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Second Grade Balancy Literacy Program with Daily 5
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Transcript of Second Grade Balancy Literacy Program with Daily 5
2nd Grade Balanced
Literacy Program
by BJ Zagorac, M.A., M.Ed.
Reading in 2nd Grade
• Teacher’s Philosophy about Reading Every child is capable of learning to read and write with
the help of qualified teachers.
First and second grades are very important times for children as the foundation for reading is developed.
Children take an active role during reading and are always interacting with materials they read to make meaning of them.
Phonics plays an important role in helping children learn to decode some words they will encounter in reading.
Writing is a complement to the reading process as both reading and writing go hand in hand within the learning process.
Reading in 2nd Grade – cont.
• A little more philosophy from the teacher…
Children learn best through reading when they have the
chance to interact with others (students, teachers,
parents, older peers, etc.) and talk about what they have
read.
Reading should be a fun and enjoyable activities that
students will want to continue reading beyond the school
years, throughout their entire life.
Each student is unique, and there is no single “best
method” to teach them to read. Instruction must be
geared toward the individual needs of the child.
Description of Balanced Literacy
• Balanced literacy is a term that describes the use
of the best teaching methods based on the needs
of the students. The methods or theories that the
teachers select should match the learning needs
of the children in their class.
There is no special theory or group of theories that will
work with all students.
The teacher is the most important factor in finding that
right combination of methods that will help each student
excel in school.
Common Core State Standards
• The Common Core State Standards (CCSS) are the new
standards in Language Arts and Math that have been
adopted in Indiana and almost every other state. The new
standards emphasize the following:
– Having students write more in different genres with an
importance placed on persuasive/opinion writing.
– Higher-order thinking and comprehension skills in which
students critically review and evaluate different kinds of
reading material.
– Helping students progress to reading more challenging texts
– Overall goal of standards is to ensure students are prepared for
college and careers after graduating from high school.
– Link: http://www.corestandards.org
Daily Literacy Activities• Literacy program is based on The Daily Five
– 5 Essential Ingredients for the day
1) Read to Yourself – children engage in independent
reading with books that are right on their level.
Objectives: Students will expand on and practice reading strategies taught during guided reading. Students will develop independent reading habits important for fluency and comprehension of texts.
2) Read to Someone – students will select books to
read with a partner in class.
Objectives: Students will develop fluency, appropriate reading rate, and build up motivation for continued reading. Students will also monitor each other’s comprehension of the text being read.
Daily Literacy Activities – cont.
3) Work on Writing – students are often able to write on
topics of their choice or complete an activity from
writer’s workshop.
Objectives: Students will develop positive writing habits and gain an understanding about the major parts of the writing process: brainstorming a topic, writing structure, and editing/proofreading.
4) Listen to Reading – children can listen to stories on
tape or CD.
Objectives: Students will improve sight-word recognition, reading fluency, and understanding of different story structures.
5) Word Work/Spelling – children will engage in
activities related to phonics, word families, word
sorts, and vocabulary.
Objectives: Students will develop better decoding skills for words, increase recognition of sight words, and enhance oral and written vocabulary.
The Teacher’s Role During Daily 5
• During the Daily 5, the teacher will meet with individual
students and small groups. Whole-group lessons will occur
as needed to teach reading strategies.
• Some major comprehension strategies include:
o Using background knowledge
o Creating mental pictures
o Asking questions
o Determining the most important ideas
o Making inferences (reading between the lines)
o Synthesis (bringing everything together in the text with
one’s knowledge)
o Monitor meaning while reading (knowing when one
does or does not understand something)
Different Types of Grouping• Whole-group Instruction: This lesson will involve all
students in the class, and instruction will be based on
skills that all children need to learn.
o Introducing major comprehension strategies
o Presenting new phonics and word decoding strategies
o Reinforcing previously taught strategies and skills
o This type of instruction will usually occur before students begin
the Daily 5 rounds.
• Small-group Instruction: These groups will contain
about 4-6 students and will focus on the needs of
those students.
o Groups will be formed based on reading levels of students and
the reading strategies that would benefit them the most.
o Groups are flexible, and students will change groups as their
needs change.
o Groups will meet with teacher while the rest of the class is
working on Daily 5 activities.
Different Type of Grouping – cont.
• Partners: Students will also work in pairs to complete
activities like fluency practice, shared reading, and
comprehension assignments.
o Working with partners will allow students to feel comfortable
sharing their ideas with a peer.
o Students will be exposed to different perspectives about the
texts.
o This type of grouping will be used during whole-group lessons
and during some of the Daily 5 activities.
• Individual Instruction: The teacher will work with
students individually to help students set reading goals
and monitor progress toward those goals.
o Major goals will include comprehension, decoding, fluency, and
vocabulary knowledge.
o Individual instruction will usually take place during the Daily 5.
A Daily Literacy Schedule in 2nd Grade
Time Activity
9:00 – 9:10 Morning message; attendance, class gathering
9:10 – 9:25 Literacy block starts: whole-group lesson/strategy
9:25 – 9:45 Round 1 of Daily 5; teacher works with small groups
and individual students
9:45 – 10:05 Round 2 of Daily 5; teacher works with small groups
and individual students
10:05 – 10:25 Round 3 of daily 5; teacher works with small groups
and individual students
10:25 – 10:50 Round 4 of daily 5; teacher works with small groups
and individual students
10:50 – 11:10 Round 5 of daily 5; teacher works with small groups
and individual students
11:10 – 11:20 Relax time! – Kids can relax and have snack.
11:20 – 11:55 Writer’s Workshop & Author’s Corner
Assessment of Students• DIBELS (Dynamic Indicators of Basic Early Literacy Skills):
Administered at the start of the school year to see which
children might be at risk for reading problems.
• Fluency Passages: students will read short passages
every 2-3 weeks to monitor oral reading fluency.
– Fluent reading includes factors like reading rate, expression,
and phrasing.
– Fluency target rates (given in words correct per minute) for 2nd
grade:
• Fall: 30-60 Winter: 50-80 Spring: 70-100
• Informal Reading Inventory (IRI):
– Assessment consists of word lists and reading passages.
– Factors include comprehension, decoding, and fluency.
– Helps determine reading level and group placement.
– Will be administered at beginning of school year and as
needed afterwards to monitor student progress.
A Little More Assessment
• Weekly Selection Tests: The core reading program is
Reading Street and students will usually have weekly
reading tests based on story comprehension and new
skills taught.
– The Reading Street program will be used together with the
Daily 5, but often in a whole-group setting.
– This program promotes important skills in phonics, story
structure, fluency, and comprehension.
• Benchmark Test: These tests accompany the
Reading Street program and will be given at the end of
a unit, which is about every 5-6 weeks.
• Tests provide a checklist of specific skills in reading that will
help me determine which areas students have mastered or
still need further enrichment for.
Meeting the Needs of All Students• Struggling readers will be helped in small groups, and the
teacher will work with these students on an individual basis
too.
o Small groups and individual conferences usually occur during
the Daily 5 time.
o Additional assistance will be given to students in using reading
strategies in comprehension, decoding, vocabulary, and
fluency.
• Advanced readers will receive enrichment activities and
read more challenging texts in small groups.
o Teacher will meet with these groups during Daily 5 as well.
o Students will be introduced to chapter books such as The Magic Tree House series.
• What do all groups have in common? High expectations
and a wonderful teacher who cares about all students.
Response to Instruction (RTI)
• Response to Instruction or RTI is a collaborative effort
of teachers and specialized school personnel to adapt
instruction to meet the needs of all students, from
those who are struggling to those who are gifted.
– RTI Model includes 3 Tiers or levels:
• Tier 1 – includes instruction and modifications that are
often provided by the classroom teacher; it is
designed to meet the needs of all students in class.
• Tier 2 – additional instruction is provided to students
who are struggling in Tier 1 or those who are
advanced learners. Small-group lessons with a
learning specialist might be used.
• Tier 3 – aimed toward students who require intensive
intervention and whose needs are not being met in
Tiers 1 or 2. Individual and small group lessons may
be used frequently.
Indiana RTI Tiers
Determining Grades
• Here’s the Breakdown for Language Arts:
45% - Tests and Benchmark Assessments
15% - Homework
20% - In-class Assignments and Quizzes
20% - Small Projects
• Checklists of certain skills will be sent
along with letter grades to help identify
your child’s strengths and weaknesses.
Parent Involvement - Home• What can parents do at home to help their
kids? Review your child’s reading folder daily for assignments
and papers that may need to be signed and returned to
the teacher. Some common assignments might include:
Word Work Activities in which children have to construct
words with paper letter tiles
Fluency sheets for rereading
Comprehension questions that reinforce a strategy taught
in class
Read some of the books your child brings home in the
literacy bag, which will contain books that are a good fit
for his/her reading level.
Ask questions about the story to your child or give them
a prompt to write on that relates to the story. More
guidelines will be given in the Literacy Brochure.
Parent Involvement - School
• What can parents do to help at school? Volunteer in the classroom. Parents help is always
needed and welcomed.
Help out during the Daily 5
Share a good book with the class
Join us for a book club with the students
Help the kids type up their stories from Writing Workshop
Attend Parent/Teacher conferences when you are able.
If you cannot attend, please contact the teacher to make
alternative arrangements. Your feedback is essential to
your child’s success at school
Assist at the school library. Students always need
guidance in selecting books, and teachers would love
help locating books related to a theme being studied.
Helpful Websites for Parents• Literacy Connects:
– www.literacyconnections.com/Parents.php
• There is great information on this website on many
topics related to reading aloud, motivation,
comprehension, and much more.
• Reading Rockets:
– www.readingrockets.org/audience/parents/
• There are many literacy topics on this website
including the new Common Core Standards,
information on struggling readers, children’s
literature, and tons of additional reading topics.
• Please pick up a copy of the Literacy Brochure on
your way out. This is a terrific resource too!
ReferencesAllington, R. L., & Gabriel, R. E. (2012). Every child, every day.
Educational Leadership, 69(6), 10-15.
Bader, L. A., & Pearce, D. L. (2009). BADER reading and language inventory. Boston, MA: Pearson Education, Inc.
Boushey, G., & Moser, J. (2006). The daily 5: Fostering literacy independence in the elementary grades. Portland, MA: Stenhouse Publishers.
Boushey, G., & Moser, J. (2009). The café book: Engaging all students in daily literacy assessment & instruction. Portland, MA: Stenhouse Publishers.
Boushey, G., & Moser, J. (2012). Big ideas behind daily 5 and café. The Reading Teacher, 66, 172-178. doi: 10.1002/TRTR.01116
Calkins, L., Ehrenworth, M., & Lehman, C. (2012). Pathways to the common core: Accelerating achievement. Portsmouth, NH: Heinemann.
Cuban, L. (2012). Standards vs. customization: Finding the balance. Educational Leadership, 69(5), 10-15.
References – cont.Dean, C. B., Hubbell, E. R., Pitler, H., & Stone, B. J. (2012).
Classroom instruction that works: Research-based strategies for increasing student achievement. Alexandria, VA: Association for Supervision and Curriculum Development.
Dow, R. S., & Baer, G. T. (2013). Self-paced phonics: A text for educators. Boston, MA: Pearson Education, Inc.
Gunning, T. G. (2013). Creating literacy instruction for all students. Upper Saddle River, NJ: Pearson Education, Inc.
Henderson, A. T., Carson, J., Avallone, P., Whipple, M. (2011). Making the most of school-family compacts. Educational Leadership, 68(8), 48-53.
Indiana Department of Education (2010). Response to instruction (RTI) guidance document 2010. Retrieved from: http://www.highland.k12.in.us/cms/lib04/IN01001438/Centricity/Domain/18/DOERtI_Guidance_Document.pdf
Indiana Department of Education (2011). Indiana K-6 reading framework: Reading assessment. Retrieved from: http://www.doe.in.gov/sites/default/files/curriculum/3-reading-framework-assessment1.pdf
References – cont.Keene, E. O. (2010). New horizons in comprehension. Educational
Leadership, 67(6), 69-73.
Kuhn, M. R., & Rasinski, T. (2011). Best practices in fluency instruction. In L. M. Morrow & L. B. Gambrell (Eds.), Best practices in literacy instruction (pp. 276-294). New York, NY: The Guilford Press.
Madda, C. L., Griffo, V. B., Pearson, P. D., & Raphael, T. E. (2011). Balance in comprehensive literacy instruction: Evolving conceptions. In L. M. Morrow & L. B. Gambrell (Eds.), Best practices in literacy instruction (pp. 37-63). New York, NY: The Guilford Press.
Marzano, R. J., & Heflebower, T. (2011). Grades that show what students know. Educational Leadership, 69(3), 34-39.
McLaughlin, M., & Overturf, B. J. (2012). The common core: Insights into the K-5 standards. The Reading Teacher, 66, 153-164. doi: 10.1002/TRTR.01115
Morrow, L. M. (2012). Literacy development in the early years: Helping children read and writer. Boston, MA; Pearson Education, Inc.