Building Balanced Literacy
Literacy
development is a complex process. Although many
"basal" programs have a reading curriculum that
incorporates the components of literacy, most are inadequate in
meeting the diverse needs of the learners in our
classrooms. In terms of children's needs, there are eight
basic components of literacy development that a teacher needs to
blend and orchestrate to create a rich environment for literacy
development (Word Matters, Pinnell and Fountas). These
components include:
1. Understanding the purpose of literacy so children may
develop an appreciation for literature in their lives.
2. Children need to hear written language so they can
learn its structure and take in new information and ideas.
3. Children need to become aware of the sounds of
language, to enjoy those sounds, and to use this knowledge as a
tool in becoming literate.
4. Children need to have many experiences working with
written symbols so they can learn how to look at letters and use
this information to read and write.
5. Children need to explore words and learn how words work
so they can use this information effectively and efficiently in
reading and writing.
6. Children need to learn the conventions of print and how
books work so they can use this knowledge as readers and
writers.
7. Children need to read and write continuous text so they
can use and expand their knowledge about letters, words, sounds,
and language.
8. Children need to develop flexibility and fluency to
enhance comprehension and enjoyment of reading and writing.
Additional information about these eight principals of literacy,
several professional and classroom resource books are provided
in this section of Primary Teacher's web site as well as the
Book Nook.
Meeting the needs of our students can be an overwhelming
task. However, I have found that beginning with one
component and building over time is the most comfortable method
of learning and developing a system that works for YOU.
One key point to remember is that ASSESSMENT is the key to
learning about the "big" picture. The assessment
process should be ONGOING and drive your instructional practice.
This enables students to develop skills, fluency and make
progress in whole or small groups and as INDIVIDUALS. When
students feel successful and can make sense out of the reading
process, then this intrinsic motivation ignites the love of
reading.
ASSESSMENTS
The
following are a brief list of assessments, formal and informal,
and resources. Click on the underlined title OR book cover
to review the materials.
Key points to
remember:
* Assessment is where the teacher
begins and it is ONGOING.
* Assessment enables the teacher to view progress as well as
understand where to begin the next instructional steps. (ZPD)
* Assessments are NOT always formal. Running
records, observations and anecdotal notes, conversations with a
child about reading, and parent feedback through reading logs
are valuable assessment pieces.
SUGGESTIONS:
* Running
Records:
To keep my running record information organized, I use a steno
notebook for each child. Information or reading
behaviors that I have observed,
running records, or notes I make on the student's progress in
the steno book are
in ONE place. The notebooks are an asset when presenting
information on a child's progress in reading, as well as oral
and written language during conferences.
Assessment
Data:
The requirements of your school district may be different but,
at the beginning of each school year, I assess students using
many different resources and tools. To develop a more
complete picture of the child's language/literacy knowledge, I
include evaluations to such as:
Observational
surveys and notes
- these are made during social interactions with other children
or with myself. An oral language sample provides a picture
of the level of expressive and receptive language. Most of
my students have been dominant Spanish speakers.
Consequently, my evaluations reflect both languages and the
degree of flexibility and proficiency a child has within each
domain. When using the DRA, I also assess the child's
knowledge of print (CONCEPTS OF PRINT, M. Clay). This
provides a picture of letter, word, sound knowledge, book
concepts, directionality, return sweep, one-to-one
correspondence, etc. Additionally, I interview students
about their reading habits, home reading, what they like to
read, etc.
VOCABULARY
AND SIGHT WORDS
-to
assess vocabulary/sight word knowledge, I use Dolch lists
beginning with the first 25-words and continue in 25-word
groups. Other word lists that may be used are the Ohio
Word List, Ayers, etc.
Written
Language -
Assessment, "Hearing and Recording Sounds in Words"
(M. Clay). In
brief, the teacher reads a sentence. Students write the
words the teacher dictates. Points are given for correct
letters/sounds produced.
Letter
Identification - Students
say the name of the letters (upper case, lower case) and the
sounds each letter produces.
Developmental Reading Assessment (DRA). Includes
observational survey, running record, fluency, and comprehension
in varied leveled reading texts. This assessment is
excellent. Further information may be found at the DRA web
site in the resources listed on this page.
Writing Samples -
I use journals, morning messages, and composition books.
Students write about varied topics. I conference with the
student to discover how the child "solves" problems in
written expression, etc and what are the next steps.
Observe students while writing to see if they are trying to
"stretch" sounds in words.
Drawings, illustrations, lists, etc.:
When students draw a picture, the content of their drawing is a
window to their thoughts and perceptions. View the drawing
to look for complex details, labels, spatial perceptions,
thoughts, etc. A developmental picture is gained when
reflecting on their work.
Parent interviews/feedback: Ask
parents about what their child reads at home. An interview with
parents presents a picture of the developmental reading at home
(lap reading, rhymes, etc) as well as the quantity of print in
the home. Families may be encouraged to read to their
children when provided with materials to support this
learning. More about that later............
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