What I Teach…
I teach using the Balanced Literacy approach, which makes it easy to incorporate the Daily 5 into instruction. This model includes 5 components that I focus upon to strengthen my 6th grade readers. Balanced literacy is a framework for reading instruction. It involves teaching by reading to students, having students read independently, and reading with students. This is accomplished with five basic components and how I structure my reading block with my students.
Balanced Literacy Component #1 – The Read Aloud (Listen to Reading)
In the read aloud strategy the teacher reads out loud to the classroom. This way the teacher can model the correct strategies and behaviors. It’s important that teachers read with enthusiasm, rhythm, and the proper intonation. This is also where so many standards are introduced. Read alouds are ideal tools to engage readers and set the stage for more in-depth instruction.
Tools to use for Read Alouds: high-interest novels, picture books, reader’s theater scripts
Balanced Literacy Component #2 – Guided Reading (Listen to Reading, Read to Someone, Read to Self)
Through guided reading teachers are able to work with students who are on the same level. Students are put into small groups, given their own books or reading selections, and the teacher works with students to help develop the skills they need. Gathering data on each student to determine strengths, reading level, and areas needing enrichment or intervention are key to developing the most effective guided reading groups.
Tools to use for Guided Reading: novels, basal readers, fiction and nonfiction reading selections
Balanced Literacy Component #3 – Shared Reading (Read to Someone)
During shared reading the students and teacher read together. This is an opportunity for students to discover new words and their meanings. I love to incorporate reader’s theater into this shared reading time in order to engage readers of varying levels.
Tools to use for Shared Reading: fiction and nonfiction close reads, novels, reader’s theater scripts
Balanced Literacy Component #4 -Independent Reading (Read to Self)
During independent reading students are allowed to choose the books they want to read. This is important for many reasons — one being that reading becomes a more enjoyable experience. Also, when students realize teachers value reading time, they begin to realize that reading must be an important skill. A well-stocked classroom library or individual student book boxes are a few ways to have essential reading materials available for students at all times.
Tools to use for Independent Reading: novels, picture books, magazines, newspapers
Balanced Literacy Component #5 – Word Study (Writing and Word Work)
Students work with words through fun and engaging activities. At the 6th grade level, students focus on root words, suffixes and prefixes, and how to derive meaning of words. While I incorporate spelling into this word work time, vocabulary is a weakness for my students. I am always in search of context clue word work resources to enhance vocabulary and word work strategies with my students.
Tools to use for Word Study and Writing: Word of the Day, context clue word work, spelling words, task cards
A favorite question that ALWAYS pops up in reading teacher discussions, “How do you structure your time with students?” While every school has different time frames, here is how I structure my 100 minutes of instructional time:
10-minutes: Word of the Day Word Work (Bell Ringer)
5-minutes: Shared Reading: 6-Minute Solutions Fluency Work
15-minutes: Read Aloud to introduce, develop, enrich CCSS focus of the week
60-minutes: Guided Reading Groups
10-minutes: Independent Reading/Wrap-Up
TOTAL=100-minutes: Over in a FLASH!
Miranda says
Hi! I am a fifth grade teacher and scheduling and allotting time is a constant struggle for me. During that 60 minutes, is everyone working at the same task (i.e.literature circles, etc) or is each group working on a different part of the component so you are only with one small group at a time? Always on the lookout for strategies that are working better than my current plan. Thanks!
Erin says
Miranda,
We have always had to work our schedule around Title I and intervention specialists because they serve so many different students at varying levels, but it ultimately depends on the class. Typically, I am the only one rotating with groups of students, but if it is a class where I have a larger number of students that receive services and help from the different specialists in our building, there might be more than one group going at a time, which is ideal. Another idea is to have your highest students work in a group while you might be working with a group that requires more assistance. I find that my higher students are able to be more focused and can work effectively without having me facilitate the group work, reading, and discussion. I hope that helps! Guided reading groups take a great deal of time and can be tricky to manage until you find that perfect routine. Keep me posted on what seems to be working for you!
Take care!
Erin
Theresa Jansen says
Hi Erin!!
How do you work grammar in? I’m teaching my 5th graders using the same approach, but am struggling to find a good fit for grammar.
Erin says
Hi Theresa!
Word work and grammar are both necessary for my students, too. I will alternate days or weeks between word work days and grammar work. I utilize that first 10-minutes to hone in on those as bell ringer work. I will address grammar further when we are working on a writing piece. When we are focusing on writing, at least one piece per month, I utilize that 60-minute chunk of time and turn it from Guided Reading to Guided Writing. Each year is different, but that is typically how I make sure to incorporate all of the ELA components and meet the needs of my learners. I hope that helps!
Thanks for your question,
Erin