How to Reach and Teach All Children Through Balanced Literacy

THE AUTHORS SANDRA F. RIEF, M.A., is an internationally known speaker, teacher trainer, consultant, and author of several best-selling books including How to Reach and Teach Children with ADD/ADHD. She lives in San Diego, California. JULIE A. HEIMBURGE, M.A., coauthor of the best-selling How to Reach and Teach All Children in the Inclusive Classroom, is a veteran classroom teacher, with extensive experience as a staff developer, curriculum writer, and literacy coach. She lives in San Diego, California.

• About This Book viiAbout the Authors ixAcknowledgments xiHow This Book Maps to Standards xxvChapter 1 BALANCED LITERACY IN THE CLASSROOM—1Balance and the Challenges of Reaching and Teaching Diverse Readers and Writers 1Components of Balanced Literacy 2Balancing Quality Literature and Other Resources in Our Libraries 3Balancing Reading, Writing, Speaking, Listening, and Word Study 3Integrating Content in the Literacy Block 3Balancing Instructional Approaches 4Balancing Learning Style Preferences of Students 4Balancing Grouping in the Classroom 5Balancing Teacher Talk and Student Talk 5Balancing Teacher-Directed and Student-Directed Activities 6Balancing Formal and Informal Assessments 6Establishing a Community of Learners 6Chapter 2 SETTING UP A BALANCED LITERACY ENVIRONMENT—11The Look of the Classroom Library Today 12Selecting Books 12Choosing Quality Books 12Newbery Award Books 12Picture Books and the Caldecott Award Winners 13Young Readers Choice Awards 13Choosing Books that Are ‘‘Just Right’’ 13Involving Students in Book Selection 16Obtaining More Books for Your Library 16A Classroom Visit to a Bookstore 17Making Space for Reluctant Readers’ Needs 17Organizing the Classroom Library 18Categorizing Books 18Enlisting Student Help for Categorizing 19Labeling Books That Fit 20Keeping Books for Yourself 20Knowing Thy Books 21Displaying Books 21Lending and Keeping Track of Books 21Introducing New Books 22Marking Books 22Protecting Books 23Keeping a Fresh Look to the Library 23Dealing with a Tired-Looking Library 23Checking Up on What Students Are Reading 23Tips for Parents 23Not-So-User-Friendly Public Libraries or Bookstores 24ReproduciblesActivity 2.1. Independent Reading Books: Selection and Evaluation 25Activity 2.2. Reading Log 26Activity 2.3. Home Reading Log 27Chapter 3 READING IN THE LITERACY WORKSHOP—29Setting Up the Reading Workshop 30Setting Goals for Reading 30Managing the Literacy Workshop 30Assessment in the Literacy Workshop. 30Selecting Quality Books 31Strategies for Reading 32Whole-Class Instruction 32A Deeper Look at the Read-Aloud 32A Deeper Look at Shared Reading 33Guided Reading 34Literacy Stations 35Strategies to Help Students Improve Literacy 37Accountable Talking 37Graphic Organizers 38Conferring with Students 38Conferring Baskets 39ReproduciblesActivity 3.1. Conferring Notes for Reading 41Activity 3.2. Book Recommendation Form 42Chapter 4 WRITING IN THE LITERACY WORKSHOP—43Setting Up the Writing Workshop 44The Six Traits of Writing and How They Help Direct a Writing Program 47Balancing Teacher-Directed and Choice Writing 47Developing Writing Stamina 48Writing Essentials 48Establishing Audience 48Writing in Different Genres 49Helping Students with Topic Sentences 49Conventions: How Important Are They? 49Wall Reading 50Word Banks 50Spelling Difficulties 51Demonstration of Writing 51The Writing Conference: The Importance of Talk 51Writing Conference Guidelines 52Tips for Volunteers 53Use of the Rubric 53Publishing 54Student Reading and Writing Portfolio 55Raising the Bar 56Keeping Parents Informed 56Celebrating Writing 57Handwriting for Older Students 58ReproducibleActivity 4.1. Conferring Notes for Writing 59Chapter 5 NONFICTION AND ITS PLACE IN BALANCED LITERACY—61What Is Nonfiction? 61Why Teach Nonfiction Explicitly? 62Entry Points for Nonfiction 62Learning About Text Structures 64What Are Common Text Structures? 64Teaching Text Structures 65A Deeper Look at Description 66Sequence or Time Order Through Biographies 66The Structure of Cause and Effect 68Text Features 69Delving into Text Features 69Instructional Activities to Ensure Understanding of Text Features 70Skills and Strategies for Accessing Nonfiction 70Vocabulary in Nonfiction 70Skimming and Scanning 71Highlighting and Using Sticky Notes 72Technology: Benefits and Challenges 73Supporting Struggling Readers and Writers During This Study 73Nonfiction Assessment Practices: Baseline and Finale 74ReproduciblesActivity 5.1. Text Feature Activity 75Activity 5.2. Do You Know Your Text Structures? 76Activity 5.3. Feature and Structure Search 77Activity 5.4. Text Structure or Text Feature for a Children’s Book 79Chapter 6 STRENGTHENING WORD KNOWLEDGE AND FLUENCY—81What Is Word Study? 81The Teacher’s Role in Word Study 82Spelling 83Developmental Stages of Spelling 83Characteristics of Proficient Spellers 84High-Frequency and Commonly Misspelled Words 85Instructional Activities 86Vocabulary 90Instruction: The Big Picture 90Strategies, Activities, and Scaffolds 91Vocabulary Charts and Lists 93Reading Fluency 94Factor That Contribute to Fluency 94Strategies to Build Fluency 95Interventions 96ReproduciblesActivity 6.1. A Study in Homophones 97Activity 6.2. Vocabulary Detective Work 99Chapter 7 MAKING ORAL LANGUAGE A PRIORITY—101Speaking and Listening: Natural Skills? 102Communication Skills as Part of the Core Curriculum 102The Whole Group: A Scary Place 102The Magnificent Seven. 103Start Small, with Opportunities for Students to Speak 103Strategies for Practicing Oral Language 104Quick Talks 104Prompts for Talking with Partners or Small Groups 104One-on-One Conferencing 105Accountable Talk 105Book Talks and Book Clubs 105Commercials 106Fishbowl for Peer Modeling 106Talking Before, During, and After Writing 106Use of a Microphone in the Classroom 107Writer’s, Author’s, or Reader’s Chair 107Storytelling or Acting Out A Scene 107Hot Seat 108Tongue Twisters 108Performing Poems 108Guidelines for Performing a Poem 109Group Poetry 109Newscast Creation 110Interviews to Build Confidence in Speaking 110Oral Language with Puppetry 111Reader’s Theater for Literature and History Presentations 111Fun with Role Playing 112Teaching Board Games to Peers 112Demonstrating Science Experiments 112Formal Speeches 112Accommodations for Reluctant Speakers 114Oral Language Assessment 114An After-School Speakers’ or Drama Club 114ReproduciblesActivity 7.1. Cereal Box Book Report and Persuasive Commercial 115Activity 7.2. Interview Planning Sheet 116Activity 7.3. Science Experiment Planning Sheet: Oral Presentation 117Activity 7.4. Speech Plan Sheet 118Activity 7.5. Monthly Oral Language Presentations 119Activity 7.6. Oral Language Presentation: A How-to Speech 120Activity 7.7. Oral Language Teacher Evaluation 122Chapter 8 USING A THEMATIC APPROACH: SURVIVAL—123Establishing a Theme 123Getting Help from Other Teachers 124Involving Parents 124Modifying to Meet the Needs of Students 124Getting Started 124Survival as a Theme 125Why Survival? 125Fitting Survival into the Curriculum 125Getting Started with Grade-Level Novels 125Comparing Books to Movies 126Island Survival: A Sample Plan 127Supplementary Activities 129Using Fact Cards 130Organizing a Survival Book Club 130Keeping a Response Journal 130Incorporating Nonfiction 131Using Audiobooks and Compact Discs 131Tying In Other Subject Areas 131Other Resources for a Survival Theme Study 133ReproduciblesActivity 8.1. A Group Newspaper About Brian Robeson’s Adventure in Hatchet and The River 134Activity 8.2. A Letter from Character to Character 136Activity 8.3. Prejudice and Discrimination Based on The Cay 137Activity 8.4. The Perfect Island 138Activity 8.5. World War II Project Based on Number the Stars by Lois Lowry 140Activity 8.6. World War II Project Teacher or Student Evaluation 143Activity 8.7. Survival Theme: Critical Reading and Interviewing 144Chapter 9 SPECIAL UNITS OF STUDY—145Author Studies to Produce Stronger Readers and Writers 145Chris Van Allsburg, Author and Illustrator 145Avi: A Versatile Writer 147Katherine Paterson: Comparing and Contrasting 148Digging Deeper into Story Elements 148Character Study 149Developing Character Sketch Cards 152Symbolism in Because of Winn Dixie 153Similes in The Thirteenth Floor 155Genre Studies 155ReproduciblesActivity 9.1. Creating a Flip Book: Story Elements 156Activity 9.2. Flip Book for Charlotte Doyle: Story Element Response to Literature 157Activity 9.3. Compare and Contrast Two Books by the Same Author 158Activity 9.4. Just a Few Reading and Writing Terms You Should Know 159Activity 9.5. Character Chart 163Activity 9.6. Character Sketch Card (Front) 164Activity 9.7. Character Sketch Card (Back) 165Activity 9.8. Author’s Writing Tools and Story Elements 166Activity 9.9. Monthly Genre Study Schedule 168Activity 9.10. Book Jacket 169Activity 9.11. Picture Book Study: Caldecott Books Recording and Information Sheet 170Chapter 10 BOOK CLUBS AND LITERATURE CIRCLES—173‘‘Literature Circles’’ or ‘‘Books Clubs’’: What Shall We Call Them? 173What Is a Book Club? 174The Benefits of Book Clubs 174Putting Book Clubs into Practice 175Timing for Book Clubs 175Ideas for Grouping 175Choosing Materials to Read 176Getting Started 177Setting the Schedule 177Student Roles in Book Clubs 178Managing Book Clubs 178Rules of Etiquette 178Book Club Folders. 179Questions to Bring Out the Voices 179Keeping the Discussion Moving 180Using Sticky Notes 180Response Journals and Literature Logs 180Charting 181Troubleshooting 182Accommodations for Special Needs 182Culminating Activities and Assessment 183Variations of Book Clubs 183Building a Schoolwide Reading Community 184Buddy Classes 186One Big Book Club 186ReproduciblesActivity 10.1. Book Club Reading Schedule 187Activity 10.2. Book Club Roles 188Activity 10.3. Book Club Daily Evaluation Sheet 190Activity 10.4. Book Club Discussion Notes 191Activity 10.5. Book Club Group Planning Sheet 192Activity 10.6. ‘‘Fat Questions’’ to Keep Your Book Club Conversation Going 193 Activity 10.7. Book Club Culminating Activities 194Activity 10.8. Rubric for Book Club Presentation and Project 198Activity 10.9. Book Club End-of-Unit Student Evaluation Sheet 199Chapter 11 READING AND WRITING DIFFICULTIES IN STUDENTS—201Reading Problems and Research 202Struggling Older Readers 203Learning Disabilities and Other Brain-Based Reading Problems 204Dyslexia 204Attention Deficit/Hyperactivity Disorder (AD/HD) 205The Gender Gap in Reading 206Strategies for Working with Struggling Readers 206Struggles with Writing 207Planning and Organization 208Memory 208Language Processing 208Graphomotor Skills 209Spelling 210Other Mechanics 210Editing 210Self-Monitoring 211Speed of Processing 211The Teacher’s Role 211Strategies for Bypassing and Accommodating Writing Difficulties 211Research-Based Literacy Intervention Programs 213Chapter 12 READING COMPREHENSION STRATEGIES AND SCAFFOLDS—217Characteristics of Good Readers 217Metacognitive Readers 218Prereading Comprehension Strategies 219Prereading Instructional Strategies 219Prereading Metacognitive Strategies 219During-Reading Comprehension Strategies 220During-Reading Instructional Strategies 220During-Reading Metacognitive Strategies 221After-Reading Comprehension Strategies 224After-Reading Instructional Strategies 224After-Reading Metacognitive Strategies 225Cognitive Reading Comprehension Strategies 226Graphic Outlines or Graphic Aids 227Text Structure 228Expository or Informational Text Structure 228Narrative Text Structure 228Active Reading and Discussion Formats and Activities 229ReproduciblesActivity 12.1. Mapping What I Read 230Activity 12.2. Narrative Text Organization Chart 231Activity 12.3. Narrative Text Organization Script 232Chapter 13 WRITING STRATEGIES, SCAFFOLDS, AND ACCOMMODATIONS—233The Importance of Modeling 234Guided Writing 234Strategies to Help with Writing 234Prewriting 234Checklists 236Planning Forms and Graphic Organizers 236Drafting 237Revising 237Editing 239Publishing 239Formats and Genres 239Paragraphs 239Powerful Leads and Closings 240Summaries 240Response to Literature 241Letters 241Narrative 241Story Grammar 241The Narrative Organizer Chart 242Expository Writing 242Research Papers 243Persuasive Letters and Essays 243The Use of Rubrics 244Note Taking 244Lecture Notes 245Textbook Notes 246ReproducibleActivity 13.1. Persuasive Five-Paragraph Essay Rubric 247Chapter 14 TEACHING AND ENHANCING LITERACY THROUGH TECHNOLOGY—249Programs for Use in the Classroom 250Prewriting Software 250Word Processing 250Desktop Publishing 251Multimedia 251Uses for PowerPoint in Balanced Literacy 252PowerPoint Web Sites 256Audiobooks 256Electronic Books (E-Books) 257Electronic Mail (E-Mail) 257The Internet 258Online Instruction (E-Learning) 258Handheld Devices 259Visual Technology 259Digital Cameras 259Digital Video. 260Video Streaming 260Document Cameras 261Interactive Whiteboards 262Sound-Field Classroom Amplification 262Assistive Technology 266Portable Word Processors 266Word Predictors and Spell-Checkers 266Text-to-Speech Software 267Scanned Books 267Speech Recognition Systems 267Software for Students with Reading and Writing Disabilities 267Scanner Pens 268Sources for Assistive Technology 268Appendix A Sixty Recommended Web Sites for Teachers and Students, Grades 3 Through 8: A Wealth of Resources for Enhancing Literacy 269Appendix B Building Community: A Two-Week Unit of Study 275References 287Name Index 299Subject Index 303

"I enthusiastically endorse Rief and Heimburge's new book. It provides research-based practice that is reader friendly with strategies perfect for classroom use. A wealth of information for the new and experienced teacher is dealt with in this book."—Lesley Mandel Morrow, Ph.D., professor of literacy, Rutgers, and past president, International Reading Association "An excellent resource in helping teachers become experts at what they are teaching, what the intended student learning is, and the skills, concepts, and habits we want our children to develop. This is a true must-read for all teachers of literacy."—Sonia Menendez, New York City Department of Education, local instructional superintendent, Region 1, Bronx, New York"I enthusiastically endorse Rief and Heimburge's new book How to Reach and Teach All Children. The volume is comprehensive dealing with important issues about literacy instruction. It provides research-based practice that is reader friendly with strategies perfect for classroom use. It is a pleasure to see topics such as setting up the classroom environment, making oral language a priority, a thematic approach to literacy instruction as part of a book that deals with children in grades 3 to 8. Most often they are not dealt with in the upper elementary grades and are so important. A wealth of information for the new and experienced teacher is dealt with in this book."—Lesley Mandel Morrow, Ph.D., professor of literacy, Rutgers, and past president, International Reading Association"It truly is a pleasure to have a ‘how-to’ guide to support teachers in implementing the components of the reading and writing workshop. The authors clearly scaffold teachers' learning by describing what each component is and how to provide concrete instructional strategies that will develop independent, life-long readers and writers. How to Reach and Teach All Children Through Balanced Literacy is an excellent resource in helping teachers become experts at what they are teaching, what the intended student learning is, and the skills, concepts, and habits we want our children to develop. This is a true must-read for all teachers of literacy."—Sonia Menendez, New York City Department of Education, local instructional superintendent, Region 1, Bronx, NY"Is it possible to meet the needs of every student in the upper-grade language arts classroom? This dynamic book details every aspect of a balanced literacy program, as well as provides a wealth of strategies and activities that work! A must for any teacher trying to bridge the gap between slower-progressing and advanced learners."—Nancy Fetzer, M.A., author, Writing Connections and Reading Connections"Sandra Rief and Julie Heimburge's years of experience teaching diverse learners have uniquely informed their work on balanced literacy, effectively addressing the ever-widening spectrum of needs in classrooms today. All my staff, both general and special education, will want to read this latest book."—Dayla Sims, Ed.D., principal, Roosevelt-Carson Elementary School, Lawndale, California"This book should be on every teacher's desk; it is an invaluable resource for effective reading and writing strategies and helpful classroom ideas! Like a good piece of chocolate cake, it's rich in texture, has many delicious layers, and is chock full of tasty advice." —Arlyne Skolnik, reading teacher, Long Beach School District, New York"Brimming with effective approaches to word study, vocabulary, and fluency development. Rief and Heimburge provide a menu of effective word study strategies; each one is instructionally sound and reliable. Collectively, this menu provides a blend of skill practice and challenge, while at the same time allowing for the social interaction children and young adolescents need. Offers a wealth of useful tips for teachers."—Susan Ebbers, reading specialist and author, Vocabulary Through Morphemes"Sandra Rief and Julie Heimburge detail the complexity of reading and writing difficulties from a balanced view of research and the reality of teaching students who struggle to learn. Teachers will greatly benefit from the thorough coverage of the struggling reader within this text." —Joyce Wheaton, professor, Frostburg State University, and chair. Balanced Reading Instruction Special Interest Group, International Reading Association