Literacy
Rotary – Belize
Literacy Project
1
Today’s Outcomes…
• The workshop will…
• Review the key elements of
Literacy and Balanced literacy
• Reflect on own practice
• Discuss the strengths and gaps
with literacy in Belize
• Collaboratively develop goals
and strategies to achieve the
vision in the area of literacy
– To create a culture of
collaboration within your
district
– To improve student
achievement
– To promote teacher growth
2
Prayer for Today
Dear God
You have made us all unique individuals.
In your wisdom you have granted us
different gifts.
Some of us express our gift in song, verse
or painting,
Others in writing, experimenting or
calculating.
Keep us always mindful that our gifts are
reflections
Of your light. They are meant to be
united.
In unity, our gifts shine even more brightly
With the light of your creation.
Let us use our gifts in service with your
children and friends.
We ask through Christ our Lord
Amen
3
A. Introduction,
Outcomes, and
Opener
• Introduce yourself
to the people
around you
• Create your own
Name Tent Card
• Warm up – “Just
like me”
• Mixer – Find your
appointments for
9:00, 11:00, 1:00
and 3:00 p.m.
4
Appointment Mixer
5
KWL Chart
Beginning
Ending
What is literacy?
What do you
think are the
most effective
ways to ensure
that children are
developing
literacy skills?
Describe what
method you
would use in
order to know
what you are
doing is
working?
Share with someone sitting around you and then the large group.
6
12 Tenets of a
Balanced Literacy
Program.
• Divide into 12 groups
• Assign each group the
corresponding number
• Small group discussion
• Large group
– Number and Title of Tenet
– Overview of the Tenet
– To what extent is this
happening in my classroom or
school and what can I do to
ensure it could be
happening?
7
THE PHILOSOPHY AND TENETS OF THE
BALANCED LITERACY PROGRAM
Brailsford, A. Balanced Literacy. Edmonton Public Schools
THE PHILOSOPHY AND TENETS OF THE BALANCED LITERACY
PROGRAM
In designing the Balanced Literary Program, the first step was to create a philosophical
underpinning; a series of basic principles through which approaches, methods, and
materials would be filtered. This model influences the twelve basic tenets delineated as
follows.
CAROUSAL and CHART PAPER ACTIVITY
1. Read the tenet that you have been assigned
2. Discuss the tenet
3. On chart paper
a. Tenet number
b. Tenet title
c. What does it mean?
d. How does this tenet impact you and what you are doing in your classroom or
your school if you are a school principal.
4. Be prepared to share what you have learned with the large group
8
TENET 1
Children will move from supported to independent learning in Language Arts.
In the last quarter century, it has become obvious that literacy learning is an
apprenticeship (Clay, 1991; Vygotsky, 1978). Children learn from experienced literacy
users and travel along a path that moves from support to independence. The Balanced
Literary Program is based on the knowledge that, as children learn something new in the
process of learning to read and write, they need to be supported. Children gradually
gather enough knowledge and competence to take over the independent application of
literacy concepts. On a daily basis, the Balanced Literacy Program helps them to move
along
the learning continuum and provides activities and approaches that offer the range from
complete support to independent literacy action.
Read Aloud
As the teacher reads aloud to the class, complete reading support is offered. The
teacher models engaged reading and the rhythm, sound, and sense of written
language.
Shared Reading
The teacher offers scaffolded support by modeling reading, but also invites and
encourages the children to read along and interact with print. Strategies are taught to
help students with contextual word recognition and comprehension.
Guided Reading
The teacher uses leveled texts and ensures that students read at their Instructional Levels.
The supports and challenges of each text are evaluated. The teacher provides enough
guidance to help the children to engage in reading problem solving, balanced with a
successful reading experience.
Independent Reading
The teacher provides leveled materials that the students can read on their own. These
materials need to be at the children's lndependent Reading Levels (e.g., easier books than
those used in Guided Reading groups).
3
Write Aloud
The teacher models and talks aloud as she writes on chart paper or uses an overhead
projector (e.g. a writing demonstration is provided for the students). The topic and
content should match the students’ needs as writers.
Shared Writing
The teacher shares the writing with the children. All of the class contribute to a shared
topic. The teacher facilitates and guides as the students add ideas, spellings,
punctuation and editing suggestions.
Guided and Independent Writing
The children write on their own but receive guidance and support from the teacher as
required. Groups may be convinced to work on aspects of writing when there are
several children with the same needs. The whole class receives prewriting support via
the use of text structure organizers.
9
TENET 2
All children will read their Instructional Levels in their Guided Reading groups,
and at their Independence Levels when reading on their own.
Children progress as readers when they read at their Instructional Levels (i.e., at a level
where each child comprehends a minimum of 70% of the ideas and has 90 – 95%
contextual word recognition accuracy in a teacher guided situation [Gillet & Temple,
1982]). This has long been established in research (Fitzgerald, 1999; Fountas &
Pinnell, 1996) and the Balanced Literacy Program puts this knowledge into action in the
classroom. Guided Reading groups are formed to maximize children’s growth by
enabling them to read at, or close to, their Instructional Levels. In addition, it is helpful
for children to read slightly easier books when they read independently (i.e., with 90%
comprehension and 95%+ word recognition [Gillet & Temple, 1982]). Able readers are
never ‘held back’ because they may use the next grade’s materials, and less advanced
readers are ensured that they are never reading at Frustration Level (i.e., less than 70%
comprehension and below 90% contextual word recognition).
Support Independence
Read Aloud Shared Reading Guided Reading Independent Reading
Write Aloud Sharing Writing Guided Writing Independent Writing
10
TENET 3
Students will receive direct, explicit instruction and incidental teaching on
spelling, word recognition/analysis, comprehension, and writing strategies on a
daily basis
The Balanced Literacy structure stresses that all key components occur daily to ensure that
the children have predictable routines and a truly balanced program. Direct, whole class
instruction (Adams, 1990) is a vital part of the approach to ensure that all students are
exposed to concepts in explicit ways. It also provides a vehicle for
increasing the metacognitive awareness of students as we make explicit how reading
and writing processes operate (Wilkinson, 1999). For example, a teacher demonstrates
how to write a journal entry and models the process by thinking aloud and writing in a
classroom demonstration. The teacher's metacognitive processes are exposed to the
students in this whole class demonstration. In addition, diverse organizational groupings
are embedded in the program to permit individuals and small groups to benefit from
valuable critical moment incidental instruction (Goodman and Watson, 1998, p.137). This
type of teaching accommodates for differentiated learning needs.
11
TENET 4
Direct instruction will be multilevel to meet the needs of all class members.
When direct instruction occurs in our classrooms, it needs to be multilevel in that it
offers something for all class members (Cunningham, Hall and Sigmon, 1999). So often,
direct instruction has failed in classes as the content is too hard for slower learners, too
easy for the high achievers, and only reaches a third of the class. In all the direct, whole
class lessons in Balanced Literacy, there is an embedded awareness that content has to
address the needs of ALL class members. Two examples of this are outlined below.
Word Wall Activities
Each week's words are the high frequency words needed by most students in word
recognition and spelling. However, optional challenge words are also included in daily
activities for students who need more advanced words. Review periods are also
provided for students needing frequent revision in order to learn effectively.
Modeling Journal Writing
As described in Tenet 3, the teacher’s modeling of an aspect of the writing process can
offer helpful explicit instruction on a writer's thought processes as she engages in the
act of writing. To ensure that the activity is multilevel, the teacher needs to include selftalkthat covers the learning needs in the classroom. For students at the earlier stages
of the writing continuum, she might include talk related to print directionality, beginning
letter sounds, and using Word Wall words. The teacher can also add comments on
capitalizing, adding plurals, and expanding descriptive words to create more detailed
word pictures in order to engage the more advanced learners.
12
TENET 5
Children will receive daily Independent Reading and Guided Writing practice.
Achievement is directly connected to the amount of time students are actively engaged
in an activity (Anderson, Wilson & Fielding, 1988). Thus, regular practice with
appropriate materials and tasks can significantly improve children's reading and writing
skills. As emphasized previously, all components of the Balanced Literary Program need to
be covered daily to ensure that children experience the support to independence
continuum, and receive sufficient practice to internalize their learning. To stimulate
independent Reading, leveled materials need to be provided to enable students to
experience success as they read alone. Independence will grow slowly, as it is allied
with competence and confidence. Support strategies and practice are needed to help
the children move towards independence in both reading and writing.
13
TENET 6
Modeling and mini lessons will be planned to preface each Writing session.
The importance of demonstrations and modeling cannot be overemphasized
(Cambourne, 1988). Some teachers initially find this an uncomfortable aspect of the
Balanced Literacy Program because it requires them to talk aloud and make their own
thought processes explicit. However, it is vital that we provide literacy apprenticeships
for children which include modeling and demonstrating how we write.
14
TENET 7
Integration of Balanced Literacy strategies with other curriculum areas is strongly
encouraged.
Curriculum time expectations require the integration of some aspects of the Language
Arts program with other subject areas. For example, Writing can occur within Social
Studies instruction, and Read Aloud may be allied with Science instruction. It makes
clear sense in students' learning experiences to ensure that there are links across the
curriculum (Harvey and Goudvis, 1999).
15
TENET 8
Professional development for teachers is intrinsic to the program.
It is recommended that teachers receive continuous inservicing, coaching, and
support during the first year of the program. This type of consultative help should
continue during the second year.
What has been obvious from the long term research on Reading Recovery (DeFord, Lyons&
Pinnell, 1991) is that teacher change needs to occur over time and with a great deal of
support. The professional development of teachers is crucial, and it is plain that itcannot
be accomplished in quick sessions but requires a planned, long term program
that uses a variety of strategies in order to be optimally effective. Demonstrations,
coaching, observations and feedback, consultations and support groups with other
teachers are examples of such strategies. Teachers are lifelong learners who, like all
learners, need to move from support to independence as they implement the program.
It is recommended that teachers trained in the Balanced Literacy Program support
new teacher learners within their schools. Teachers should be able to visit other
teachers' classrooms in an open manner to both receive support and provide
support for professional learning.
An informal mentorship between experienced and new Balanced Literacy teachers is
recommended. Depth of knowledge takes time to acquire (Lyons and Pinnell, 2001) and
opportunities are needed for the osmosis of ideas. Intervisitations amongst Balanced
Literacy classrooms have been shown to be extremely helpful for teachers. Such visits
are especially useful in situations where there is only one teacher at each grade level in
a school, or when there are combined classes and teachers are able to share
strategies. Many teachers who have had this type of exchange endorse intervisitation
as a positive aspect of the staff professional development plan.
16
TENET 9
A regular timetable and routines will be established to cover all components of the
program. Continuity of direct instruction and literacy practice will then follow.
Implementing the Balanced Literacy Program implies a significant commitment of time,
energy, and resources. Some changes may need to occur in school programming in
order to permit the program to operate effectively. For example, it should be noted that
including all of the program components on a dailybasis will demand more Language Arts
time than is usually allocated by provincialcurricula. The Balanced Literacy Program
described in this manual requires 2 hours and 20 minutes every day. Some of the
components may be combined with other subject areas and discretionary time will be
required. It is important to discuss timetabling and plans for school events as part of the
preplanning before introducing the Balanced Literacy Program in a school. Balanced Literacy
requires a significant investment of time, and it is most helpful to avoid interruptions to
programming. For example, a school assembly might be held in the afternoon rather than
during the morning when most of the key components of Balanced Literacy occur.Similarly,
teacher inservicing and classroom visits by reading specialists should have as few
interruptions as possible in order to ensure continuity of professional development.
17
TENET 10
Homes will be encouraged to be part of the program via the provision of
developmentally appropriate practice activities (e.g., Word Wall and Making Words
activities, and home reading).
We all recognize the importance of home support in students' learning (Doake, 1988;
Hewison &Tizard, 1980; Holdaway, 1979; Mooney, 1990). Balanced Literacy will provide
definite and explicit activities for caregivers at home to pursue in helping their children to
become better readers and writers. However, Balanced Literacy also recognizes that not
all children enjoy supportive reading and writing activities at home. Whereas we will
workas hard as we can to encourage parents to participate, we also know that we are
PRIMARILY RESPONSIBLE for teaching students to read and write.
18
TENET 11
The intent of the program is to create lifelong readers and writers. Affective
engagement in all activities is a goal.
All learning requires on-task engagement. This is most likely to occur when students are
successful and emotionally involved (Jobe & Dayton-Sakari, 1999). Hence, materials
andmethods utilized within the Balanced Literacy Program should offer immediate and
ongoing success and interest for all of the children. Fountas and Pinnell (1996) stress the
importance of finding the 'just right' book to engage the reader in guided reading; that is,
'just right' in terms of the level of difficulty and the emotional appeal for the children.
Taberski (2000) notes that 'motivating children to read' is a key role for a teacher. She
observes that some programs emphasize the solid acquisition of skills before books are
introduced. In effect, this requires the student to wade through layers of skill instruction
before books, stories, and poems are encountered. Such programs, she states, stultify
enjoyment and appreciation of books and leave emotional engagements with print to a
later date. In contrast, the intent of Balanced Literacy is to engage children affectively from
the first stages of literacy programming.
19
TENET 12
Assessment is an integral part of the Balanced Literacy Program.
Standardized testing is used in many school jurisdictions to monitor student
achievement. However, the results of such testing may not provide the necessary
feedback to inform instruction (Serafini, 2000/2001; Wilkinson and Townsend, 2000;
Winograd and Arrington, 1999). Daily diagnostic monitoring of some aspect of literacy
growth has been shown to assist teachers in this regard (Taberski, 2000). An 'AssessasYou-Go' philosophy is intrinsic in the Balanced Literacy Program. Teachers are
encouraged to conduct diagnostic assessments in such areas as word recognition,
spelling, reading comprehension, and written language, and to plot growth in book
levels for each student.
20
Appointment Mixer
Discuss what you
learned about the
tenets and which one
of the tenets you are
going to focus on in
the new school year?
21
What is Balanced Literacy?
The goal of Balanced Literacy is to help children become readers and
writers who enjoy and value literacy.
Balanced Literacy is a framework designed to help all students learn
to read and write effectively. The program stands firmly on the premise
that all students can learn to read and write. This balance between reading
and writing allows students to receive the teaching needed in order to
succeed, while allowing students to work at a level that is not frustrating for
them. Daily components of a balanced literacy program are reading, writing and
working with words.
Teachers implementing Balanced Literacy use an integrated approach
to teaching language arts. The Balanced Literacy framework consists of a
number of elements that provide massive amounts of reading and writing on
a daily basis. These authentic opportunities for reading and writing are
arranged on a continuum based on more or less teacher support. Some
reading and writing tasks are modeled by the teachers and others are
accomplished with the support of the teacher, leading to a few that are done
independently by the child.
Balanced Literacy provides many opportunities for real life reading
and writing experiences in a child-centered classroom. Children read and
write each day independently and in group settings (both large and small).
Balanced Literacy classrooms focus on four different types of reading
experiences:
• Reading aloud to children
• Shared reading - whole class
• Guided reading - small group
• Independent reading
Students also participate in shared and individual writing activities each day.
Additionally, during many daily reading and writing experiences, children are
taught about letters, sounds, words and how they work. Listening and
speaking are also emphasized in this integrated language approach.
22
Working with Words – Guideline 35 minutes daily
This block emphasizes learning to read and spell high usage
words, and learning word patterns, phonemic awareness and
phonics.
Word Wall – 10 minutes daily
This fast paced session works on high frequency words. Five new words are learned
each week and challenge words are provided for more advanced students. Review
weeks are included every three to four weeks. Words are recorded in personal
dictionaries and practiced daily with action oriented techniques. A practice task is
sent home every Monday night. The intent is to over learn words that occur
frequently in books and to develop fluency in both reading and writing.
Working With Words – 25 minutes daily
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.
Working with words is a word level period that emphasizes word recognition and
spelling skills and strategies. Transfer of learning to contextual reading and writing
situations is strongly emphasized.
23
Word Wall
Guideline – 10 minutes daily
A word wall is a systematically organized collection of words displayed in large letters on a wall or other
large display place in the classroom. It is a tool to use, not just display. Word walls are designed to
promote group learning and be shared by a classroom of children.
Goals
•
•
•
•
•
•
Support the teaching of important general principles about words and how they work
Foster reading and writing
Provide reference support for children during their reading and writing
Promote independence on the part of young students as they work with words in writing and
reading
Provide a visual map to help children remember connections between words and the
characteristics that will help them form categories
Develop a growing core of words that become part of a reading and writing vocabulary
Guidelines
•
•
•
•
•
•
Add words gradually, five a week
Make words very accessible by putting them where every student can see them, writing them in
big, black letters, and using a variety of background colors so that the most often-confused
words (there, their; what, when) are different colors
Be selective about what words go on the wall, limiting additions to those really common words
which children use a lot in writing
Practice those words by chanting and writing them
Do a variety of review activities to provide enough practice so that words are read and spelled
instantly and automatically
Make sure that Word Wall words are spelled correctly in any writing students do
Summary
Pre-tests and post-tests were given to measure improvement. Improvement was noted in students
spelling on tests as well as their daily writing. Students also became less dependent on the Word Wall as
the year progressed.
Activity 1
Construction of a Word Wall
Materials
6x3 colored index cards (150)
Rubber Cement
Word Processing Program
Laminator
Computer Paper
Word List
Procedure
24
1. Using a word processor, type each word on the Frequency Word List using words 1-150. I used
the Helvetica Black font at the size 125.
2. Print, cut out in the configuration of each word, glue to colored index cards (size 6x3) and
laminate. Be sure to use different colors of index cards for most often-confused words.
3. Choose a location in the room where every student can see all the words. Put the alphabet
headings, A-Z, at the top of the wall or bulletin board.
4. Starting at beginning of list, add 5 words to the Word Wall each week. Words are place
alphabetically on the wall by 1st letter.
5. Do practice and review activities so that words are read and spelled instantly and automatically.
Sitton, R. (1996). Increasing Student Spelling Achievement. WA: Egger Publishing
Word Wall Activities
Point, Clap, Chant. The teacher states the word, one student points to the word on the word wall and
then all students chant the letters of the word and clap for each letter.
•
•
•
•
•
•
•
•
•
•
•
•
•
•
Rhymes. The students take their notebooks out and when the teacher states the word, the student
tries to write 1-3 rhyming words in their notebook. The teacher then lets the students say their
rhyming words.
Alphabetical Order. Depending on the number of word wall words, students can alphabetize all of
them or they can alphabetize the first 20 or last 20 words.
Sign Language This works best when the sign language pictures are also available. The children use
sign language to spell the word the teacher says. A terrific inclusive activity!
Add an ending (s, ed, ing) The students take out their notebooks and add endings to each of the
words where appropriate.
Vowel PlayThe students can write the words and underline all the vowels, or decide if the vowels are
long, short or controlled by another letter (star - r controlled vowel and neither long nor short)
Peer test. Students take turns testing each other on the spelling of each of the words
Scavenger Hunt. Use old magazines or newspapers. Students try to locate as many of the word wall
words as they can, they can cut them out and paste them into their books.
Change a letter. Students try to make new words by changing just one letter. This can be a fun,
challenging activity that can also be played in teams.
Word wall stories Students use as many of the word wall words as they can to write a story. This
too can be quite a challenge to ensure that the story makes sense yet still uses many of the words.
Guess the word wall word. Students work with partners and draw the word with their finger on
their partner's back. When the student guesses the word, they trade places. (Great for tactile
learners)
Letters or syllables. The teacher states the word and the student then hold up the right number of
fingers to show the number of letters or the number of syllables.
Missing word. This one can be really fun. The teacher gives a sentence that is missing a word wall
word and the students have to guess what the word is. For instance, if the word wall word is 'at', the
teacher could say, "Who was _____ the park yesterday?" The teacher could have students state the
word orally by turn, or have them do the activity in their notebooks. The activity could then be taken
up after the dictation.
Guess my word wall word. This activity can be done in a couple of ways. The teacher gets the
students to number off from 1 to 10 in their notebooks and gives clues about the word. For instance:
"The word I'm thinking about rhymes with _____ and has 1 syllable and 4 letters." The student then
writes down what they believe the word is. The other method is to do the activity orally and let a
student point to the word on the word wall.
Word wall Bingo Students always love a good game of bingo. In this activity, the students write
down a stated number of word wall words, 10, 15 or 20. The teacher then randomly states the names
of some of the word wall words. As she says the words, the students underline the word or put a chip
over the word. The first one to have their words read out by the teacher first is the winner.
25
•
Word wall snap. The class forms 2 lines. The teacher is in front of the 2 lines. The teacher points to
a word wall (or uses the word wall cards), the first student to say the word remains in front of the
line. The other student goes to the back of the line and the 2 students in front continue on.
• Sounds like.... The teacher says a word that sounds like the word wall word, for instance in the
case of 'are' the teacher would say "sounds like far" and the students write down what they think
the word wall is. This one can also be played orally.
Additional Activities
•
•
•
•
•
Cross-Checking - Call out several words that begin with the same letter for students to
write on the front, such as these: went want was what where. Tell students that they will
have to decide which word from the front makes sense in the sentence.Say a sentence
leaving out one of the words. Students decide which word makes sense and write it on
paper. Say and spell the word. Cunningham, P.M. (1999). The Teacher’s Guide to the Four
Blocks. N.C.:Carson-Dellosa.
Make Sentences - Dictate a sentence using several of the word wall words: Josh will come
to my house to play. Students listen as you repeat the whole sentence. Then repeat the
sentence one word at a time, giving students plenty of time to find the words on the word
wall and write them.
Remind children to begin sentences with a capital letter. Have days when you dictate
questions and exclamatory sentences. It’s fun to use students names in the sentences.
Students also like to dictate sentences using lots of words from the word wall.
Cunningham, P.M. (1995). Phonics They Use. N.Y.: Harper Collins.
Be a Mind Reader: Be a Mind Reader was a favorite of my class. In this game, the
teacher thinks of a word on the wall and then gives five clues to that word. Have students
number their paper 1-5 and tell them that you are going to see who can read your mind and
figure out which of the words on the board you are thinking of. Tell them you will give them
five clues. By the fifth clue, everyone should guess your word, but if they read your mind
they might get it before the fifth clue. For your first clue, always give the same clue: “It’s
one of the words on the word wall.” Students should write next to number one the word
they think it might be. The second clue is: It has four letters. Student writes word. The
third clue is: It begins with a digraph ph. Student writes word The fourth clue is: It has a
short e vowel sound. Student writes the word. The fifth clue is: It begins the sentence:
____will lunch be ready? when “I know you all have word next to number 5, what is it?
But who has it next to number 4?, 3?, 2?, 1?” Some students will have read your mind and
will be pleased as punch with themselves?
Do several words in the same manner. As students get familiar with this activity they like to
be the person giving the clues and having their mind read. Cunningham, P.M. (1999). The
Teacher’s Guide to the Four Blocks. N.C.:Carson-Dellosa.
Ruler Tap: Teacher chooses a word from the Word Wall. Say the word, then tap and say
several letters in that word but not the whole word: come, c-o Call on a student to finish
speling the word out loud: m-e. If the student correctly finishes spelling the word, that
child gets to call out a word, tap and spell the word and call on another student to finish. Do
several additional words. Variations of this activity could be, only the teacher having a
ruler, all students having a ruler. Cunningham, P.M. (1995). Phonics They Use. N.Y.: Harper
Collins.
Word Sorts 1. Write 10-15 words on large index cards and place in a pocket chart. Have
students write these words on separate smaller cards or papers at
their desks. Have students sort the words into different piles depending on some features
certain words share. Students may sort all words that begin with a certain sound, have a
certain vowel sound, contain a certain blend or digraph. Cunningham, P.M. (1995). Phonics
They Use. N.Y.: Harper Collins.
26
Flashlight FunTurn out the lights. Say the poem together with the class:
Flashlight, flashlight, oh so bright. Shine on a word with your light. Shine the flashlight on
individual words for the class to read and chant. Gruber, B. (1998). Instant Word Wall High
Frequency Words. CA:Practice & Learn Right Publications
• Let’s CheerChoose 5 words from the word wall. Print each letter boldly on paper for each word.
Cheerleaders face the class holding the letter papers to spell the word. Call out the first letter of
the word. The student holding that letter steps forward and raises the letter paper as the class
says the letter. Continue until the entire word has been spelled. Say the word 3 times in unison.
Take turns being cheerleaders and spelling the rest of the words. Gruber, B. (1998). Instant
Word Wall High Frequency Words. CA:Practice & Learn Right Publications
Rainbow Words Pass out paper to each student. Teacher chooses 5 word wall words. As teacher
says word, students chant and write on paper with a crayon. Do the same for the additional words.
5. After all the words have been written once with a crayon, students go back and write each word
again with 2 different colors of crayons. Gruber, B. (1998). Instant Word Wall High Frequency Words.
CA:Practice & Learn Right Publications
•
•
Weekly Activities
Monday – Introduce words
Tuesday – Thursday – do activities from the word wall activity list. Ensure that the students are
writing the words, writing the words in sentences and using them properly in context.
Friday – Evaluate the words
These words then must be spelled correctly in all writing material.
•
Appendix 7 Bibliography
Cunningham, P.M. (1994). Classrooms That Work . N.Y. : Harper Collins.
Cunningham, P.M. (1995). Phonics They Use. N.Y.: Harper Collins.
Cunningham, P.M. (1999). The Teacher’s Guide to the Four Blocks. N.C.:Carson-Dellosa.
Fountas, I.C. Pinnell, G.S.: (1998)Word Matters. N.H. Heinimann.
Gruber, B. (1998). Instant Word Wall High Frequency Words. CA:Practice & Learn Right Publications
Sigmon, C. (1997). 4-Blocks Literacy Model. N.C.: Carson-Dellosa Publishing
Sitton, R. (1996). Increasing Student Spelling Achievement. WA: Egger Publishing
27
Making Words
Guideline: 25 minutes daily
This is the primary activity designed by Cunningham and Hall (1994). This whole class lesson involves
students building words with letter cards on their desks, monitoring their responses with class checking
system in a pocket chart and engaging in word sorting and transfer tasks to encourage generalization of
knowledge to other literacy contexts. A home activity may be made available for practice every few weeks.
Sample Activity
Letters : a e o g n r s
Words to Make: While you are making these word you can be putting them on the
board or on chart paper so you can use them later
1.
2.
3.
4.
5.
6.
7.
8.
9.
10.
11.
12.
13.
14.
15.
16.
17.
Take your strip and cut your letters apart – Put them in alphabetical order at the top of
your desk
Make a two letter word – as
Add a letter and make – gas
Move those three letters around and make - sag
Change the first letter to make – nag – 3 letter word
Change the first letter again and make – rag – 3 letter word
Remove the first letter and add a letter to the end to make – age – make a say it’s long name
We are now going to make a 4 letter word - Add s to age and get – sage
Change the first letter to make another 4 letter word – rage
Create a 4 letter word – rags
We are now going to make some 5 letter words – range
Move those 5 letter around to make – anger
Make a 5 letter word groan
Move those 5 letters around to make organ
We are now going to make a 6 letter word – reason – what would is need to get the long e sound?
We are now going to make another 6 letter word – orange
We now can add one letter to make this word plural – oranges
Important
18. Sort for -r
- ag
-age
-s
19. Writing and need to spell: Wag (-ag)
Cage (-age) This is the independent application
work. Perhaps they will write about taking a pet
28
a e o g n r s
a e o g n r s
a e o g n r s
a e o g n r s
29
30
Appointment Mixer
Discuss what you liked
about working with
words. Have you ever
used these techniques
with your students? If not
could you see using
these techniques? Why
or why not? What would
need to be changed for
older students?
31
Reading - Guideline – 70 minutes daily
Read Aloud – 15 minutes daily
In Read Aloud teachers verbally interact with students before,
during and after reading to help them understand and make a
variety of connections with the read-aloud selection. The
selection can be a non-fiction or fiction narrative, a poem or picture
book.
During a read-aloud the teacher engages in a series of activities, including:
pre-viewing the book; asking students to make predictions and connections
to prior knowledge; stopping at purposeful moments to emphasize story
elements, ask guiding questions or focus questions; and using oral or written
responses to bring closure to the selection.
One of the most important things adults can do in preparing children for success in
school and in reading is to read aloud with them.
•
•
•
•
•
Listeners build listening and comprehension skills through discussion during and
after reading.
Listeners increase their vocabulary foundation by hearing words in context.
Listeners improve their memory and language skills as they hear a variety of
writing styles and paraphrase their understanding.
Listeners gain information about the world around them.
Listeners develop individual interests in a broad variety of subjects and they
develop imagination and creativity: what better way to build skills which
foster inquiry
Shared Reading – 15 minutes daily
Shared Reading is a 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
32
to relate it back to their own experiences. It promotes discussion, problem solving
and critical thinking by students.
Shared Reading is an interactive reading experience. An integral component
of Shared Reading is an enlarged text that 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 or developed with the class. During
the reading the teacher involves the children in reading together by pointing
to or sliding below each word in the text. The teacher deliberately draws
attention to the print and models early reading behaviours such as moving
from left to right and word-by-word matching. Shared reading models the
reading process and strategies used by readers.
Guided Reading – 40 minutes daily
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. 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.
Independent Reading – 40 minutes daily in conjunction with guided reading
Independent Reading is a time when students self-select and independently
read appropriate books.
Independent Reading 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
33
their ability to read.
Independent reading is running simultaneously when guided reading is occurring.
34
Modes of Reading
Support
Decreasing Support
Increasing Independence
35
Appointment Mixer
Discuss what you saw on the
video. What techniques was the
teacher using while conducting
the guided reading session?
Could these techniques be used
at all grade levels? What would
you need to do to make this
work in your classroom?
36
Appointment Mixer
With your 1:00 Appointment
read about guided reading.
Answer these questions…
1. What would be your great
challenges to
implementing guided
reading?
2. How would guided
reading impact both
students and teachers?
37
Writing – Guideline 35 minutes daily
Writing Demonstrations – 10 minutes daily
Write Aloud
This type of activity requires total teacher support. The teacher demonstrates by
modeling what writers do when they write. The teacher talks aloud as he/she writes.
Shared Writing
Shared Writing or Modeled Writing is an approach to writing where the
teacher and children work together to compose messages and stories.
Children provide the ideas and the teacher supports the process as a scribe.
The message is usually related to some individual or group experience. The
teacher provides full support, modeling and demonstrating the process of
putting children's ideas into written language. The text becomes much richer
than children can write themselves and becomes good material for children
to read and should be displayed in the room. The children can illustrate the
finished text when possible. Children will love to see their work displayed
and will feel successful because they can read it.
Mini-lessons are taught to highlight particular class writing needs (eg. Using
punctuation or better lead sentences)
Guided and Independent Writing – 25 minutes daily
The basic philosophy behind Writer’s Workshop is to allow
students to daily spend time writing for real purposes about
things that interest them. Students can experiment with a
variety of genres. Grammar, spelling,handwriting and other
mechanics can be taught within writing workshop.
Students learn the craft of writing through practice, conferring, and
studying the craft of other authors. The ultimate goal of a writing workshop
is always to develop life-long writers.
Within the context of Writer’s Workshop, a variety of organizational
patterns for instruction are used: a whole class session, a small group mini-lesson,
a student-teacher conference, and a sharing of written work. The
38
Writer’s Workshop is devoted to supporting student learning in writing.
What students need to learn during a Writer’s Workshop is based upon their
present writing competencies and the language arts expectations for each
grade level. For the majority of the time in Writer’s Workshop, students will
be engaged in actual writing.
Writer's Workshop gives children daily opportunities to develop their unique
writing processes and communicate meaning through words and pictures.
Independent Writing
This work is student initiated and completed. Labels for feeding pets, a note or
letter to the teacher or classmate, a story written with very little guidance, dairy
entry or a written comment on a book would be examples of independent writing
activities.
39
Word Bank of 1200 High Frequency Writing Words
The words in this word bank are listed in the order of their frequency of use in everyday writing.
Since the is the most frequently used word in our language, its number is one in the word bank.
The first 25 words are used in 33% of everyday writing, the first 100 words appear in 50% of adult
and student writing, and the first 1,000 words are used in 89% of everyday writing.
1 the
2 of
3 and
4a
5 to
6 in
7 is
8 you
9 that
10 it
11 he
12 for
13 was
14 on
15 are
16 as
17 with
18 his
19 they
20 at
21 be
22 this
23 from
24 I
25 have
26 or
Grade 1
word frequencies 1-30
Grade 2
word frequencies 31-130
Grade 3
word frequencies 131-265
Grade 4
word frequencies 266-400
Grade 5
word frequencies 401-600
and beyond
27 by
28 one
29 had
30 not
31 but
32 what
33 all
34 were
35 when
36 we
37 there
38 can
39 an
40 your
41 which
42 their
43 said
44 if
45 do
46 will
47 each
48 about
49 how
50 up
51 out
52 them
53 then
54 she
55 many
56 some
57 so
58 these
59 would
60 other
61 into
62 has
63 more
64 her
65 two
66 like
67 him
68 see
69 time
70 could
71 no
72 make
73 than
74 first
75 been
76 its
77 who
78 now
40
79 people
80 my
81 made
82 over
83 did
84 down
85 only
86 way
87 find
88 use
89 may
90 water
91 long
92 little
93 very
94 after
95 words
96 called
97 just
98 where
99 most
100 know
101 get
102 through
103 back
104 much
105 go
106 good
107 new
108 write
109 our
110 me
111 man
112 too
113 any
114 day
115 same
116 right
117 look
118 think
119 also
120 around
121 another
122 came
123 come
124 work
125 three
126 must
127 because
128 does
129 part
130 even
131 place
132 well
133 such
134 here
135 take
136 why
137 help
138 put
139 different
140 away
141 again
142 off
143 went
144 old
145 number
146 great
147 tell
148 men
149 say
150 small
151 every
152 found
153 still
154 between
155 mane
156 should
157 home
158 big
159 give
160 air
161 line
162 set
163 own
164 under
165 read
166 last
167 never
168 us
169 left
170 end
171 along
172 while
173 might
174 next
175 sound
176 below
177 saw
178 something
179 thought
180 both
181 few
182 those
183 always
184 show
185 large
186 often
187 together
188 asked
189 house
190 don't
191 world
192 going
193 want
194 school
195 important
196 until
197 form
198 food
199 keep
200 children
201 feet
202 land
203 side
204 without
205 boy
206 once
207 animal
208 life
209 enough
210 took
211 four
212 head
213 above
214 kind
215 began
216 almost
217 live
218 page
219 got
220 earth
221 need
222 far
223 hand
224 high
225 year
226 mother
227 light
228 country
229 father
230 let
231 night
232 picture
233 being
234 study
235 second
236 soon
237 story
238 since
239 white
240 ever
241 paper
242 hard
41
243 near
244 sentence
245 better
246 best
247 across
248 during
249 today
250 however
251 sure
252 knew
253 it's
254 try
255 told
256 young
257 sun
258 thing
259 whole
260 hear
261 example
262 heard
263 several
264 change
265 answer
266 room
267 sea
268 against
269 top
270 turned
271 learn
272 point
273 city
274 play
275 toward
276 five
277 himself
278 usually
279 money
280 seen
281 didn't
282 car
283 morning
284 I'm
285 body
286 upon
287 family
288 later
289 turn
290 move
291 face
292 door
293 cut
294 done
295 group
296 true
297 half
298 red
299 fish
300 plants
301 living
302 black
303 eat
304 short
305 United States
306 run
307 book
308 gave
309 order
310 open
311 ground
312 cold
313 really
314 table
315 remember
316 tree
317 course
318 front
319 American
320 space
321 inside
322 ago
323 sad
324 early
325 I'll
326 learned
327 brought
328 close
329 nothing
330 though
331 idea
332 before
333 lived
334 became
335 add
336 become
337 grow
338 draw
339 yet
340 less
341 wind
342 behind
343 cannot
344 letter
345 among
346 able
347 dog
348 shown
349 mean
350 English
351 rest
352 perhaps
353 certain
354 six
355 feel
356 fire
357 ready
358 green
359 yes
360 built
361 special
362 ran
363 full
364 town
365 complete
366 oh
367 person
368 hot
369 anything
370 hold
371 state
372 list
373 stood
374 hundred
375 ten
376 fast
377 felt
378 kept
379 notice
380 can't
381 strong
382 voice
383 probably
384 area
385 horse
386 matter
387 stand
388 box
389 start
390 that's
391 class
392 piece
393 surface
394 river
395 common
396 stop
397 am
398 talk
399 whether
400 fine
401 round
402 dark
403 past
404 ball
405 girl
406 road
407 blue
408 instead
409 either
410 held
411 already
412 warm
413 gone
414 finally
415 summer
416 understand
417 moon
418 animals
419 mind
420 outside
421 power
422 problem
423 longer
424 winter
425 deep
426 heavy
42
427 carefully
428 follow
429 beautiful
430 everyone
431 leave
432 everything
433 game
434 system
435 bring
436 watch
437 shell
438 dry
439 within
440 floor
441 ice
442 ship
443 themselves
444 begin
445 fact
446 third
447 quite
448 carry
449 distance
450 although
451 sat
452 possible
453 heart
454 real
455 simple
456 snow
457 rain
458 suddenly
459 easy
460 leaves
461 lay
462 size
463 wild
464 weather
465 miss
466 pattern
467 sky
468 walked
469 main
470 someone
471 center
472 field
473 stay
474 itself
475 boat
476 question
477 wide
478 least
479 tiny
480 hour
481 happened
482 foot
483 care
484 low
485 else
486 gold
487 build
488 glass
489 rock
490 tall
491 alone
492 bottom
493 check
494 reading
495 fall
496 poor
497 map
498 friend
499 language
500 job
501 music
502 buy
503 window
504 mark
505 heat
506 grew
507 listen
508 ask
509 single
510 clear
511 energy
512 week
513 explain
514 lost
515 spring
516 travel
517 wrote
518 farm
519 circle
520 whose
521 correct
522 bed
523 measure
524 straight
525 base
526 mountain
527 caught
528 hair
529 bird
530 wood
531 color
532 war
533 fly
534 yourself
535 seem
536 thus
537 square
538 moment
539 teacher
540 happy
541 bright
542 sent
543 present
544 plan
545 rather
546 length
547 speed
548 machine
549 information
550 except
551 figure
552 you're
553 free
554 fell
555 suppose
556 natural
557 ocean
558 government
559 baby
560 grass
561 plane
562 street
563 couldn't
564 reason
565 difference
566 maybe
567 history
568 mouth
569 middle
570 step
571 child
572 strange
573 wish
574 soil
575 human
576 trip
577 woman
578 eye
579 milk
580 choose
581 north
582 seven
583 famous
584 late
585 pay
586 sleep
587 iron
588 trouble
589 store
590 beside
591 oil
592 modern
593 fun
594 catch
595 business
596 reach
597 lot
598 won't
599 case
600 speak
601 shape
602 eight
603 edge
604 soft
605 village
606 object
607 age
608 minute
609 wall
610 meet
43
611 record
612 copy
613 forest
614 especially
615 necessary
616 he's
617 unit
618 flat
619 direction
620 south
621 subject
622 skin
623 wasn't
624 I've
625 yellow
626 party
627 force
628 test
629 bad
630 temperature
631 pair
632 ahead
633 wrong
634 practice
635 sand
636 tail
637 wait
638 difficult
639 general
640 cover
641 material
642 isn't
643 thousand
644 sign
645 guess
646 forward
647 huge
648 ride
649 region
650 nor
651 period
652 blood
653 rich
654 team
655 corner
656 cat
657 amount
658 garden
659 led
660 note
661 various
662 race
663 bit
664 result
665 brother
666 addition
667 doesn't
668 dead
669 weight
670 thin
671 stone
672 hit
673 wife
674 island
675 we'll
676 opposite
677 born
678 sense
679 cattle
680 million
681 anyone
682 rule
683 science
684 afraid
685 women
686 produce
687 pull
688 son
689 meant
690 broken
691 interest
692 chance
693 thick
694 sight
695 pretty
696 train
697 fresh
698 drive
699 lead
700 break
701 sit
702 bought
703 radio
704 method
705 king
706 similar
707 return
708 corn
709 decide
710 position
711 bear
712 hope
713 song
714 engine
715 board
716 control
717 spread
718 evening
719 brown
720 clean
721 wouldn't
722 section
723 spent
724 ring
725 teeth
726 quiet
727 ancient
728 stick
729 afternoon
730 silver
731 nose
732 century
733 therefore
734 level
735 you'll
736 death
737 hole
738 coast
739 cross
740 sharp
741 fight
742 capital
743 fill
744 deal
745 busy
746 beyond
747 send
748 love
749 cool
750 cause
751 please
752 meat
753 lady
754 west
755 glad
756 action
757 pass
758 type
759 attention
760 gas
761 kitchen
762 pick
763 scale
764 basic
765 happen
766 safe
767 grown
768 cost
769 wear
770 act
771 hat
772 arm
773 believe
774 major
775 gray
776 wonder
777 include
778 describe
779 electric
780 sold
781 visit
782 sheep
783 I'd
784 office
785 row
786 contain
787 fit
788 equal
789 value
790 yard
791 beat
792 inch
793 sugar
794 key
44
795 product
796 desert
797 bank
798 farther
799 won
800 total
801 sell
802 wire
803 rose
804 cotton
805 spoke
806 rope
807 fear
808 shore
809 throughout
810 compare
811 movement
812 exercise
813 bread
814 process
815 nature
816 apart
817 path
818 careful
819 narrow
820 mental
821 nine
822 useful
823 public
824 according
825 steel
826 salt
827 speech
828 forth
829 nation
830 knowledge
831 appear
832 ate
833 dinner
834 hurt
835 spend
836 experiment
837 touch
838 drop
839 chair
840 east
841 separate
842 truck
843 sing
844 column
845 twice
846 particular
847 shop
848 unless
849 spot
850 neither
851 met
852 wheel
853 none
854 hill
855 television
856 bill
857 solve
858 pressure
859 report
860 farmer
861 count
862 trade
863 chief
864 month
865 clothes
866 doctor
867 indeed
868 dance
869 church
870 original
871 enjoy
872 string
873 sister
874 familiar
875 onto
876 imagine
877 blow
878 quick
879 law
880 lie
881 final
882 rise
883 loud
884 fair
885 herself
886 slow
887 noise
888 statement
889 hungry
890 join
891 tube
892 rode
893 empty
894 twenty
895 broke
896 nice
897 effect
898 paid
899 motion
900 myself
901 divide
902 supply
903 laid
904 dear
905 surprise
906 gun
907 entire
908 fruit
909 crowd
910 band
911 wet
912 solid
913 northern
914 flower
915 star
916 feed
917 wooden
918 sort
919 develop
920 shoulder
921 variety
922 season
923 share
924 jump
925 regular
926 represent
927 market
928 we're
929 flew
930 finger
931 expect
932 army
933 cabin
934 camp
935 danger
936 purpose
937 breakfast
938 proper
939 coat
940 push
941 express
942 shot
943 angry
944 southern
945 dress
946 bag
947 proud
948 neck
949 breath
950 strength
951 member
952 twelve
953 mine
954 company
955 current
956 pound
957 valley
958 double
959 till
960 match
961 average
962 die
963 liquid
964 alive
965 stream
966 provide
967 drink
968 experience
969 future
970 tomorrow
971 drove
972 population
973 finish
974 station
975 shook
976 stage
977 oxygen
978 poem
45
979 solution
980 burn
981 cent
982 electricity
983 everybody
984 rate
985 dust
986 worth
987 community
988 captain
989 bus
990 protect
991 cook
992 raise
993 further
994 steam
995 guide
996 discover
997 plain
998 usual
999 seat
1000 accept
1001 police
1002 consider
1003 dozen
1004 baseball
1005 rubber
1006 symbol
1007 support
1008 exactly
1009 industry
1010 they're
1011 beneath
1012 laugh
1013 groceries
1014 popular
1015 thank
1016 quarter
1017 climbed
1018 continue
1019 potatoes
1020 receive
1021 design
1022 president
1023 charge
1024 mistake
1025 hospital
1026 remain
1027 service
1028 increase
1029 students
1030 insects
1031 address
1032 sincerely
1033 dollars
1034 belong
1035 bottle
1036 flight
1037 forget
1038 bicycle
1039 secret
1040 soldier
1041 silent
1042 structure
1043 height
1044 observe
1045 indicate
1046 railroad
1047 knife
1048 married
1049 suggested
1050 entered
1051 magazine
1052 agree
1053 fifty
1054 escape
1055 threw
1056 planet
1057 dangerous
1058 event
1059 leader
1060 peace
1061 spelling
1062 chapter
1063 swimming
1064 opportunity
1065 immediately
1066 favorite
1067 settled
1068 telephone
1069 repeat
1070 prepare
1071 instance
1072 avenue
1073 newspaper
1074 actually
1075 employee
1076 review
1077 convince
1078 allowed
1079 nobody
1080 details
1081 muscles
1082 model
1083 climate
1084 coffee
1085 whenever
1086 serious
1087 angle
1088 feather
1089 determined
1090 dictionary
1091 ordinary
1092 extra
1093 rough
1094 library
1095 condition
1096 arrived
1097 located
1098 program
1099 pencil
1100 tongue
1101 title
1102 enemy
1103 garage
1104 lose
1105 vegetable
1106 parents
1107 style
1108 education
1109 required
1110 political
1111 daughter
1112 individual
1113 progress
1114 altogether
1115 activities
1116 article
1117 equipment
1118 discuss
1119 healthy
1120 perfect
1121 recognize
1122 frequently
1123 character
1124 personal
1125 disappear
1126 success
1127 traffic
1128 yesterday
1129 situation
1130 realize
1131 message
1132 recently
1133 account
1134 physical
1135 neighbor
1136 excited
1137 whisper
1138 available
1139 college
1140 furniture
1141 leather
1142 husband
1143 principal
1144 medicine
1145 excellent
1146 operation
1147 council
1148 author
1149 organize
1150 concern
1151 barbecue
1152 accident
1153 disease
1154 construction
1155 motor
1156 affect
1157 conversation
1158 evidence
1159 citizen
46
1160 environment
1161 influence
1162 cancel
1163 audience
1164 apartment
1165 worse
1166 transportation
1167 frozen
1168 waste
1169 couple
1170 function
1171 connect
1172 project
1173 pronounce
1174 offered
1175 apply
1176 improve
1177 stomach
1178 collect
1179 prevent
1180 courage
1181 occur
1182 foreign
1183 quality
1184 terrible
1185 instrument
1186 balance
1187 ability
1188 arrange
1189 rhythm
1190 avoid
1191 daily
1192 identity
1193 standard
1194 combine
1195 attached
1196 frighten
1197 social
1198 factory
1199 license
1200 recommend
"No Excuses" Words
"No Excuses" Words are those which students are held accountable. They are expected to
spell them correctly in all of their everyday writing. They are taken from the list of core
words. Below are the groups of words which we hope most children will master by the end
of his/her grade level. Please help your child to spell these words correctly in their everyday
writing. Not all classes or all children will have the same number of priority words at any
given time. Spelling is both a developmental and highly individualized skill so teachers
attempt to meet the needs of their classes within the framework of the program.
Grade 1 – No Excuse words
1. the
2. of
3. and
4. a
5. to
6. in
7. is
8. you
9. that
10. it
11. he
12. for
13. was
14. on
15. are
16. as
17. with
18. his
19. they
20. at
21. be
Grade 2 – No excuse words
1. the
2. of
3. and
4. a
5. to
6. in
7. is
8. you
9. that
10. it
11. he
12. for
13. was
14. on
15. are
16. as
17. with
18. his
19. they
20. at
21. be
22. this
23. from
24. I
25. have
26. or
27. by
28. one
29. had
30. not
Grade 3 – no excuse words
47
31. but
32. what
33. all
34. were
35. when
36. we
1. the
2. of
3. and
4. a
5. to
6. in
7. is
8. you
9. that
10. it
11. he
12. for
13. was
14. on
15. are
1. the
2. of
3. and
4. a
5. to
6. in
7. is
8. you
9. that
10. it
11. he
12. for
13. was
14. on
15. are
16. as
17. with
18. his
19. they
20. at
16. as
17. with
18. his
19. they
20. at
21. be
22. this
23. from
24. I
25. have
26. or
27. by
28. one
29. had
30. not
31. but
32. what
33. all
34. were
35. when
36. we
37. there
38. can
39. an
40. your
41. which
42. their
43. said
44. if
45. do
21. be
22. this
23. from
24. I
25. have
26. or
27. by
28. one
29. had
30. not
31. but
32. what
33. all
34. were
35. when
36. we
37. there
38. can
39. an
40. your
46. will
47. each
48. about
49. how
50. up
51. out
52. them
53. then
54. she
55. many
56. some
57. so
58. these
59. would
60. other
41. which
42. their
43. said
44. if
45. do
46. will
47. each
48. about
49. how
50. up
51. out
52. them
53. then
54. she
55. many
56. some
57. so
58. these
59. would
60. other
61. into
62. has
63. more
64. her
65. two
66. like
67. him
68. see
69. time
70. could
71. no
72. make
73. than
74. first
75. been
76. its
77. who
78. now
79. people
80. my
81. made
82. over
83. did
84. down
85. only
86. way
87. find
88. use
89. may
90. water
91. long
92. little
93. very
94. after
95. words
96. called
97. just
98. where
99. most
know
Grade 5 and beyond is 101-105
48
Afternoon – Section E
Warm up – I like my neighbor because…
Have participants sit in a circle with one chair missing. You start in the middle and say I like my
neighbor because… they wear glasses. Any one wearing glasses must get up and move to a chair that is
open. A few ground rules. You can not move to the chair right beside yours and you can not hip check
others. The game is really lively and fun to do with adults and student alike. The new person in the
middle must then generate I like my neighbor because…
Ideas – wear a necklace, wear earrings, wearing shorts, wearing a wedding ring, live in Belize…
Personal Reflection Journal
Personal Reflection – Teachers have 20 minutes to do a 2 part reflection. The first is to go back the
KWL chart and fill the section that says endings and the second is a 3 questions reflection sheet that is
in their package as well.
Personal Reflection A – KWL Chart at the beginning of this handout
Personal Reflection B
How does providing dedicated time in the day for a Literacy block enhance the teaching and learning?
What professional and personal attributes would contribute to the success of a teacher in this role?
What do I need to do to prepare for my students?
49
Section F – Group
Procedure: Assign each group a poster to go stand by with their felt pen. Explain to them that they
have 8 minutes to write down as many responses as they can to the question. After the signal,
participants will move to counter clockwise to the next poster and question. Again they will have 8
minutes to write down as many responses as possible. One final poster report on 1 or 2 items that were
the most thought-provoking. The tallest person will then report on the important things they see on
the chart. Have someone record all the poster response so that they could be distributed to the
participants later
Strengths and Gaps Posters
1. What are the strengths that already exist in our school?
2. How could Balanced Literacy approach improve student achievement in a classroom, school and
district?
3. What challenges might face a school or district advocating for this approach?
4. What are the components of effective and engaging job embedded professional development?
5. What gaps exist to properly implement this approach to literacy?
50
Section G: What next? 40 minutes
Procedure: Have participants work independently and then have them work with their 3:00 partner to
discuss what they need to do to get started. Then just quickly ask for some feedback from participants
on the various questions. Brainstorm on how to problem solve how to get around some of the pitfalls
they may have. Discuss what they could do collaboratively to get help each other get started.
What next ???
What do I need to do to make balance literacy work in my classroom or school?
What is needed to implement Working With Words?
•
•
Word Walls
Working with Words – Word Building
What is needed to implement Reading?
•
•
•
•
Read alouds
Shared reading
Guided reading
Independent reading
What is needed to implement Writing?
•
•
Write Demonstrations
o Write aloud
o Shared writing
o Mini-lessons
Guided and Independent Writing
Closure - Three stars and a wish
List three things that were great about today’s learning session; then identify one thing that you
wish had been different.
51
Appointment Mixer
Discuss the What next sheet
with your 3:00 partner.
Brainstorm ways to problems
solve how to get around
some of the hurdles you
face.
Discuss how you could
collaborate to make this
work.
52
Three Stars and A Wish
A wish….
53
Closing Prayer
Heavenly Father as we come to the end of our time together we thank you for what
has been accomplished here today. May the matters discussed serve as a catalyst
to move us forward and cause us to advance and see growth in all areas of our
lives. May we leave here recognizing You are the God of all wisdom and You are
willing to lead us forward. This we pray in the name of the Lord Jesus. Amen
54
Appendix A: Balanced Literacy in an Elementary Classroom – Principal
Checklist
Physical Environment
What to Look for
•
•
•
•
•
•
•
•
•
•
Books, print, literacy tools are everywhere
Many different types of authentic reading materials available to students
Authentic classroom tasks displayed
Browsing boxes grouped by levels
Materials at all levels
Resources available
Supplies (teacher and student) easily accessible
Meeting area with literacy easel
Room set up to accommodate a variety of types of work (large group, small group, oneon-one centers, etc.)
Expectations and routines clearly posted
Classroom Climate
What to Look For
•
•
•
•
•
•
•
•
•
•
•
Balance of quiet and talk activities
Interactive conversations concerning reading and writing
Expectations are clear to students, and they can self-regulate
Students engaged in meaningful literacy work
Higher level questions are asked by the teachers and students
Independent literacy work may be open-ended, encouraging higher level skills
Students encouraged to take risks
Transitions between activities smooth and efficient
Evidence of on-going assessment of student progress
Community and cooperation
Student independence, ownership, and responsibility
55
Read Aloud
What to Look for
•
•
•
•
•
•
Selection is appropriate for age and interests of students
Uses a variety of types of text for read aloud
Teacher models reading strategies through “think aloud’s”
Occurs every day
Students invited to respond to read aloud selections
Specific teaching points are evident
Shared Reading
What to Look for
•
•
•
•
All students have access to text
Specific teaching points are evident
Parts of text are highlighted to reinforce teaching point
Text read repeatedly
Guided Reading
What to Look for
•
•
•
•
•
•
•
•
•
Teacher working with small, flexible group (5-6 students)
Group has similar needs, determined through assessment
Text used presents challenges and supports to students
Teacher provides support through introduction to selection, highlighting key ideas,
vocabulary, etc.
Students read text independently with teacher available to provide support
Teacher and students return to text for a teaching point after reading
Teaching points are evident and clear to students
Teacher making anecdotal notes about individuals and group
Teacher listening to individuals read
Independent Reading
56
What to Look for
•
•
•
•
•
Students know how to select appropriate books for themselves
Students reading independently
Students self-select reading material
Teacher conferencing with individuals
Students may be responding to text through writing or some other form
Modeled/Shared Writing
What to Look for
•
•
•
•
•
•
•
Teacher thinks aloud about all aspects of writing process
Focused on specific skill(s)
Skill focus determined from assessing student work
Writing done so all students can view it
Teacher models rereading and revising
Teacher discusses writing with students
Teacher clearly states expectations to help students in their own writing—may develop a
rubric together
Interactive Writing
(more prevalent in primary grades)
What to look for
•
•
•
•
•
•
•
Teacher negotiates text with students
Text is authentic, meaningful, and intended for a specific audience
Teacher shares pen with students, selecting parts for students based on knowledge of their
skills
Writing is challenging but “doable” for students
Teaching points evident
Teacher engages all students while individuals are writing
Lesson moves along at appropriate pace
57
Guided Writing (Writing Workshop)
What to Look for
•
•
•
•
•
•
May begin with mini-lesson (this may also be part of the modeled/shared/interactive
writing components)
Students writing, practicing skills learned through mini-lessons
Writing may be student choice or teacher assigned
Teacher meeting with individuals or small groups of students to teach specific skills
Students aware of and following routines established
Students may be participating in peer conferences
Independent Writing
What to Look for
•
•
•
Students self-select topics
Teacher conferencing with students
Students have opportunity to publish writing if they want
Word Study
What to Look for
•
•
•
•
•
Imbedded in all other aspects of balanced literacy
Focus on patterns found in words to enhance reading and spelling
Open and closed word sorts
Use of word walls
Emphasis on increasing vocabulary for reading and writing
58
Appendix B: Literacy Links
Following is a list of links that we have found helpful in researching literacy - both
for current research and for classroom strategies and ideas. They are in no
particular order.
http://manotickps.ocdsb.ca/Curriculum/Documents/What%20is%20Balanced%20Li
teracy.pdf Balanced literacy
http://www.prel.org/products/re_/assessing-fluency.htm Assessing reading
fluency
http://www.earlyliterature.ecsd.net/ Website on early literacy - created by
Edmonton Catholic
http://www.k-3learningpages.net/web%20phonemic%20awareness.htm List serve
of web resources on phonemic awareness
http://teams.lacoe.edu/reading/assessments/yopp.html Yopp-Singer test of
phonemic segmentation
http://homeschooling.gomilpitas.com/articles/060899.htm Reading level
assessment
http://www.readabilityformulas.com/flesch-grade-level-readability-formula.php
The Flesch Grade Level Readability Formula - you can determine the
readability of a book
http://jeannesauve.hpcdsb.edu.on.ca/leveled_books.htm List of leveled books for
home reading programs and guided reading done by Fountas and Pinnell - it
sorts by title, author, and by level.
http://www.succeedtoread.com/ Great site for how to teach children to read
http://www.readinga-z.com/assess/ This is a great website for an overview of a
reading resource center and tools that teachers could use
59
http://discoveryschool.com/schrockguide/arts/artlit.html An amazing list of language
arts resources for teachers. http://www.kidzone.ws/dolch/index.htm List of Dolch
Basic Sight Vocabulary of 220 words (preschool - Grade 3)
http://candohelperpage.com/sightvocab_1.html#anchor_376 Sight Vocabulary,
Fry Words and More
http://www.learningfirst.org/lfa-web/rp?pa=doc&docId=46 Every Child
Reading: An Action Plan; A Learning First Alliance Action Paper.
http://www.wfu.edu/education/fourblocks/ Dorothy Cunningham's Four Blocks
Literacy Model
http://www.sedl.org/reading/rad/ Reading Assessment Database - includes
Yopp's Phoneme test
http://curry.edschool.virginia.edu/go/wil/rimes_and_rhymes.htm Rimes and
Rhymes - A Rhyme a Week - a great resource for teachers
http://www.thekcrew.net/balancedliteracy.html The K Crew has been doing
Balanced Literacy since 1996. – great freebie downloads
http://www.youtube.com/results?search_query=Free-Reading+lesson&aq=f You
tube has many videos called Free-Reading Lessons – They are short 2 – 6
minute videos demonstrating many ways to teach reading to students
http://www.rci.rutgers.edu/~ike99/lesley.html Early Literacy Development; About
the Early Literacy Component; Eisenhower Project in Early Literacy with Dr. Lesley
Morrow
http://www.auburn.edu/~murraba/insight.html Gaining Alphabetic Insight: Is
Phoneme Manipulation Skill or Identity Knowledge Causal? Bruce A. Murray, Auburn
University Journal of Educational Psychology, 1998
http://www.ed.gov/inits/americareads/nichd.html National Institute of Child
Health and Human Development (NICHD) Research supporting America Reads
Challenge
http://teams.lacoe.edu/documentation/classrooms/patti/k-1/k-1.html Patti's
Electronic Classroom; a valuable resource for teachers
60
http://www.gslis.utexas.edu/~vlibrary/edres/pathfinders/pool/index.html
Emergent Literacy
http://www.literacytrust.org.uk/reading_connects Literacy Database; National
Literacy Trust Database and Information Service; summaries of key initiatives,
summaries and areas.
http://www.cell-exll.com/ Foundation for California Early Literacy Learning
http://www.sasked.gov.sk.ca/docs/ela/e_literacy/ Saskatchewan Early Literacy
Resource for Teachers
http://www.ciera.org/ CIERA: The Center for the Improvement of Early Reading
Achievement - reports available to download.
http://www.ncrel.org/sdrs/areas/issues/content/cntareas/reading/li100.htm
North Central Regional Educational Laboratory: Critical Issue: Addressing the
Literacy Needs of Emergent and Early Readers
http://teacher.scholastic.com/professional/teachstrat/balanced.htm Balanced
Literacy by Dorothy Strickland
http://www.eduplace.com/rdg/res/ Professional Development on Balanced Literacy
******
http://www.eric-carle.com/ Eric Carle's Home Page
http://www.janbrett.com/ Jan Brett's Home Page
http://www.randomhouse.com/seussville/ Seussville
http://www.robertmunsch.com/ Robert Munsch's Home Page
http://www.anansi.org/webwalker/webasi.htm Anansi Web Sites
http://www.enchantedlearning.com/Rhymes.html Rebus Nursery Rhymes
61