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8 Principles of Balanced Literacy Instruction - Coggle Diagram
8 Principles of Balanced Literacy Instruction
Principle 1: Effective Teachers Understand How Children Learn
Behaviourism
Teacher-centered theory that focuses on the observable and measurable aspects of children's behaviour
Believe that behavuor can be learned and unlearned as a result of stimulus-and-response actions
Teachers use explicit instruction to teach skills in a planned, sequential order
Teachers control and motivate children through a combination of rewards and punishments
Constructivism
Children as active and engaged learners who construct their own kowlege
Learning occurs when children integrate new information with their existing knowledge
Encapsulates schema theory, inquiry learning, and engagement theory
Sociolinguistics
Language organizes thought and is a learning tool
Teachers should focus instruction on children's zone of proximal development
Encapsulates sociocultural theory, situated learning theory, and critical literacy
Information Processing
Compares the mind to a computer and describes how information moves through a series of processing units--sensory register, short-term memory, and long-term memory--as its stored
Believe that reading and writing are related and their models describe a two-way flow of information between what readers and writers know and the words written on the page
Encapsulate interactive models, transactional theory, and strategic behaviors
Principle 2: Effective Teachers Support Children's Use of the Cueing Systems
The phonological system
the sound system
Approximately 44 speech sounds in English that children learn to pronounce as they learn to talk, and they associate the sounds with letters as they learn to read and write
The semantic system
Focuses on meaning; vocabulary is the key component
Children acquire 3000-4000 words each year from the time they enter school
The syntactic system
The structural organization of English; the system is the grammar that regulates how words are combined into sentences
Another component to syntax is word forms (ex. compound words, morphemes)
The pragmatic system
Deals with the social aspects of language use
Language varies among social classes, ethnic groups, and geographic regions (known as dialects)
Principle 3: Effective Teachers Create a Community of Learners
Characteristics of a classroom community
Safety
Respect
High expectations
Risk taking
Collaboration
Choice
Family involvement
Create classroom culture
Teachers explicitly explain classroom routines and demonstrate literacy procedures
Teachers model ways of interacting with classmates and assisting them with reading and writing projects
Classroom environment is predictable, with familiar routines and literacy procedures
Children feel comfortable safe, and more willing to take risks in a predictable environment
Principle 4: Effective Teachers Adopt a Balanced Approach to Instruction
Based on a comprehensive view of literacy that combines explicit instruction, guided practice, collaborative learning, and independent reading and writing
Balanced practices embody these characteristics
Literacy
Explicit instruction
Authentic application
Reading and writing strategies
Oral language
Tools for learning
The Common Core State Standards for ELA
Reading strand
Foundational skills
Literature
Informational texts
Writing strand
Text types and purposes
Production and distribution of writing
Research to build and present knowlege
Range of writing
Language strand
Conventions of standard English
Knowledge of language
Vocabulary acquisition and use
Speaking and Listening strand
Comprehension and collaboration
Presentation of knowledge
Principle 5: Effective Teachers Scaffold Children's Reading and Writing
Teachers demonstrate, guide, and teach, and they vary the amount of support they provide according to the instructional purpose and children's needs
Modeled
Demonstrate fluent reading and writing
Explain how to use reading and writing strategies
Teach the procedure for a literacy activity
Show how reading and writing conventions and other skills work
Shared
Involve children in literacy activities they can't do independently
Create opportunities for children to experience success in reading and writing
Provide practice before children read and write independently
Interactive
Practice reading and writing high frequency words
Apply phonics and spelling skills
Read and write texts that children can't do independently
Provide opportunities for children to share their literacy expertise with classmates
Guided
Support children's reading in appropriate instructional-level materials
Teach literacy strategies and skills
Involve children in collaborate writing projects
Teach children to use the writing process
Independent
Provide opportunities for children to apply the reading adn writing strategies and skills they've learned
Engage children in authentic literacy experiences in which they chose their own topics, purposes, and materials
Develop lifelong readers and writers
Principle 6: Effective Teachers Organize for Literacy Instruction
Teachers organize for instruction by creating their own program that fits their students' needs and schools' grade-level standards
Instructional programs reflect these principles
Teachers create a community of learners in their classroom
Teachers incorporate the components of the balanced approach
Teachers scaffold children's reading and writing experiences
Five popular approaches
Guided reading
Basal reading programs
Literature focus units
Literature circles
Reading and writing workshop
Effective Teachers Differentiate Instruction
Based on Vygotsky's idea of a zone of proximal development
Differentiating the content
Choose instructional materials at children's reading levels
Consider children's developmental levels as well as their current grade placement in deciding what to teach
Use assessment tools to determine children's instructional needs
Differentiating the process
Provide instruction to individuals, small groups, and the whole class
Scaffold struggling readers and writers with more explicit instruction
Challenge advanced readers and writers with activities requiring high level thinking
Monitor children's learning and adjust instruction when needed
Differentiating the products
Have children create projects individually, with partners, or in small groups
Design projects that engage children with literacy in meaningful ways
Assess children using a combination of visual, oral, and written formats
Principle 8: Effective Teachers Link Instruction and Assessment
Teachers assess children's learning for these purposes
Determining reading levels
Monitoring progress
Diagnosing strengths and weaknesses
Documenting learning
The instruction-assessment cycle
Planning
Monitoring
Evaluating
Reflecting
Classroom assessment tools
Observing children participating in instructional activities
Collecting running records of children's oral reading to analyze their ability to solve reading problems
Examining children's work for signs of growth
Conferencing with individual children about their reading and writing progress
Completing checklists to monitor children's progress
Using rubrics to assess children's writing and other performances
High-stakes tests