Professional Documents
Culture Documents
Chapter 6
Changes in Approaches
UP until mid-1980s, most children were
taught through basal readers Holistic movement through the use of childrens literature Currently use a balanced approach with skills instruction and reading with literature are integrated
Basal Approach
Series of readers, or anthologies, and supplementary
materials that gradually increase in difficulty. Begins with emergent literacy and extends through sixthgrade reading. Todays basals have specific provision for belowaverage, average, and above-average achievers. Are more language based, offer teaching suggestions, big books, supplementary libraries, read-aloud books, wide array of games and manipulative, audiotapes, computer software, videodiscs, inservice programs, posters, charts, supplementary spelling and language books, end-ofthe-unit tests, placement tests, observation guides, portfolio systems, Web sites, and more
Advantages to Basals
Convenient package of materials,
techniques, and assessment devices. Offer varied reading selections, an abundance of practice material, carefully planned units and lessons, and a wealth of follow-up and enrichment activities. Sequenced from grade to grade, providing continuous reading instruction
Disadvantage to Basals
Core of the program is the anthology, workbook,
and manual to provide a base of materials for all students to move through. Question of pacing and time spent with a selection. Basal selections are presented to the whole class. Selections may lack sufficient challenge for high achievers and will be too hard for those reading below grade level.
Phonic-Linguistic Basals
Emphasis to reinforce phonic elements or
linguistic patterns. Tightly controlled vocabulary and are used primarily for struggling readers. Selections are contrived so it is difficult to use context clues. Examples: Reading Mastery and Merrill
Linguistic Readers
Literature-Based Approach
Teaching reading in which literary
selections are the major instructional materials. Reading materials can be tailored to students interests and needs. Models: core literature, text sets, and thematic units.
Models
Core Literature: selected literature to be
read as a whole class (e.g., Shiloh or
foster making connections Thematic Units: series of books organized around a central idea, topic, or focus.
Language-Experience Approach
Students dictate a story based on an
experience they have had. The teacher writes the dictated story. Through discussion, the teacher can help students organize and reflect on their experiences.
valued. If the teacher edits it, it becomes the teachers language, not the childs. However, if mispronounced, the teacher should spell correctly. As children grow in language, they will have opportunities to develop fuller knowledge of verbs, contractions, and pronunciation.
Reading Recovery
Designed to reduce reading failure in the
1st grade for the lowest performing 20% of students 1:1 intensive reading instruction for 30 min. per day Engage in 5 activities
reading Work with letters and words (magnetic letters on a cookie sheet) Child dictates a sentence or two and teacher helps to write a story Introduce new story discuss new vocabulary and sounding out words
Four Blocks
30 min. reading blocks Basal block Writing block Working with words block Self-selected reading block
Early Steps
Early intervention program 1:1 intensive daily reading instruction 30 min. per day Reread familiar books Word sort activities (word families or rimes) Child writes a sentence Introduction of a new book