How to Reach and Teach All Children Through Balanced Literacy

How to Reach and Teach All Children Through Balanced Literacy offers you a handbook for teaching literacy to diverse students in grades 3-8. The balanced literacy method combines the best practices of phonics and other skill-based language instruction with the holistic, literature-based approach in order to help you teach reading, writing, and speaking in a clear and approachable format. This dynamic resource offers an easily accessible research-based approach to balanced literacy that is grounded in the innovative ideas developed by authors Sandra F. Rief and Julie A. Heimburge. The book includes detailed descriptions of what a balanced literacy classroom looks like and shows how to create a program from the ground up or give your existing program a boost. The book can be used across content areas and is filled with reproducible worksheets, activities, and other handy classroom tools. Some topics covered include: Shared book experiences Reading aloud Oral language and vocabulary development Guided reading for comprehension Modeled writing Reading and writing conferences Book clubs Content area reading and writing Ongoing assessments Enhancing literacy through technology

About This Book vii About the Authors ix Acknowledgments xi How This Book Maps to Standards xxv Chapter 1 BALANCED LITERACY IN THE CLASSROOM—1 Balance and the Challenges of Reaching and Teaching Diverse Readers and Writers 1 Components of Balanced Literacy 2 Balancing Quality Literature and Other Resources in Our Libraries 3 Balancing Reading, Writing, Speaking, Listening, and Word Study 3 Integrating Content in the Literacy Block 3 Balancing Instructional Approaches 4 Balancing Learning Style Preferences of Students 4 Balancing Grouping in the Classroom 5 Balancing Teacher Talk and Student Talk 5 Balancing Teacher-Directed and Student-Directed Activities 6 Balancing Formal and Informal Assessments 6 Establishing a Community of Learners 6 Chapter 2 SETTING UP A BALANCED LITERACY ENVIRONMENT—11 The Look of the Classroom Library Today 12 Selecting Books 12 Choosing Quality Books 12 Newbery Award Books 12 Picture Books and the Caldecott Award Winners 13 Young Readers Choice Awards 13 Choosing Books that Are ‘‘Just Right’’ 13 Involving Students in Book Selection 16 Obtaining More Books for Your Library 16 A Classroom Visit to a Bookstore 17 Making Space for Reluctant Readers’ Needs 17 Organizing the Classroom Library 18 Categorizing Books 18 Enlisting Student Help for Categorizing 19 Labeling Books That Fit 20 Keeping Books for Yourself 20 Knowing Thy Books 21 Displaying Books 21 Lending and Keeping Track of Books 21 Introducing New Books 22 Marking Books 22 Protecting Books 23 Keeping a Fresh Look to the Library 23 Dealing with a Tired-Looking Library 23 Checking Up on What Students Are Reading 23 Tips for Parents 23 Not-So-User-Friendly Public Libraries or Bookstores 24 Reproducibles Activity 2.1. Independent Reading Books: Selection and Evaluation 25 Activity 2.2. Reading Log 26 Activity 2.3. Home Reading Log 27 Chapter 3 READING IN THE LITERACY WORKSHOP—29 Setting Up the Reading Workshop 30 Setting Goals for Reading 30 Managing the Literacy Workshop 30 Assessment in the Literacy Workshop. 30 Selecting Quality Books 31 Strategies for Reading 32 Whole-Class Instruction 32 A Deeper Look at the Read-Aloud 32 A Deeper Look at Shared Reading 33 Guided Reading 34 Literacy Stations 35 Strategies to Help Students Improve Literacy 37 Accountable Talking 37 Graphic Organizers 38 Conferring with Students 38 Conferring Baskets 39 Reproducibles Activity 3.1. Conferring Notes for Reading 41 Activity 3.2. Book Recommendation Form 42 Chapter 4 WRITING IN THE LITERACY WORKSHOP—43 Setting Up the Writing Workshop 44 The Six Traits of Writing and How They Help Direct a Writing Program 47 Balancing Teacher-Directed and Choice Writing 47 Developing Writing Stamina 48 Writing Essentials 48 Establishing Audience 48 Writing in Different Genres 49 Helping Students with Topic Sentences 49 Conventions: How Important Are They? 49 Wall Reading 50 Word Banks 50 Spelling Difficulties 51 Demonstration of Writing 51 The Writing Conference: The Importance of Talk 51 Writing Conference Guidelines 52 Tips for Volunteers 53 Use of the Rubric 53 Publishing 54 Student Reading and Writing Portfolio 55 Raising the Bar 56 Keeping Parents Informed 56 Celebrating Writing 57 Handwriting for Older Students 58 Reproducible Activity 4.1. Conferring Notes for Writing 59 Chapter 5 NONFICTION AND ITS PLACE IN BALANCED LITERACY—61 What Is Nonfiction? 61 Why Teach Nonfiction Explicitly? 62 Entry Points for Nonfiction 62 Learning About Text Structures 64 What Are Common Text Structures? 64 Teaching Text Structures 65 A Deeper Look at Description 66 Sequence or Time Order Through Biographies 66 The Structure of Cause and Effect 68 Text Features 69 Delving into Text Features 69 Instructional Activities to Ensure Understanding of Text Features 70 Skills and Strategies for Accessing Nonfiction 70 Vocabulary in Nonfiction 70 Skimming and Scanning 71 Highlighting and Using Sticky Notes 72 Technology: Benefits and Challenges 73 Supporting Struggling Readers and Writers During This Study 73 Nonfiction Assessment Practices: Baseline and Finale 74 Reproducibles Activity 5.1. Text Feature Activity 75 Activity 5.2. Do You Know Your Text Structures? 76 Activity 5.3. Feature and Structure Search 77 Activity 5.4. Text Structure or Text Feature for a Children’s Book 79 Chapter 6 STRENGTHENING WORD KNOWLEDGE AND FLUENCY—81 What Is Word Study? 81 The Teacher’s Role in Word Study 82 Spelling 83 Developmental Stages of Spelling 83 Characteristics of Proficient Spellers 84 High-Frequency and Commonly Misspelled Words 85 Instructional Activities 86 Vocabulary 90 Instruction: The Big Picture 90 Strategies, Activities, and Scaffolds 91 Vocabulary Charts and Lists 93 Reading Fluency 94 Factor That Contribute to Fluency 94 Strategies to Build Fluency 95 Interventions 96 Reproducibles Activity 6.1. A Study in Homophones 97 Activity 6.2. Vocabulary Detective Work 99 Chapter 7 MAKING ORAL LANGUAGE A PRIORITY—101 Speaking and Listening: Natural Skills? 102 Communication Skills as Part of the Core Curriculum 102 The Whole Group: A Scary Place 102 The Magnificent Seven. 103 Start Small, with Opportunities for Students to Speak 103 Strategies for Practicing Oral Language 104 Quick Talks 104 Prompts for Talking with Partners or Small Groups 104 One-on-One Conferencing 105 Accountable Talk 105 Book Talks and Book Clubs 105 Commercials 106 Fishbowl for Peer Modeling 106 Talking Before, During, and After Writing 106 Use of a Microphone in the Classroom 107 Writer’s, Author’s, or Reader’s Chair 107 Storytelling or Acting Out A Scene 107 Hot Seat 108 Tongue Twisters 108 Performing Poems 108 Guidelines for Performing a Poem 109 Group Poetry 109 Newscast Creation 110 Interviews to Build Confidence in Speaking 110 Oral Language with Puppetry 111 Reader’s Theater for Literature and History Presentations 111 Fun with Role Playing 112 Teaching Board Games to Peers 112 Demonstrating Science Experiments 112 Formal Speeches 112 Accommodations for Reluctant Speakers 114 Oral Language Assessment 114 An After-School Speakers’ or Drama Club 114 Reproducibles Activity 7.1. Cereal Box Book Report and Persuasive Commercial 115 Activity 7.2. Interview Planning Sheet 116 Activity 7.3. Science Experiment Planning Sheet: Oral Presentation 117 Activity 7.4. Speech Plan Sheet 118 Activity 7.5. Monthly Oral Language Presentations 119 Activity 7.6. Oral Language Presentation: A How-to Speech 120 Activity 7.7. Oral Language Teacher Evaluation 122 Chapter 8 USING A THEMATIC APPROACH: SURVIVAL—123 Establishing a Theme 123 Getting Help from Other Teachers 124 Involving Parents 124 Modifying to Meet the Needs of Students 124 Getting Started 124 Survival as a Theme 125 Why Survival? 125 Fitting Survival into the Curriculum 125 Getting Started with Grade-Level Novels 125 Comparing Books to Movies 126 Island Survival: A Sample Plan 127 Supplementary Activities 129 Using Fact Cards 130 Organizing a Survival Book Club 130 Keeping a Response Journal 130 Incorporating Nonfiction 131 Using Audiobooks and Compact Discs 131 Tying In Other Subject Areas 131 Other Resources for a Survival Theme Study 133 Reproducibles Activity 8.1. A Group Newspaper About Brian Robeson’s Adventure in Hatchet and The River 134 Activity 8.2. A Letter from Character to Character 136 Activity 8.3. Prejudice and Discrimination Based on The Cay 137 Activity 8.4. The Perfect Island 138 Activity 8.5. World War II Project Based on Number the Stars by Lois Lowry 140 Activity 8.6. World War II Project Teacher or Student Evaluation 143 Activity 8.7. Survival Theme: Critical Reading and Interviewing 144 Chapter 9 SPECIAL UNITS OF STUDY—145 Author Studies to Produce Stronger Readers and Writers 145 Chris Van Allsburg, Author and Illustrator 145 Avi: A Versatile Writer 147 Katherine Paterson: Comparing and Contrasting 148 Digging Deeper into Story Elements 148 Character Study 149 Developing Character Sketch Cards 152 Symbolism in Because of Winn Dixie 153 Similes in The Thirteenth Floor 155 Genre Studies 155 Reproducibles Activity 9.1. Creating a Flip Book: Story Elements 156 Activity 9.2. Flip Book for Charlotte Doyle: Story Element Response to Literature 157 Activity 9.3. Compare and Contrast Two Books by the Same Author 158 Activity 9.4. Just a Few Reading and Writing Terms You Should Know 159 Activity 9.5. Character Chart 163 Activity 9.6. Character Sketch Card (Front) 164 Activity 9.7. Character Sketch Card (Back) 165 Activity 9.8. Author’s Writing Tools and Story Elements 166 Activity 9.9. Monthly Genre Study Schedule 168 Activity 9.10. Book Jacket 169 Activity 9.11. Picture Book Study: Caldecott Books Recording and Information Sheet 170 Chapter 10 BOOK CLUBS AND LITERATURE CIRCLES—173 ‘‘Literature Circles’’ or ‘‘Books Clubs’’: What Shall We Call Them? 173 What Is a Book Club? 174 The Benefits of Book Clubs 174 Putting Book Clubs into Practice 175 Timing for Book Clubs 175 Ideas for Grouping 175 Choosing Materials to Read 176 Getting Started 177 Setting the Schedule 177 Student Roles in Book Clubs 178 Managing Book Clubs 178 Rules of Etiquette 178 Book Club Folders. 179 Questions to Bring Out the Voices 179 Keeping the Discussion Moving 180 Using Sticky Notes 180 Response Journals and Literature Logs 180 Charting 181 Troubleshooting 182 Accommodations for Special Needs 182 Culminating Activities and Assessment 183 Variations of Book Clubs 183 Building a Schoolwide Reading Community 184 Buddy Classes 186 One Big Book Club 186 Reproducibles Activity 10.1. Book Club Reading Schedule 187 Activity 10.2. Book Club Roles 188 Activity 10.3. Book Club Daily Evaluation Sheet 190 Activity 10.4. Book Club Discussion Notes 191 Activity 10.5. Book Club Group Planning Sheet 192 Activity 10.6. ‘‘Fat Questions’’ to Keep Your Book Club Conversation Going 193 Activity 10.7. Book Club Culminating Activities 194 Activity 10.8. Rubric for Book Club Presentation and Project 198 Activity 10.9. Book Club End-of-Unit Student Evaluation Sheet 199 Chapter 11 READING AND WRITING DIFFICULTIES IN STUDENTS—201 Reading Problems and Research 202 Struggling Older Readers 203 Learning Disabilities and Other Brain-Based Reading Problems 204 Dyslexia 204 Attention Deficit/Hyperactivity Disorder (AD/HD) 205 The Gender Gap in Reading 206 Strategies for Working with Struggling Readers 206 Struggles with Writing 207 Planning and Organization 208 Memory 208 Language Processing 208 Graphomotor Skills 209 Spelling 210 Other Mechanics 210 Editing 210 Self-Monitoring 211 Speed of Processing 211 The Teacher’s Role 211 Strategies for Bypassing and Accommodating Writing Difficulties 211 Research-Based Literacy Intervention Programs 213 Chapter 12 READING COMPREHENSION STRATEGIES AND SCAFFOLDS—217 Characteristics of Good Readers 217 Metacognitive Readers 218 Prereading Comprehension Strategies 219 Prereading Instructional Strategies 219 Prereading Metacognitive Strategies 219 During-Reading Comprehension Strategies 220 During-Reading Instructional Strategies 220 During-Reading Metacognitive Strategies 221 After-Reading Comprehension Strategies 224 After-Reading Instructional Strategies 224 After-Reading Metacognitive Strategies 225 Cognitive Reading Comprehension Strategies 226 Graphic Outlines or Graphic Aids 227 Text Structure 228 Expository or Informational Text Structure 228 Narrative Text Structure 228 Active Reading and Discussion Formats and Activities 229 Reproducibles Activity 12.1. Mapping What I Read 230 Activity 12.2. Narrative Text Organization Chart 231 Activity 12.3. Narrative Text Organization Script 232 Chapter 13 WRITING STRATEGIES, SCAFFOLDS, AND ACCOMMODATIONS—233 The Importance of Modeling 234 Guided Writing 234 Strategies to Help with Writing 234 Prewriting 234 Checklists 236 Planning Forms and Graphic Organizers 236 Drafting 237 Revising 237 Editing 239 Publishing 239 Formats and Genres 239 Paragraphs 239 Powerful Leads and Closings 240 Summaries 240 Response to Literature 241 Letters 241 Narrative 241 Story Grammar 241 The Narrative Organizer Chart 242 Expository Writing 242 Research Papers 243 Persuasive Letters and Essays 243 The Use of Rubrics 244 Note Taking 244 Lecture Notes 245 Textbook Notes 246 Reproducible Activity 13.1. Persuasive Five-Paragraph Essay Rubric 247 Chapter 14 TEACHING AND ENHANCING LITERACY THROUGH TECHNOLOGY—249 Programs for Use in the Classroom 250 Prewriting Software 250 Word Processing 250 Desktop Publishing 251 Multimedia 251 Uses for PowerPoint in Balanced Literacy 252 PowerPoint Web Sites 256 Audiobooks 256 Electronic Books (E-Books) 257 Electronic Mail (E-Mail) 257 The Internet 258 Online Instruction (E-Learning) 258 Handheld Devices 259 Visual Technology 259 Digital Cameras 259 Digital Video. 260 Video Streaming 260 Document Cameras 261 Interactive Whiteboards 262 Sound-Field Classroom Amplification 262 Assistive Technology 266 Portable Word Processors 266 Word Predictors and Spell-Checkers 266 Text-to-Speech Software 267 Scanned Books 267 Speech Recognition Systems 267 Software for Students with Reading and Writing Disabilities 267 Scanner Pens 268 Sources for Assistive Technology 268 Appendix A Sixty Recommended Web Sites for Teachers and Students, Grades 3 Through 8: A Wealth of Resources for Enhancing Literacy 269 Appendix B Building Community: A Two-Week Unit of Study 275 References 287 Name Index 299 Subject Index 303