26
Or: How do American kids learn to read?

CLTA 2011 Robin Harvey's Balanced Literacy Presentation

Embed Size (px)

DESCRIPTION

On 2011 CLTA annual conference, Robin Harvey from DCLT made a presentation about balanced literacy approach in the language classroom.

Citation preview

Page 1: CLTA 2011 Robin Harvey's Balanced Literacy Presentation

Or: How do American kids learn to read?

Page 2: CLTA 2011 Robin Harvey's Balanced Literacy Presentation

• Reading• read aloud, shared reading, guided reading,

independent reading

Writing• Process writing approach • shared writing, interactive writing, independent

writing in a variety of genres.

• Word Work• Phonemics, Vocabulary Studies

• From: http://schools.nyc.gov/Academics/EnglishLanguageArts/ParentResources/ELA+Frequently+Asked+Questions--Parents.htm

Page 3: CLTA 2011 Robin Harvey's Balanced Literacy Presentation

• Connections between letters & sounds• Speed, accuracy in reading• Proper expression (indicates

understanding)• Comprehension skills and strategies

Page 4: CLTA 2011 Robin Harvey's Balanced Literacy Presentation

• Teacher models effective reading strategies.

• Language learners receive frequent exposure to comprehensible input and quality language models.

• Read across genres: fiction, non-fiction, poetry.

• Pre-reading:

1. Introduce the genre and the author of the book.

2. Activate learners’ prior knowledge about the topic.

• During reading:

1. Make text-to-self or text to text connections.

2. Make predictions

3. Choral reading or repeated reading.

• Post-reading:

1. Students think and share how they like the book.

2. Role play

3. Retell part of the story

Page 5: CLTA 2011 Robin Harvey's Balanced Literacy Presentation

Literacy-Rich Environment• Word Wall

• Semantic Maps

• Multilingual labels for classroom items and supplies

• A classroom library with leveled books

• Students’ written works

• Vocabulary from the current reading

• Class Rules

• Good reading habits and strategies

Page 6: CLTA 2011 Robin Harvey's Balanced Literacy Presentation

•All students have access to the text.

•Teacher and students read the text together.

•Students respond to the text through writing, art, drama, music and discussion.

•A shared reading piece could be an authentic text like advertisement or news, texts from current read alouds, or adapted texts from a chapter book, etc.

• Teacher encourages students to mark and underline the important language or content points in the text during the shared reading activity.

Page 7: CLTA 2011 Robin Harvey's Balanced Literacy Presentation

•Students selected books from the classroom library according to their reading level.

•Students provide feedbacks after independent reading. For an example, a journal entry of what he or she learned from the book.

•Teacher prepares reading logs for students to keep a record of what they have already read.

Page 8: CLTA 2011 Robin Harvey's Balanced Literacy Presentation

•Teacher and children work together to compose messages and stories.

•The message is usually related to some individual or group experience

•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.

•Whole class activities•Work on writing process or specific skills as needed.

Page 9: CLTA 2011 Robin Harvey's Balanced Literacy Presentation
Page 10: CLTA 2011 Robin Harvey's Balanced Literacy Presentation

•Guided writing is an individual or group activity where learners use word maps to organize their ideas and write texts.

•Students grouped together by needs.

•Work on specific, needed skills (vocabulary, grammar, etc.)

•Encourages the children to discuss writing

•Allows immediate feedback on success and further areas for improvement.

Page 11: CLTA 2011 Robin Harvey's Balanced Literacy Presentation
Page 12: CLTA 2011 Robin Harvey's Balanced Literacy Presentation

•Story planning

•Revision

•Self and peer Editing

•Teacher editing

•Direct instruction in the mechanics of grammar.

Page 13: CLTA 2011 Robin Harvey's Balanced Literacy Presentation

•Editing occurs during the writing process.

•Peer Editing: Teacher provides rubrics for students to edit peer’s written work.

•Self-Editing: Students revise written works according to rubrics or teacher’s notes and feedbacks.

Page 14: CLTA 2011 Robin Harvey's Balanced Literacy Presentation
Page 15: CLTA 2011 Robin Harvey's Balanced Literacy Presentation
Page 16: CLTA 2011 Robin Harvey's Balanced Literacy Presentation

Definition: Students read drafts of their fellow students' essays in order to make suggestions for revision. Writing is a process of communicating to an authentic audience.

•Tell one think you liked

•Ask one question

•Give one suggestion

Page 17: CLTA 2011 Robin Harvey's Balanced Literacy Presentation
Page 18: CLTA 2011 Robin Harvey's Balanced Literacy Presentation
Page 19: CLTA 2011 Robin Harvey's Balanced Literacy Presentation

• A special time and place is allotted to writers who wish to share their final products with an audience. •The student in the author's chair reads aloud a selected piece of text or a piece of their own writing.

•Author's Chair is an opportunity for the writer to receive positive feedback from their classmates.

•Author Chair helps to develop students' concept of authorship and to emphasize that students' ideas and experiences are worthy of preservation and sharing

Page 20: CLTA 2011 Robin Harvey's Balanced Literacy Presentation
Page 21: CLTA 2011 Robin Harvey's Balanced Literacy Presentation

•Use techniques our students understand

•Word work and grammar study is done within the context of reading and writing: gaining comprehension & expressing our thoughts

•Scaffolding every step of the way

•Many opportunities for practice and use of language

Page 22: CLTA 2011 Robin Harvey's Balanced Literacy Presentation
Page 23: CLTA 2011 Robin Harvey's Balanced Literacy Presentation
Page 24: CLTA 2011 Robin Harvey's Balanced Literacy Presentation
Page 25: CLTA 2011 Robin Harvey's Balanced Literacy Presentation
Page 26: CLTA 2011 Robin Harvey's Balanced Literacy Presentation

Robin HarveyNew York UniversityProject for Developing Chinese Language [email protected]

www.steinhardt.nyu.edu/teachlearn/dclt