Date post: | 14-Apr-2017 |
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BALANCED LITERACY PROGRAM
It is a comprehensive program of language arts acquisition
It was developed on the idea that all children can read and
write
It incorporates a variety of literacy strategies, carefully selected materials for each activity and a responsive
teacher
It consists of reading and writing
It includes teaching phonics, grammar skills, reading and comprehension strategies,
writing forms, & skills
It aims to guide students toward proficient and lifelong learning
BALANCED LITERACY PROGRAMSUPPORT + PARTICIPATION
=
COMPONENTS Reading Aloud Shared Reading Guided Reading Independent Reading Writing Aloud Shared Writing Guided Writing Independent Writing
Reading Aloud
Also referred as modeled reading
It involves the teacher reading in a fluent and phrased manner
During this process the teacher is in control of what is being modeled
Students participate by listening and watching
When we read aloud to children they learn to enjoy stories & anticipate reading on their own. They begin to grasp that reading can be fun.
READ ALOUD : Promotes a love of reading and
stimulates the imagination, Provide models of fluent
reading, Develops sense of story/ text, Develops vocabulary and
encourages prediction, Builds a community of readers, Develops active listening.
Shared Reading
It involves students reading from an enlarged text in unison with the teacher
A sense of community is established and students feel encouraged &
confident to read along in enthusiastic environment
Students take a more active role in the process
Young readers are introduced to different genres and authors
SHARED READING : Provides students with essential
demonstrations of how reading works,
Develops a sense of story or content,
Develops fluency, phrasing & reading strategies,
Increases comprehension, Allows students to see themselves
as readers, Provides students with a safe,
nonthreatening environment.
Guided Reading
Bridge between shared and independent reading.
The teacher introduces aselection at the student's instructional
level.
Students are responsible for the reading.
The teacher is the guide, observer, monitor, responder, and questioner.
GUIDED READING : Promotes reading strategies and
offers students the opportunity to practice their reading skills,
Encourages independent reading, Allows the teacher to monitor
individual students’ progress. Expands student’s belief in their
own ability as a reader and consolidates or extends their understanding of a text.
Independent Reading
Students choose and read their own texts according to their interests.
The teacher’s role is to support, observe, and respond to student
efforts.
INDEPENDENT READING :Encourages strategic reading,
Allows students to choose texts that interest them,
Promotes reading for enjoyment and information,
Develops fluency by reading just right books and fosters self-confidence by reading familiar and new texts,
Provides opportunities to use mistakes as learning opportunities,
Supports writing development.
Writing Aloud
The teacher thinks aloud ; students observe
The teacher should not attempt to model the entire writing process in a sitting.
The teacher models his thinking, planning, questioning, drafting, and revising.
Shared Writing
Also called as Modeled Writing.
The teacher and students collaborate to write texts ; the teacher acts as the scribe.
The teacher initiates and models writing, while students contribute their ideas.
The object of shared writing is to demonstrate and teach the necessary
skills and conventions of fluent writing.
SHARED WRITING : Supports reading development, Provides model for a variety of
writing styles, Models the connection among and between sounds, letters, and words, Produces text that students can
read independently, Necessitates communicating in a
clear and specific manner.
Guided Writing
The aim is to support students in becoming independent writers.
The teacher and students compose together using a "shared pen“ technique in which students do some of the writing.
GUIDED WRITING :
Provides opportunities to plan and construct texts, Increases spelling knowledge, Produces written language
resources in the classroom, Creates opportunities to apply what
has been learned
Independent Writing
The students write independently and implement that which they have
observed and experienced.
Students take responsibility for their own writing.
INDEPENDENT WRITING :
Strengthens text sequence, Develops understanding of multiple uses of writing, Supports reading development, Develops writing strategies, Develops active independence.
Adults must foster
joy in and purposefulnessfor reading &
writing because children
will not become proficient ifthey do not enjoy the
experience orsee any value in
it.
REFERENCES :Developmental Reading -1 By Mr. Alejandro
Bernardohttp://
schools.alcdsb.on.ca/mart/Curriculum%20Information/Components%20of%20a%20Balanced%20Literacy%20Program.pdf
http://www.wresa.org/ERR/Module%201.pdf
ALL PHOTOS WERE RETRIEVED FROM GOOGLE
THANK YOU!
JESRAEL AMBROS MEDRANO BSED-III SSCAMILLE ANGELICA G. TUPPAL BSED-III SSCHRISTIAN PRUDENCIANO BSED-III MAPEH
MARVIN MAGUDDAYAO BSED-III MAPEH(01/31/16)