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Balanced Literacy

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Balanced Literacy

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    1. Balanced Literacy

    2. Balanced literacy is like Respond on your (pink) white boards!

    3. Guiding Readers and Writers Fountas and Pinnell Words Their Way Bear & Invernizzi Making Big Words/Phonics They Use Cunningham

    4. ELIT4: Phonological and Phonemic Awareness A stretch before you read! Note to LS: This session is for elementary teachers only. There are no K-8 changes. If you present this at a K-8 school I found it best to schedule this in a way that allows you to excuse secondary teachers (grades 6+) from ELIT4, and schedule them for a session on content area literacy that includes information they would have received in the SLIT series. See the ppt I labeled content specific.Note to LS: This session is for elementary teachers only. There are no K-8 changes. If you present this at a K-8 school I found it best to schedule this in a way that allows you to excuse secondary teachers (grades 6+) from ELIT4, and schedule them for a session on content area literacy that includes information they would have received in the SLIT series. See the ppt I labeled content specific.

    5. In your own experience When you dont know how to spell something what do you do to figure it out? When you come to an unfamiliar word while reading what do you do to figure out what word it is?

    6. SOUND IT OUT What do you need to know in order to sound something out? Two skills: segmenting and blending. Segmenting breaking a word down into its sounds. Blending putting the sounds together to make a word that carries meaning.

    7. You can do this because you are aware of the way words sound in language. This is called Phonological Awareness. AGENDA: Definitions and why we do PPA Examples: songs, activities Practice, practice, practice! *Extra phonics blending practice!

    8. definitions

    9. Foundation For Phonics One of the strongest indicators for future reading success is a kindergarteners ability to identify and produce rhymes. WHY? PA Lesson objective: to increase student awareness of the sound structure of English Have CMs imagine why this is trueHave CMs imagine why this is true

    10. Warm-up for Word Study the PA Lesson objective is always to increase student awareness of the sound structure of English in two ways: SEGMENTING BLENDING

    11. What this looks like: K-1st = songs, poems, games to reinforce word study targets (This age group needs lots of exposure and repetition with target sounds!) 2nd-6th = FAST, fun, FOCUSED activities as a warm up to word study. (This age group isnt learning the sounds for the first time, they just need to tune in.)

    12. DAILY DOUBLE!!! CHECK for understanding: What part of the balanced literacy framework does PA support? Pick a SOUNDany sound you want for the next demonstration.CHECK for understanding: What part of the balanced literacy framework does PA support? Pick a SOUNDany sound you want for the next demonstration.

    13. FAST, FUN, FOCUSED Research shows PA is valuable up to 20 hours a year, not 20 min a day. WHY?!?!?!??...

    14. PA tasks: First-sound comparison: identifying orally spoken words beginning with the same sound. Blending onset-rime units into real words Blending phonemes into real words Deleting a phoneme and saying the word that remains Segmenting words into phonemes* Blending phonemes into non-words (nonsense words)* *=most closely linked to reading achievement! Pass out a graphic organizer with boxes to record info on each of these kinds of tasks. These are all different ways to get students to attend closely to the sounds of language.Pass out a graphic organizer with boxes to record info on each of these kinds of tasks. These are all different ways to get students to attend closely to the sounds of language.

    16. Fist bumping Onset --- rime === syllable. Using Daily Double winners choice target, list words that contain the target word study sound: (8-10)

    17. Songs! Slide slide slippity slide, I say the sound you blend them one time: (Blending) Break it down, break it down, break it down: I say the word, you say the sound: (Segmenting)

    18. MORE SONGS! if you think you know this word shout it outand tell me what you heard! (to the tune of if youre happy and you know it. Fee-Fi-Fiddly-i-oh using different sounds. Zee-zi-ziddly-i-oh (someones in the kitchen with Dinah) Banana-nana song

    19. activities Robot stories (segment words out loud as you read) First-sound comparison pictures sorts Onset-rime fist bumping, B-ball dribbling, dancing

    20. CM practice ? PICK a NEW song/dance or activity to do with an objective that you have coming up

    21. www.ndaeyc.org/docs/PASongsNDAEYC.pdf

    22. Questions? Concerns? Your mom jokes? FIND ME ?! Rachael.gabriel.ls@gmail.com 617-721-0995 Office hours Mon & Wed 8:30-9:30 outside resource rm. www.readingisthinking.org

    23. At the very beginning Book & Print awareness (EYES-text) Directionality Word awareness Letter awareness We work on book & print awareness by reading aloud to children and letting them handle and have access to books they can handle and explore. We work on Phonological awareness with some direct instruction and a lot of practice! This session is about designing that instruction and practice. We work on book & print awareness by reading aloud to children and letting them handle and have access to books they can handle and explore. We work on Phonological awareness with some direct instruction and a lot of practice! This session is about designing that instruction and practice.

    24. So you can expect Pictures Pictures with labels Initial sound labels Word labels Pictures with captions Pictures with sentences Paragraphs

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