hmm.. this is long...

Home

Chat

Blogs

Collection

Directory

Home : 2001 : July : 17

hmm.. this is long...
By MM

I'm sorry that I can't give you an example from one book. Balanced Literacy is more like a "framework" for the way you run your literacy block. Usually this block is an uninterrupted 2-2 and a half hours (meaning no specials,
no resource room or pull outs)
*20-25 minutes of this time I devote to read alouds (preferrably something related to the social studies curriculum and on grade level)while incorporating "think alouds" about author's craft- for instance if the author used a simile or forshadowing I point that out, a shared reading, and a mini-lesson or a short assignment like- if you notice a

simile in your independent reading today- put a sticky note on it to share at the end of the block. This instruction is whole class.

Then, I divide my class up into 3 groups. One group (about 10 students in each group) I take and we do guided reading- or small group instruction. This takes about 25 minutes. The reading we do in this groups are on the student's instructional level. I teach 4th and 5th grade and I have a range of reading levels in my class from first grade to sixth grade. It is important to read books on the student's instructional level- books that are readable with a little teacher guidance. The groups are flexible, for instance, a student isn't "stuck" in the same group all year. If their reading level goes up- they move to a different group. Sometimes, I do literature circles on a certain topic- like if we have an interest in Helen Keller or World War II we might be in a group with different abilities, reading different books about the same topic. Ususlly a mini-lesson reinforcing the same idea we talked about as a whole class in these groups or a learn a new reading strategy or a mini lesson relating to word study to work on during independent working time.

*While these guided reading/literature study groups are going on 10 students are independently reading on their level. Sometimes, students listen to a book on tape as well. It is important that they are reading books on their level because they may not talk or move around the room during this time.
Unless of course they need to use the rest room- I'm not that mean! However, I have taught them at the time I am with a group- I am with a group, and NOT to be inturrupted- there is one girl's pass and one boy's pass. This is the only time of they day where they are not allowed to tell me where they are going- they simply take the pass and go. If the pass is not there- someone must be using it and you read and wait. I have had NO problems with this procedure once it was taught. Sorry, I'm getting off topic.

*The other 10 students are working on independent work at this time- writing a response to their reading in their journal, working on a word study activity, handwriting practice, or any other independent work- like taking notes for the science chapter we are currently studying, etc. I look at everyone's journal once a week - 5-7 a day. Everyone knows which day they need to leave theirs on my desk. I read it and respond. I try to ask probing questions and get them to really think about what they are reading. My very awesome aide monitors this activity and "guides" students accordingly.

*After all 3 "rotations" have taking place we then all gather in a circle on the floor for 10 minutes summing up what we did during the reading block. We give compliments when necessary- "I really like the discussion we had during our small group... we talked about..." (The students do this, I am a listener, and record important ideas in my grade book) They rate themselves based on a rubric describing HOW to silent read-- a 1 is they were "totally into the book- no distraction" a 2 is "mind wandering- had difficulty concentrating" and a 3 is "totally distracted." They say 1-2-or 3 and I record what they were in my book. They are honest and most of the time they REALLY try for a 1. And sometimes they share similes they found in the book or any other authors craft we might be talking about during our mini-lessons. Sometimes they want to tell about a book they are reading during independent reading time.

That is how I run my Reading Block. I'm sorry if I didn't answer the question. There is no "set" of lesson plans- you base all lessons on what the students already know- and build on that. I hope I helped. As for Writing Block- that is where I need help!