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Balanced literacy program
- Comprehensive view of literacy
- Incorporates all five components of language instruction: Phonemic Awareness, Phonics, Comprehension, Fluency, and Vocabulary.
- Implemented through explicit instruction, guided practice, collaborative learning and independent reading and writing.
Interactive think-aloud
- Used during shared-reading,
- Teachers verbalize their thoughts.
- Models how skilled readers they apply comprehension strategies, connect ideas, monitor their reading, and construct meaning from a text.
Efferent Reading
- Reading to learn more about the world around them, find information, and connect it to other pieces of information.
- Involves reading charts, graphs, maps and diagrams.
- (e.g. textbook, newspaper, journal articles, manual)
Aesthetic Reading
- Reading for personal enjoyment.
- Comprehend the text by connecting it to themselves, and creating personal meaning
- (e.g. Novels, comics, Facebook posts)
Emergent literacy
- Children’s early reading and writing development before conventional reading and writing instruction.
-Only hear beginning and end sounds, will write in all capitals, and write backwards or upside down letters.
Environmental print
Signs, labels and other print found in the community.
Shared read-aloud
- Teacher reads oversized book with enlarged text to a group of children = models the strategies and skills of good readers,
- Collaborative and supportive b/c Teacher and the students read/re-read the books together.
- Students assume increasing responsibility for reading = practice reading strategies = increases reading skills and confidence.
Interactive Writing
- Cooperative event: Text is jointly composed and written.
- Model reading + writing strategies + teaches spelling concepts (clear handwriting and spelling emphasized b/c courteous to reader)
- Students learn to use a variety of resources to correct misspelled words (e.g. classroom word walls, books, classmates, and dictionaries)
Language Experience Approach
- Children dictate sentences about an experience ; teacher records this on chart paper.
- As they write, teachers models writing from left to right; form letter & spaces; punctuation.
- The completed text becomes reading material; children can re-read it and pick out letters and words.
- Content is relatable, so it is read easily.
Mini-lesson
- explicit instruction about literacy procedures, concepts, strategies and skills taught to small groups
- e.g. on phonics, phonograms, high-frequency words, spelling strategies, spelling rules, and other concepts
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