Second Grade Balancy Literacy Program with Daily 5
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The document outlines a 2nd grade balanced literacy program emphasizing the critical role of reading and writing in early education, tailored to individual student needs. It details instructional methods, including daily literacy activities based on the 'Daily Five' approach, and assessment strategies to monitor student progress. Additionally, it stresses the importance of parent involvement both at home and in the school to support children's literacy development.
Second Grade Balancy Literacy Program with Daily 5
- 1. 2nd Grade Balanced Literacy Program by BJ Zagorac, M.A., M.Ed.
- 2. 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.
- 3. 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.
- 4. 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.
- 5. 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
- 6. 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.
- 7. 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.
- 8. 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)
- 9. 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.
- 10. 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.
- 11. 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
- 12. 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.
- 13. 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.
- 14. 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.
- 15. 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.
- 17. 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.
- 18. 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.
- 19. 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.
- 20. 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!
- 21. References Allington, 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.
- 22. 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
- 23. 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.