Balanced Literacy Approach Cohen and Cowen Chapter 3

Balanced Literacy Approach Cohen and Cowen Chapter 3

The classroom is… …. a print-rich environment with many varied sources and a comfortable atmosphere to promote reading … using quality literature and authentic real world materials such as newspapers, menus, posters.

Bloom’s Taxonomy • • • Recall Comprehend Apply Analyze Synthesize Evaluate

Key Terms 1. Higher Order Thinking Skills 2. Graphophonic Cues 3. Syntactic Cues 4. Semantic Cues

Reading Cues • Graphophonic cues - alphabetic knowledge of letters and sounds • Semantic cues - cues from the context of the sentence • Syntactic cues - decodig words from grammar or sentence structure

üKey Terms • Top-Down Approach • Bottom-Up Approach

Top-Down Approach • Reading is a holistic process: • writing, speaking, listening and language development • rich text - literature • shared literary experience, buddy and paired reading • Skills taught when need arises

Bottom-up Approach • • • Systemic approach: Phonics and word study taught explicitly (Decode first) Skills taught directly and systematically Learn sounds before words, words before sentences

Grouping for Instruction • • • Flexible Whole class Small Group Heterogeneous Homogeneous

Essential Elements • • Reading Aloud Shared Reading Guided Reading Independent Reading • • Writing Aloud Shared Writing Guided Writing Independent Writing

Balanced Literacy Classroom • • • Large group Small groups Independent work Guided Reading Centers

Pages 86 -80 in text • Description of a balanced literacy program • Virtual classrooms

Comprehension Strategies Before predict During Preview Notes Purpose Plan After Infer Conclude. Summarize Predict Skim Self. Confirm Monitor

Listening Technology Reading Balanced Literacy Approach Writing Visual Literacy Speaking Global Issues