AVAILABLE IN ARABIC

About This Book

Students learn to read and write best when their teachers balance literacy instruction. But how do you strike the right balance of skills and knowledge, reading and writing, small and whole group instruction, and direct and dialogic instruction, so that all students can learn to their maximum potential?

The answer lies in the intentional design of learning activities, purposeful selection of instructional materials, evidence-based teaching methods, and in strategic groupings of students based on assessment data. Together, these create the perfect balance of high impact learning experiences that engage and excite learners. In this hands-on essential guide, best-selling authors Douglas Fisher, Nancy Frey, and Nancy Akhavan help you define that balance for your students, lighting the path to implementing balanced literacy in your classroom. Their plan empowers you to integrate evidence-based approaches that include: 

   • Instructional materials comprised of both informational and narrative texts.

   • The best uses of instructional delivery modes, including direct and dialogic instruction.

   • Grouping patterns that work best to accomplish learning aims for different learners at different stages.

   • Instruction in foundational skills and meaning making, including oral language, phonemic awareness, phonics, fluency,

    vocabulary, comprehension, and writing.

   • Technology used as a tool for increasing learning of a specific literary process. 

All the tips and tools you need to realize the goal of balanced literacy learning are included, with classroom videos that show strategies in action. Tap your intuition, collaborate with your peers, and put the research-based strategies embedded in this roadmap to work in your classroom to implement or deepen a strong, successful balanced literacy program. Grow as a reading and writing teacher while leading your students to grow as readers and writers. 

Topics : Teaching Strategies,Teaching and learning of Arabic language

Table Of Content

Acknowledgments

List of Videos 

Letter From the Authors 

CHAPTER 1: DEFINING BALANCE, FINDING BALANCE

Factors to Consider in a Balanced Literacy Approach Gradually Releasing Responsibility Helps

Balance Teaching and Learning 

Conclusion 

CHAPTER 2: WHOLE-CLASS READING INSTRUCTION: HIGH-LEVEL SUPPORT FOR LEARNING

Interactive Read-Alouds 

Planning Successful Interactive Read-Alouds 

Shared Readings 

Direct and Deliberate Instruction in Whole-Class Reading 

Close Readings 

Foundational Skills in Whole-Group Reading Instruction 

Conclusion 

CHAPTER 3: WHOLE-CLASS WRITING INSTRUCTION: HIGH-LEVEL SUPPORT FOR LEARNING

Build Writing Habits and Skills With Whole-Class

Instructional Routines 

Direct Instruction in Writing 

Interactive Writing 

Writing Fluency 

Spelling Instruction 

Grammar Teaching and Learning 

The Traits of Strong Writing 

Writing Processes 

Conclusion 

CHAPTER 4: COLLABORATIVE READING AND WRITING: LEARNING IN THE COMPANY OF PEERS

The Balancing Act in Literacy Instruction 

Build Capacity for Self-Regulation Systematically 

Use Time Away From the Teacher for Deliberative Practice 

Sounds and Oral Language 

Reading Fluency 

Knowledge-Building Tasks 

Conclusion 

CHAPTER 5: SMALL-GROUP READING INSTRUCTION: TARGETED SUPPORT

THROUGH GUIDED LEARNING 

Principles and Purposes of Small-Group Reading Instruction

Questioning the Reading Level Framework 

The Critical Role of Scaffolds 

Constrained and Unconstrained Skills of Reading 

Text Types in the Primary Grades: Which to Choose? 

Lesson Design in Primary Grades 

Scaffolding Learning in the Intermediate Grades 

Lesson Design for Intermediate Grades 

Grouping for Reading Instruction 

Conclusion 

CHAPTER 6: SMALL-GROUP WRITING INSTRUCTION: TARGETED SUPPORT THROUGH GUIDED LEARNING

Principles and Purposes of Small-Group Writing Instruction

Use Student Data to Form Needs-Based Groups

Use Small-Group Instruction to Teach a Range of Writing Skills and Strategies

Link Purpose and Audience to Text Types and Genres 

Build Students’ Capacity to Self-Assess 

Infuse Dispositions About Writing in Each Lesson 

Conclusion 

CHAPTER 7: INDEPENDENT READING: PRACTICING, APPLYING, AND EXTENDING LEARNING

Why Independent Reading? 

How Independent Reading Might Look 

How to Organize for Independent Reading 

Practices for Independent Reading 

Reading Conferences 

Taking Independent Reading Home 

Conclusion 

CHAPTER 8: INDEPENDENT WRITING INSTRUCTION: PRACTICING, APPLYING, AND EXTENDING LEARNING

Independent Writing 

Audience and Purpose Anchor Authentic Writing 

When the Purpose Is Not Clear, Neither Is the Writer 

Writing to a Well-Designed Prompt 

Classroom Conditions That Support Independent Writing 

Conditions That Support the Development of Writing Processes 

Writing Conferences 

Writing Tasks That Promote Learning Through Writing 

Writing Across the School Day 

Organizing Materials for Independent Writing 

Spotlight on Three Classrooms 

Conclusion 

CHAPTER 9: ASSESSMENT AND INTERVENTION IN THE BALANCED LITERACY CLASSROOM: NOTICING AND RESPONDING TO STUDENTS’ NEEDS

Purposes of Formative Evaluation 

Using Formative Evaluation 

Assessments for Learning: Using Data Formatively 

Assessments for Learning in Reading 

Assessments for Learning in Writing 

Assessments for Learning in Oral Language 

Conclusion 

References 

Index 

 Read Sample Chapters

About the Authors

Douglas Fisher:

DOUGLAS FISHER, PhD, is Professor of Educational Leadership at San Diego State University and a leader at Health Sciences High & Middle College. He has served as a teacher, language development specialist, and administrator in public schools and non-profit organizations, including 8 years as the Director of Professional Development for the City Heights Collaborative. Doug has engaged in professional learning communities for several decades, building teams that design and implement systems to impact teaching and learning. He has published numerous books on teaching and learning, such as The Teacher Credibility & Collective Efficacy Playbook and PLC+.

Nancy Frey:

NANCY FREY, PhD, is Professor of Educational Leadership at San Diego State University and a leader at Health Sciences High & Middle College. She has been a special education teacher, reading specialist, and administrator in public schools. Nancy has engaged in professional learning communities as a member and in designing schoolwide systems to improve teaching and learning for all students. She has published numerous books, including The Teacher Clarity Playbook and Visible Learning for Literacy.

Nancy Akhavan:

Nancy Akhavan is an assistant professor University, Fresno. She has held a variety of positions as teacher, principal, and district in the Department of Educational Leadership at California State offi ce lea

SBN: 9786038147740

Author: Douglas Fisher & Nancy Frey & Nancy Akhavan

Publisher: Educational Book House

Publish Year: 2021

Size: 20.30*26.7cm

Pages number: 286