Forming the Foundation of Learning

Literacy is the way we learn, express, and create ideas. My philosophy of reading is that first and foremost it has to be balanced. Students learn in many different ways and at many different speeds. My literacy program incorporates multiple strategies. Literacy should encompass reading, writing and communication skills. I believe that literacy needs to be integrated into other aspects of the classroom. Literacy is taught through scaffolding and direct instruction of strategies. Instruction should include a balance of direct, guided, and independent learning.

Balanced Literacy is a framework designed to help all students learn to read and write effectively. It incorporates reading, writing, and communication skills and processes.

Assessment is used to guide future instruction. It is done both formally and informally in the classroom.

Some methods I typically use are: 1. rubrics 2. projects 3. focused observation with teacher

anecdotal journal. 4. reading inventory 5. running records

Assessing writing is slightly different then assessing reading.

To assess writing I most commonly use: 1. rubrics – Click for an example

http://rubistar.4teachers.org/index.php?screen=ShowRubric&module=Rubistar&rubric_id=1888850&

2. checklists 3. graphic organizers 4. journal entries 5. conferencing

The key to grouping students is flexibility.

Grouping Options: Proficiency Groups Deliberately Heterogeneous Groups Formal Cooperative Groups Interest Groups Literature Groups Project Groups

At home expectations:

It is important to read with your child every night. I ask that you set up a daily literacy routine at home.

Visit your local library. Make reading FUN! Listen to your child read and discuss the story together. Write small notes to your child, and end it with a question to prompt a written response.

At school expectations:

Please come into our classroom and volunteer when you are available. Review your child’s homework with them. Attend parent/teacher conferences. Email, Call or write in with any questions or concerns regarding your child’s education. This is

IMPORTANT.

Recent research by Snow, Burns & Griffin (1998) supports the idea that the successful teaching of reading requires skill instruction, including phonics and phonemics, in conjunction with stimulating reading and writing experiences.

http://www.readwritethink.org/parent-afterschool-resources/

http://www.readingrockets.org/article/3479

http://www.rif.org/parents/5_8.mspx

http://pbskids.org/lions/games/

Asselin, M. (1999). Balanced literacy. Teacher Librarian, 27 (1), 69-70.

Au, K. H., Caroll, J. H., & Scheu, J. A. (1997). Balanced literacy instruction: A teacher’s resource book. Norwood, MA: Christopher-Gordon Publishers, Inc.

California Department of Education (1996). Teaching reading: A balanced comprehensive approach to teaching reading in prekindergarten through grade three. Sacramento, CA

[Online]. Available: http://www.cde.ca.gov/cilbranch/teachrd.htm.

French, C., Morgan, J., Vanayan, M., & White, N. (2001). Balanced literacy: Implementationand evaluation. Education Canada, 40 (4), 23.

Graves, M. F., Juel, C., & Graves, B. B. (2007). Teaching Reading in the 21st Century. Boston, MA: Pearson Education, Inc. 81