Third Grade Balanced Literacy Handbook Indianola Community School District

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1 Third Grade Balanced Literacy Handbook Indianola Community School District The Indianola Community School District has developed this guide as a tool for implementing and maintaining a Balanced Literacy Classroom in third grade. The information included is the result of research and processes implemented by the third grade team during the school year. X:/ASI/LiteracyFramework/Third Grade Balanced Literacy Handbook

2 Independent Reading Students have the opportunity to choose their own text and practice reading on their own at school for minutes daily. o Independently reads a significant number of books and texts each year. This reading should include both fiction and nonfiction in a variety of genres. o Reads for a variety of purposes and across content areas. o Students will need to know their independent reading level in order to select their own text. o Students need to be able to read independently for an appropriate period of time. o Students should apply comprehension strategies taught. o Uses a variety of skills and strategies to comprehend non-fiction and informational text. o Uses a variety of strategies and skills to comprehend and interpret fiction. o Reads with fluency silently and aloud to support comprehension. Independent reading occurs when students choose the text at their independent reading level (95% 100%). Students choose from a variety of genres and read for different purposes. The teacher guides and supports readers while monitoring their comprehension. Time should be allotted daily for Independent Reading. The teacher instructs students on finding books at their independent level. The teacher also devises ways for children to respond to literature (journals, book talks, literature circles, mini-lessons, group sharing, teacher conferences, reading logs, etc.). Put Reading First: The Research Building Blocks for Teaching Children to Read Kindergarten Through Grade 3, Second Edition, June, 2003 The Fluent Reader by Timothy Rasinski (2003) Reading With Meaning: Teaching Comprehension in the Primary Grades by Debbie Miller (2002) Strategies That Work by Harvey and Goudvis (2000) o A variety of genres must be available. o A variety of levels of text must be available. o Teachers must plan for a variety of ways for students to respond to literature. X:/ASI/LiteracyFramework/Third Grade Balanced Literacy Handbook

3 o A quiet environment must be provided. o A structured environment must be provided. o Independent Reading time must be allotted each day minutes must be allotted. Making connections Using prior knowledge Compare and contrast Questioning Cause and effect (3.2.1) Author s purpose Inferring Making predictions Drawing conclusions (3.2.4) Using context clues (3.1.1) Visualizing Sequence (3.2.2) Determining importance Identifying main ideas and details (3.2.3) Story elements including setting, characters, plot (3.2.3) A Model for Teaching: Provide various reading materials at the various reading levels. Assist students in choosing reading material. When students are reading, the teacher will assist when needed. Plan for and allow a variety of opportunities for the students to read independently throughout the day in a conducive environment. Allow students the opportunity to share books they have read with their classmates. X:/ASI/LiteracyFramework/Third Grade Balanced Literacy Handbook

4 Read Aloud Teacher reads a selection out loud to students, often as a whole group activity, for minutes daily. The reader models the act of fluent reading and the process of comprehension. o Reads for a variety of purposes and across content areas o Uses a variety of skills and strategies to comprehend non-fiction and informational text o Uses a variety of strategies and skills to comprehend and interpret fiction o Students need to be active listeners. o Students need to recognize and apply modeled strategies in narrative and informative reading. Read aloud involves the teacher reading a selected text to students while modeling desired reading behaviors. By doing so, students are provided opportunities to modeling desired reading behaviors and increase comprehension of books and text structure. Choosing from a variety of genres, teachers instill that reading is purposeful and can be done for enjoyment. Put Reading First: The Research Building Blocks for Teaching Children to Read Kindergarten Through Grade 3, Second Edition, June, 2003 The Fluent Reader by Timothy Rasinski (2003) Reading With Meaning: Teaching Comprehension in the Primary Grades by Debbie Miller (2002) Strategies That Work by Harvey and Goudvis (2000) o Read Aloud must be provided minutes daily, either at one time or spread throughout the day. o Teachers must model desired reading behaviors o Teachers will provide a variety of genres. o Teachers must plan for a variety of ways for students to respond to literature. Making connections Using prior knowledge Compare and contrast X:/ASI/LiteracyFramework/Third Grade Balanced Literacy Handbook

5 Questioning Cause and effect (3.2.1) Author s purpose Inferring Making predictions Drawing conclusions (3.2.4) Using context clues (3.1.1) Good need Visualizing to talk to Sequence (3.2.2) everyone Determining importance Identifying main ideas and details (3.2.3) Story elements including setting, characters, plot (3.2.3) A Model for Teaching: o Choose appropriate text to be read aloud. o Consider area of focus such as theme, storyline, author, illustrator, or genre. o Introduce and make connections to the text. o Read text aloud o Model fluency, expression, and bring print to life. o Model think-aloud comprehension strategies. X:/ASI/LiteracyFramework/Third Grade Balanced Literacy Handbook

6 Shared/Interactive Reading Teacher and students read and reread a text together, for minutes each week. The text may be enlarged or the students have individual copies of the text. o Reads for a variety of purposes and across content areas. o Students will participate actively in the reading process. o Students need to understand and recognize the components of fluency, rate, phrasing, intonation, and punctuation. o Uses a variety of skills and strategies to comprehend non-fiction and informational text. o Uses a variety of strategies and skills to comprehend and interpret fiction. o Reads with fluency silently and aloud to support comprehension. Children join in the reading of a text as guided by a teacher or other experienced reader. Shared/Interactive reading builds a sense of story and reinforces the ability to predict. The teacher and/or the student share and choose the text. Selected text must be suitable for students to join in the experience. Put Reading First: The Research Building Blocks for Teaching Children to Read Kindergarten Through Grade 3, Second Edition, June, 2003 The Teacher s Guide to the Four Blocks A Multimethod, Multilevel Framework for Grades 1 3 by Patricia M. Cunningham, Dorothy P. Hall, and Cheryl M. Sigmon (1999) Guided Reading: Good First Teaching for All Children by Irene C. Fountas & Gay Su Pinnell (1996) o Students need access to written text. o Teachers must model desired reading behaviors, such as fluency, think aloud strategies, and comprehension. o Shared reading time must be allotted during the weekly schedule. Making connections Using prior knowledge Compare and contrast X:/ASI/LiteracyFramework/Third Grade Balanced Literacy Handbook

7 Questioning Cause and effect (3.2.1) Author s purpose Inferring Making predictions Drawing conclusions (3.2.4) Using context clues (3.1.1) Visualizing Sequence (3.2.2) Determining importance Identifying main ideas and details (3.2.3) Story elements including setting, characters, plot (3.2.3) A Model for Teaching X:/ASI/LiteracyFramework/Third Grade Balanced Literacy Handbook

8 Small Group Differentiated Reading The teacher provides support through small flexible groups of readers as they learn to use various reading strategies. Differentiated reading groups will be based on the needs of the students and the professional development of teachers. o Students will participate actively in the reading process. o Students need to recognize and apply modeled strategies in their own reading. o Students need to understand and recognize the components of fluency, rate, phrasing, intonation, and punctuation. We will look at the following list of resources and add to this through professional development Put Reading First: The Research Building Blocks for Teaching Children to Read Kindergarten Through Grade 3, Second Edition, June, 2003 The Teacher s Guide to the Four Blocks A Multimethod, Multilevel Framework for Grades 1 3 by Patricia M. Cunningham, Dorothy P. Hall, and Cheryl M. Sigmon (1999) Guided Reading: Good First Teaching for All Children by Irene C. Fountas & Gay Su Pinnell (1996) This will be determined based on our research results in the school year. Making connections Using prior knowledge Compare and contrast Questioning Cause and effect (3.2.1) Author s purpose Inferring Making predictions X:/ASI/LiteracyFramework/Third Grade Balanced Literacy Handbook

9 Drawing conclusions (3.2.4) Using context clues (3.1.1) Visualizing Sequence (3.2.2) Determining importance Identifying main ideas and details (3.2.3) Story elements including setting, characters, plot (3.2.3) A Model for Teaching: This will be determined based on our research results in the school year. X:/ASI/LiteracyFramework/Third Grade Balanced Literacy Handbook

10 Fluency Fluency is the ability to read a text accurately and quickly. When fluent readers read silently, they recognize word automatically. They group words quickly to help them gain meaning from what they read. Fluent readers read aloud effortlessly and with expression. Their reading sounds natural, as if they are speaking. o Uses multiple decoding strategies to accurately read words in text o Students should apply fluency strategies taught. o Reads with fluency silently and aloud to support comprehension o Students need to understand and recognize the components of fluency, rate, phrasing, intonation, and punctuation. Research has shown a direct correlation between fluency and reading comprehension. Put Reading First: The Research Building Blocks for Teaching Children to Read Kindergarten Through Grade 3, Second Edition, June, 2003 The Fluent Reader by Timothy Rasinski (2003) Reading With Meaning: Teaching Comprehension in the Primary Grades by Debbie Miller (2002) Strategies That Work by Harvey and Goudvis (2000) o There must be direct instruction of fluency strategies. o Students progress must be monitored on a regular basis. Reads at the rate of 110 words per minute. (3.1.2) X:/ASI/LiteracyFramework/Third Grade Balanced Literacy Handbook

11 Word Knowledge Is the ability to read and understand words and their meaning. (The larger the reader s vocabulary, the easier it is to make sense of text.) Word analysis is taught in order to facilitate word recognition, reading comprehension and spelling. Word analysis consists of rules and patterns of words, rhymes, blending, segmentation, and manipulating sounds. o Uses multiple decoding strategies to accurately read words in text. o If a student encounters a word in print, he or she needs to be able to decode the word to speech. o If the word is in the student s oral vocabulary, he or she is able to understand the word. o Uses a variety of strategies to develop and expand reading vocabulary o If the student does not understand the word, he or she will use appropriate strategies to determine its meaning. (3.1.1) o Understand meanings of common prefixes and suffixes. o If a student encounters a word in print, he or she needs to be able to decode the word to speech. Reading requires students to have a strong vocabulary. Explicit Vocabulary instruction positively impacts language development, comprehension, and prepares all children for reading success. Increasing Young Children s Oral Vocabulary Repertoires Through Rich and Focused Instruction by Beck, I.L., McKewon, M.G. (2004) Put Reading First: The Research Building Blocks for Teaching Children to Read Kindergarten Through Grade 3, Second Edition, June, 2003 The Fluent Reader by Timothy Rasinski (2003) Direct instruction of decoding strategies and transfer of these strategies/skills to authentic text, including fiction and nonfiction. If the student does not understand the word, he or she will use appropriate strategies to determine its meaning. (3.1.1) A Model for Teaching: X:/ASI/LiteracyFramework/Third Grade Balanced Literacy Handbook

12 Guided Writing Guided writing is designed to teach a specific skill or strategy to a large group, a small group, or individual. This can be done through mini lessons or conferences. o Students will participate actively in the writing process. o Students need to recognize and apply modeled strategies in their own writing. o Uses an effective writing process. o Uses knowledge of purpose, audience, format, and medium in developing written communication. o Applies writing skill and strategies to communicate effectively in a variety of genres with various audiences. o Uses writing as a tool for learning. o Engages in the information literacy process: accesses, evaluates, and communicates information and ideas. o Adheres to conventions generally established in spelling, punctuation, grammas, usage, syntax, and style. o Incorporates technology as a tool to enhance writing. The research needs to be explored and addressed during the school year. This will be determined following completion of the research. Students need to be able to write independently for an appropriate period of time. Students will express their ideas in written work for a specific purpose. (3.1.1) (3.2.6) Students will use grade level appropriate grammar. (3.2.5) Students will use grade level appropriate conventions. (3.2.3) (3.2.2) Students will use correct spelling. (3.2.4) A Model for Teaching: X:/ASI/LiteracyFramework/Third Grade Balanced Literacy Handbook

13 Shared/Interactive Writing The teacher and students collaborate to write text together. It may occur in small or whole class groups. o Students will participate actively in the writing process. o Uses an effective writing process. o Uses knowledge of purpose, audience, format, and medium in developing written communication. o Applies writing skill and strategies to communicate effectively in a variety of genres with various audiences. o Uses writing as a tool for learning. o Engages in the information literacy process: accesses, evaluates, and communicates information and ideas. o Adheres to conventions generally established in spelling, punctuation, grammas, usage, syntax, and style. o Incorporates technology as a tool to enhance writing. The research needs to be explored and addressed during the school year. This will be determined following completion of the research. Students need to be able to write independently for an appropriate period of time. Students will express their ideas in written work for a specific purpose. (3.1.1) (3.2.6) Students will use grade level appropriate grammar. (3.2.5) Students will use grade level appropriate conventions. (3.2.3) (3.2.2) Students will use correct spelling. (3.2.4) A Model for Teaching: X:/ASI/LiteracyFramework/Third Grade Balanced Literacy Handbook

14 Independent Writing Students write independently. o Students need to be able to write independently for an appropriate period of time. o Uses an effective writing process. o Uses knowledge of purpose, audience, format, and medium in developing written communication. o Applies writing skill and strategies to communicate effectively in a variety of genres with various audiences. o Uses writing as a tool for learning. o Engages in the information literacy process: accesses, evaluates, and communicates information and ideas. o Adheres to conventions generally established in spelling, punctuation, grammas, usage, syntax, and style. o Incorporates technology as a tool to enhance writing. The research needs to be explored and addressed during the school year. This will be determined following completion of the research. Students need to be able to write independently for an appropriate period of time. Students will express their ideas in written work for a specific purpose. (3.1.1) (3.2.6) Students will use grade level appropriate grammar. (3.2.5) Students will use grade level appropriate conventions. (3.2.3) (3.2.2) Students will use correct spelling. (3.2.4) A Model for Teaching: X:/ASI/LiteracyFramework/Third Grade Balanced Literacy Handbook

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