouds

These resource books for TEACHERS may be helpful for YOUR reading.

Shared Reading with Big Books

Shared Reading with Big Books

Shared Reading with Big Books

Shared Reading

Shared Reading

Shared Reading

Kids with Capes

Kids with Capes

HamerayPublishing

I hope YOU are prepared to practice DAILY  Shared Reading in YOUR classroom!

Stay tuned for next week… Week 2 Guided Reading.

Please share with friends.

Leave me a comment…How do YOU use Shared Reading in YOUR classroom?

FREEBIE  ALERT!  CLICK  HERE 

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Rethinking Literacy in 2023

We get a “Literacy” DO-OVER: Read Alouds UPDATED for 2023

And a FREE Balanced Literacy resource to help you get STARTED!

2023 is the Year of  LITERACY!

 Because 2022 was so BAD….we get  DO-OVER!

We get a “LITERACY ” do-Over”!

    Keep reading to the bottom of this post for a FREEBIE!

Free for Followers

Freebie for Followers

Ready to UPDATE your literacy block? 

Balanced Literacy: Here is your NEW YEAR’s PLAN!

*DISCLAIMER…  I know the Science of Reading is the NEW “go-to” for teaching Reading.

I AM NOT AN EXPERT! I am learning. I have been teaching reading to FIRST GRADERS for 30+ Years. AND I AM ALWAYS  LEARNING. SO… I hope YOU are open to new ideas & “reusing” OLD ideas to help our “littles” learn. If this helps YOU – Yeah! ( Jan. 2022). 

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 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:

  1. Read Alouds
  2. Shared Reading
  3. Guided Reading
  4. Independent Reading
  5. Modeled / Interactive Writing
  6. Shared Writing
  7. Guided Writing / Writer’s Workshop
  8. Word Work

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.

Here some great educators share their resources.

first-grade-read-aloud-opt-400x634

15 Read Aloud Books for First Grade

Erica at what do we do all day    

has a list of First Grade Read Alouds.

firstgradereadalouds

19 Perfect Read Alouds

Mia at the Pragmatic Mom also has a list.

Pinterest has many fun and exciting ideas!

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, visuals, artifacts, and storytelling techniques to be the characters, create the world using your voice, and open the doors to new adventures.

Slide1

How to PLAN Read Aloud Lessons

Paige from Our Elementary Lives shows a storytelling Read Aloud Lesson.

And there are MORE. Click the links below for more information on READ ALOUDS.

Upper Elementary Snapshots

The Inspired Apple

Intentional Homeschooling

A Dab of Glue Will Do

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.

Balanced Literacy

Read At Home

Flexible Seating

These resource books for TEACHERS may be helpful for YOUR reading.

51Sj5mMOXJL._SY498_BO1,204,203,200_

The Ultimate Read-Aloud Resource

The Ultimate Read-Aloud Resource 

516PEG6FPDL._SX331_BO1,204,203,200_

The Read-Aloud Handbook

The Read-Aloud Handbook

I hope YOU are prepared to practice DAILY Read Alouds in YOUR classroom!

Stay tuned for our next literacy experience…Shared Reading.

Please share with friends.

Leave me a comment…How do YOU use Read Alouds in YOUR classroom?

Print

Read Aloud for 15 Minutes

Read Aloud

Partner Reading Comprehension Sticks. Talk about your READING!

For MORE Balanced Literacy Resources…

CHECK out my TpT Store 1stgradefireworks 

HAPPY New Year!

Click Here for FREEBIE 

Free for Followers

Freebie for Followers

Wendy

Partner Reading. A HUGE component of Balanced Literacy.

Partner Reading for Reading Comprehension

Partner Reading?  

How to enhance their Reading Comprehension?

TALK!   WHAT?  TALK?    HOW?

I LOVE to watch kids read!

Their faces “light up” when they “GET IT!”

They giggle at illustrations.

They laugh OUT LOUD,

when things are FUNNY!

They squint with their eyebrows touching when they can’t figure something out.

It’s MAGIC!

And then..we ask them to 

SHARE!

My students did NOT want to partner read.

We had partners read together for reading comprehension.

Add flexible seating and VOILA! Readers!

Share the excitement of reading with ANOTHER!

ANOTHER?

It’s like I have asked them to “give a kidney!”

They don’t want to share.

NO! NO! Don’t make me give away my LOVE of reading!

STOP!

I didn’t ask you to give it away…just spread the LOVE!

As a result…we share.

We PARTNER read!

My students did NOT want to partner read. We had partners read together for reading

comprehension.

Add flexible seating and VOILA! Readers!

We partner read to help increase reading comprehension through partner discussion.

 We share a lot..and we share WELL!

I LOVE Daily 5

( no affiliation or permission from 2sisters…just LOVE their stuff!)

I am sooooo excited!

Today I took the legs OFF of one of my tables!

I have NEVER done ANYTHING like this BEFORE!

SO FUN!

My kiddos LOVE it!

I told them it was a “WORK PLACE” and only students who are

“WORKING” can be there!

IT WORKED!

They worked, and worked, and worked!

Here they are:

Later in the day…there were 10 students on ipads with headphones

ALL engaged! 

HAPPY TEACHER!

Now BACK to Partners..

We use chairs facing each other.

We use chairs NEXT to each other.

We sit on the floor and read.

And we lay down and read.

And HOW do I choose PARTNERS?

3 ways:

Sticks,

My choice,

Their choice.

I use popsicle sticks with their names on it,

if they are rereading text we have read together.

That way, the partners reading level is NOT an issue.

Just a reread.

I choose the PARTNERS if the story is a “LEVELED” read.

That way I can be assured both partners

 have the necessary skills to comprehend the text.

And…they choose!

We do MUST DO’s and MAY DO’s

for guided reading.

My class has a list of centers they MUST DO

before they MAY DO their choices.

Usually the “paper” center is a PARTNER CENTER.

They can choose a partner who can “help” them.

Or they can choose to “work by themselves”.

Last, It’s their CHOICE.

They look for the PARTNER symbol on the MUST DO board.

I like the discussions and the community that comes from a busy classroom.

They learn from me and from each other.

I am looking into more alternative seatings for groups in my classroom.

So more partners can work together.

How do YOU group students for working in YOUR classroom?

Writing a Complete Sentence - 3 Steps to Success

How to Write a Complete Sentence – 3 Steps to Success

I have a BRAND NEW writing product to add to my TPT Store!

My problem was my students were writing…

BUT, they were not writing complete sentences.

They had a great idea, but could not get the right sequence of words to

make a complete sentence

Their stories just did not FLOW! They didn’t make sense.

So WHAT is a teacher to do?

WRITE! And so I did.

I did some research, read some materials, and 

I created a  WRITING CENTER where my students can be successful!

I teach in a high-poverty, low-socioeconomic, Title 1 school. 

I have had up to 50% of my class as EL students.

I have decided to help my students,

we need  Writing a Complete Sentence – 3 STEPS TO SUCCESS!

  1. Visuals for Vocabulary. 
  2. Structured Graphic Organizers for independent thoughts.
  3. Practice, practice, practice!

Product Description:

Writing a Complete Sentence – 3 Steps to Success

How to help your students to write complete sentences? How about 3 steps to SUCCESS? This packet of picture visual cards is sorted into NOUNS, VERBS, and NOUN places for students to select cards and create their own sentences. 40 NOUN cards (80 pictures total), 40 VERB cards ( 80 pictures ), and 30 NOUN PLACES cards are included. Teacher suggestions for implementing the product. I suggest using them at a writing center for the scaffolding of writers and nonwriters.

And so, it begins.

                                     Check out the VIDEO! 

 

    Writing a Complete Sentence – 3 Steps to Success

  Writing Paper for Scaffolding Writers

 

    NOUN  Cards for  Vocabulary  Support

 

                VERB Cards for action

 

 Noun Cards for “PLACES” to complete sentences.

 

       Sample  Writing  Page included.

      Teacher SUGGESTIONS for implementing.

                           THINK  WRITING  CENTER!  🙂 

                                I hope this helps with your planning for 

                                             Back to School.  I know.

   Teachers NEVER stop thinking about SCHOOL!

                                       

                                               Rest and Relax! 

                                    You can’t pour from an empty cup.

                                                 Check it out!

                                          Other posts that can help!

  Balanced Literacy

Literacy Do-Over:  Shared  Writing

 Literacy Do-Over:  Interactive Writing

Helping My EL’s with Writing

Leave me some LOVE and let me know what you think! 

Happy Summer!

Follow me:

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vowel kids

Welcome the VOWEL KIDS!

I would like you to meet my newest friends!

The vowel kids!

This is KATE. ( long a)

 Her twin sister is Anna. ( Short a )

Anna left us for a short “vacation”

…so I can use her picture for LONG A!

Thank you to Nikki from MELONHEADZ for the cutie pies!

We took each vowel family and did some writing!

We brainstormed words ( see the word box) 

that have our phonics pattern for the week.

 Then we did an interactive writing .

( see my BALANCED LITERACY packet, 

if you haven’t done INTERACTIVE WRITING)

The kids decided on her story. And then…

WE  WROTE!

Meet the vowel kids

Meet the Vowel Kids

They were so cute! Best editors ever! 

 

After we finished…

they critiqued. 

 

They decided yellow was too hard to read.

 

They said that handwriting is very important,

 if you want others to read it.

 

They said spelling is important. It can change the meaning.

 

And lastly, writing large and spacing our words,

makes it easier to read. 

WOW! They were listening! 🙂

And so …each week for the next 4 weeks

I will introduce another friend.

Long e, Long i, Long o, and Long u.

 

We will chat, create, and write!

I Love my JOB!

If you are looking for more

writing ideas..

Stop on by!

Daily Language Practice

Balanced Literacy

Write ON!

1stgradefireworks

Balanced Literacy

Helping kids EDIT their WRITING

On the Blog...Work Smarter not Harder

Surviving December by Working SMARTER not HARDER

I Love the MONTRA…   Work SMARTER, Not HARDER

Sometimes I find something ( or do something )

that I think…

“DUH!!!  WHY HAVEN’T I BEEN DOING THIS FOREVER???”

This is one of those things…

Here is SPELLING for the Whole YEAR  to help you WORK SMARTER, NOT HARDER!

Spelling BUNDLE

Here is SPELLING for the WHOLE YEAR!

Kinder Spelling

I Am in KINDER…see me SPELL!

KINDER SPELLING

We use MUST DO’s & MAY DO’s for centers.

MUST DO’s & May Do’s

Must do's & May Dos

Must do’s & May Dos

 Work SMARTER, Not HARDER

Have you ever used

REPOSITIONAL VINYL LETTERS??

OMG!  I LOVE THEM!

I got mine…at STAPLES

http://www.staples.com/Cosco-098135-Vinyl-Letter-C-N-1-Helvetica-Black/product_712405

BEFORE…last 23 YEARS…

I would write the numbers & Content areas

EVERY WEEK..

 Work SMARTER NOT HARDER!

NOW…I can just add the words / skills

& the kids ALWAYS know where to look!

You can erase over the letters

AND

when you remove them..

NOT sticky ucky  GLUE stuff!

I use multiple sizes for interest…

MY NAME is GIGANTIC!

(Don’t ask me how to spell…MRS. McCARTY )

Love Love Love this!

Again…as we begin a NEW YEAR…
a great time to
WORK SMARTER…NOT HARDER!

Balanced Literacy – Week 1 of 8 – READ ALOUDS

How to Fit it ALL IN?

The Guided Reading COMMAND CENTER

FREE from me to YOU!

 

Happy Holidays from 1stgradefireworks

Wendy

No More “HOW DO YOU SPELL???”

Spelling.

( 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
Spelling Practice from Samantha Almaguer  FREE!

SO MANY SPELLING CHOICES!

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
Blending Lines for Reading Fluency
BLENDING  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.
Teacher Talk
Leave me a comment !!! Good Luck!

Are your students ready for CENTERS?

How to add games for independent centers!

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!! 

Release the KRACKEN!

Release the Kracken

Release the Kracken

And yes..we begin small group reading.

I used to call it GUIDED READING.

But I have added Guided Reading Skills & Strategies.

Sometimes, we work on words. Sometimes we work on skills. 

Sometimes we read. Sometimes we write. 

I use my assessments to guide my instruction. 

I know WHO needs WHAT.

So what are the other kids doing?

MUST DO’s & May Do’s.

And this week..enter their FAVORITE CENTER SO FAR!

( Yes…in their WHOLE LIFE…as they say!)

Here is the FUN game for centers!

And they are LEARNING!    WIN!  WIN!

 

 

SHORT VOWEL DOMINOES 

294 CARDS! WOWZA! 

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.

WIN! WIN!  All around. Check out the video!