In the balanced literacy classroom, students often participate in teacher guided reading of leveled texts that are not controlled for spelling patterns. Instead they are leveled according to background knowledge, sentence length, font size, repetition, etc. These texts are often on a variety of topics rather than supporting students in building knowledge in a specific topic area.
In the EL Education curriculum, teachers use texts controlled for the spelling patterns and words that are explicitly taught during instruction because when learning a spelling pattern, students need opportunities to read text that lets them apply that pattern.
Students also independently read texts at their level on the specific topic, in order to build background knowledge about the topic. In a balanced literacy classroom, literacy skills are often taught in silos with separate times allocated in the school schedule for reading and writing. The two are often not connected in content.
Shared reading is a more interactive activity, where students are given the opportunity to join in on reading the text, or portions of the text. The role of the educator is to model fluent, expressive reading. Because the educator is involved in the reading, students are able to access texts that may be beyond their independent reading level. During shared reading, it is essential for all students to have access to the text. This may take the form of a poem or chant written on chart paper, that all students can see.
Big books are also ideal for shared reading. Or, it may be necessary to provide each student with a copy of the book being read. Shared reading can begin with the educator reading the text aloud, with students following along. This allows for modeling of fluent reading and the use of expression. During subsequent readings, students are invited to join in. For example, they could be reading a poem, reading a line that is repeated throughout a story, or reading the last word in lines of a rhyming text.
The text being used for shared reading can be revisited more than once, over subsequent days. Like read alouds, shared reading can be done with a specific purpose in mind. For example, if students are reading a poem written on chart paper, word study can be integrated into the activity by having them find the rhyming words. Similarly, shared reading can be used to discuss punctuation such as periods, exclamation marks, and question marks.
The texts used for shared reading can be incorporated into writing, with students using the shared text as a model for their own writing. During close reading, a text is revisited multiple times, with a focus on exploring its deeper meaning. Educators choose texts that offer more complex plot lines and rich vocabulary, along with messages students can learn from. Simple texts do not offer themselves as well to close reading, since the text will be explored over several days.
Close reading may take the form of a read aloud, guided reading, or independent reading, depending on the age and reading proficiency of the students. The educator sets the purpose each time the text, or a specific portion of the text, is listened to or read. For example, students may be asked to connect their prior knowledge and experience to the text, to listen for challenging vocabulary, or to identify stated versus implied information. During independent reading, each student is reading a text, either of his choosing or within parameters set by the educator, with little to no assistance.
For example, each student in a small group may be reading a novel as part of a book study. Or, the educator may have asked students to select a piece of non-fiction to read. Independent reading can also be a time when each student has selected a text to read purely for enjoyment. Shared writing in an interactive experience where students contribute to the writing, either in a small or whole group setting.
The writing is done in front of the students, which allows the educator to focus on different teaching points throughout the process. For example, when constructing a letter together, students offer ideas and the educator may pause to ask about adding punctuation or uppercase letters. Or, the educator may have students stretch out an unfamiliar word to learn its spelling. Other concepts, such as word choice or paragraphing, can also be taught through shared writing.
Because the educator facilitates the activity, shared writing allows learners of varying levels to participate. During Writing Workshop, teachers provide instruction on the various forms of writing, and students learn the basics of Process Writing. Subscribe You may unsubscribe at any time. Order Now Free Trial. About Reading A-Z. Shared Reading During shared reading, teachers provide explicit comprehension instruction. Reading A-Z's collection of projectable Big Books supports developmentally appropriate skills, such as concepts of print, as well as reinforces specific reading skills and strategies.
See the Books by Skills Chart for a list of major skills covered in each lesson. Reading A-Z's collection of leveled readers spanning levels of difficulty represents a variety of text types and genres and includes a balance of fiction and nonfiction. Use Benchmark Books or Benchmark Passages to determine where to start students within the levels and to monitor their progress as their reading improves.
0コメント