ENGLISH LANGUAGE ARTS
In our classroom the balanced literacy framework is used during our language arts block. Balanced literacy consists of shared reading, interactive read aloud, guided reading, independent reading, writing, word study and phonics and phonemic awareness skills.
Interactive Read Aloud-Read alouds occur in a whole group setting. An anchor text is selected by the teacher. The text is one that would be too complex for students to read on their own, but can be comprehended when read aloud by the teacher. The text selected ties into our theme of the week. During an interactive read aloud, the teacher uses the close reading framework to guide the instruction. Close reading consists of re-reading a text multiple times during the week, each time "peeling back a layer" of the book for students to develop a deeper level of comprehension. The goal of close reading is for students to engage with a text in such a way that results in complex and critical thinking. During the first day of close reading, we build background knowledge of the theme or topic of the week. The text is then read for enjoyment, with minimal stopping throughout the read. The second day of close reading focuses on vocabulary development. We look closely at new or unknown words within our anchor text. These words are defined and practiced. We also ask and answer recall level questions to give students the opportunity to "peel back" the first layer of the text. The third day of close reading consists of delving deeper into the text through the use of text dependent questions. These questions require students to use the text, as well as their own experiences, to answer questions that develop higher level comprehension of the text. The fourth day of the close reading usually involves reading a companion text that relates to the theme or topic of the week. After reading the companion text, we make connections and comparisons to the anchor text. Our fifth and final day of close reading consists of a culminating task, which we call a response to literature. Students will often create a craft or small project related to the text or theme of the week.
Shared Reading-During a shared reading, our class works together to read a grade-level appropriate text or poem. During shared reading, we are practicing reading fluency, modeling concepts of print, looking for key letters, sight words, and punctuation. A shared text or poem is used throughout the week to allow students multiple exposures and opportunities for practice.
Guided Reading-Guided reading is focused instruction that takes place in a small group setting, usually 10-20 minutes per guided reading group. Students are group homogeneously by ability (reading level). During the first half of the school year, students work with the teacher on pre-reading skills during guided reading. We focus on phonemic awareness, letter and sound recognition, and sight words. As students begin to master these pre-reading skills, we then move on to reading a text that is at the students' instructional reading level. Students read the text multiple time throughout the week. We focus on reading strategies and skills that will be useful when students read on their own without the support of the teacher. We also continue to develop reading comprehension skills during the guided reading block.
Independent Reading-During independent reading, students have the opportunity to take what they have learned from read alouds, shared reading, and guided reading to successfully read texts at their independent reading level. Independent reading provides students time to practice their reading skills and strategies and also helps develop students into life-long readers.
Writing-In our class writing is done in a writing workshop model. We begin our writing workshop with a small group mini-lesson to address writing skills and strategies, as well as grammar and mechanics. Following the mini-lesson, students work independently on writing in their writing journal. Students use the skills and strategies taught in the mini-lesson within their own writing. The teacher conferences with individual students while the class is writing. The writing workshop ends with a closing meeting, where we review the main points of the mini-lesson and students are given the opportunity to share their writing with their peers. Our writing focuses this year will be narrative writing, writing to share an opinion, and writing to provide a reader with factual information.
Word Study-Word study consists of studying irregularly spelled or high-frequency words we call sight words. In our class we will have a set of 60 words to learn with automaticity. The set of words are broken down into 6 lists comprised of ten words each. Once a student has mastered a list with 80% accuracy, they are then promoted to the next list. Two new sight words will be introduce every week, until all 60 have been taught. Once all 60 words are introduced, we focus on review and mastery.
Phonics and Phonemic Awareness- Our class uses a reading foundational skills program called Fundations. Fundations begins by teaching all lowercase letters, followed by a rapid introduction of uppercase letters and finally digraphs (sh, ch, wh, th, -ck). We focus on identification, letter-sound correspondence, and letter formation. Concurrently, students are also introduced to phonemic awareness skills such as rhyming, syllables, onset-rhymes, isolating initial and final sounds in words, identifying vowel sounds, distinguishing between long and short vowel sounds, blending and segmenting words, and reading CVC words.
Our district has adopted a new ELA curriculum, Benchmark Advance, which follow the balanced literacy framework. For more information on Benchmark Advance, click the link below.
Interactive Read Aloud-Read alouds occur in a whole group setting. An anchor text is selected by the teacher. The text is one that would be too complex for students to read on their own, but can be comprehended when read aloud by the teacher. The text selected ties into our theme of the week. During an interactive read aloud, the teacher uses the close reading framework to guide the instruction. Close reading consists of re-reading a text multiple times during the week, each time "peeling back a layer" of the book for students to develop a deeper level of comprehension. The goal of close reading is for students to engage with a text in such a way that results in complex and critical thinking. During the first day of close reading, we build background knowledge of the theme or topic of the week. The text is then read for enjoyment, with minimal stopping throughout the read. The second day of close reading focuses on vocabulary development. We look closely at new or unknown words within our anchor text. These words are defined and practiced. We also ask and answer recall level questions to give students the opportunity to "peel back" the first layer of the text. The third day of close reading consists of delving deeper into the text through the use of text dependent questions. These questions require students to use the text, as well as their own experiences, to answer questions that develop higher level comprehension of the text. The fourth day of the close reading usually involves reading a companion text that relates to the theme or topic of the week. After reading the companion text, we make connections and comparisons to the anchor text. Our fifth and final day of close reading consists of a culminating task, which we call a response to literature. Students will often create a craft or small project related to the text or theme of the week.
Shared Reading-During a shared reading, our class works together to read a grade-level appropriate text or poem. During shared reading, we are practicing reading fluency, modeling concepts of print, looking for key letters, sight words, and punctuation. A shared text or poem is used throughout the week to allow students multiple exposures and opportunities for practice.
Guided Reading-Guided reading is focused instruction that takes place in a small group setting, usually 10-20 minutes per guided reading group. Students are group homogeneously by ability (reading level). During the first half of the school year, students work with the teacher on pre-reading skills during guided reading. We focus on phonemic awareness, letter and sound recognition, and sight words. As students begin to master these pre-reading skills, we then move on to reading a text that is at the students' instructional reading level. Students read the text multiple time throughout the week. We focus on reading strategies and skills that will be useful when students read on their own without the support of the teacher. We also continue to develop reading comprehension skills during the guided reading block.
Independent Reading-During independent reading, students have the opportunity to take what they have learned from read alouds, shared reading, and guided reading to successfully read texts at their independent reading level. Independent reading provides students time to practice their reading skills and strategies and also helps develop students into life-long readers.
Writing-In our class writing is done in a writing workshop model. We begin our writing workshop with a small group mini-lesson to address writing skills and strategies, as well as grammar and mechanics. Following the mini-lesson, students work independently on writing in their writing journal. Students use the skills and strategies taught in the mini-lesson within their own writing. The teacher conferences with individual students while the class is writing. The writing workshop ends with a closing meeting, where we review the main points of the mini-lesson and students are given the opportunity to share their writing with their peers. Our writing focuses this year will be narrative writing, writing to share an opinion, and writing to provide a reader with factual information.
Word Study-Word study consists of studying irregularly spelled or high-frequency words we call sight words. In our class we will have a set of 60 words to learn with automaticity. The set of words are broken down into 6 lists comprised of ten words each. Once a student has mastered a list with 80% accuracy, they are then promoted to the next list. Two new sight words will be introduce every week, until all 60 have been taught. Once all 60 words are introduced, we focus on review and mastery.
Phonics and Phonemic Awareness- Our class uses a reading foundational skills program called Fundations. Fundations begins by teaching all lowercase letters, followed by a rapid introduction of uppercase letters and finally digraphs (sh, ch, wh, th, -ck). We focus on identification, letter-sound correspondence, and letter formation. Concurrently, students are also introduced to phonemic awareness skills such as rhyming, syllables, onset-rhymes, isolating initial and final sounds in words, identifying vowel sounds, distinguishing between long and short vowel sounds, blending and segmenting words, and reading CVC words.
Our district has adopted a new ELA curriculum, Benchmark Advance, which follow the balanced literacy framework. For more information on Benchmark Advance, click the link below.