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Welcome to 7th Grade Language Arts

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Welcome to 7th Grade Language Arts. As a Comprehensive Approach to Teaching ... Supports vocabulary development and demonstrates comprehension strategies ... – PowerPoint PPT presentation

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Title: Welcome to 7th Grade Language Arts


1
Welcome to 7th Grade Language Arts
  • As a Comprehensive Approach to Teaching Reading
    and Writing

2
Components of Balanced Literacy
  • Reading
  • Read Aloud
  • Shared Reading
  • Guided Reading
  • Independent Reading
  • Writing
  • Modeled Writing
  • Shared Writing
  • Guided Writing
  • Independent Writing
  • Word Work

3
Read Aloud
  • Teacher reads selection aloud to students.
  • Demonstrates proficient reading
  • Expands access to text beyond childs abilities
  • Supports vocabulary development and demonstrates
    comprehension strategies
  • Exposes students to a variety of genre

4
Shared Reading
  • In a large group, the teacher
  • extends students understanding of
  • the reading process by reading from
  • an enlarged text. After the initial
  • reading, the teacher provides
  • opportunities for the students to join
  • in rereading the text.

5
Shared Reading continued
  • Engages children through
  • Activating background knowledge
  • Explaining concepts and vocabulary
  • Modeling and teaching decoding and comprehension
    strategies
  • Questioning
  • Coaching
  • Providing specific feedback

6
Guided Reading
  • The teacher uses (appropriately leveled text
    or leveled text matched to students
    instructional levels)to guide small groups of
    students with similar instructional needs through
    the reading process.

7
Guided Reading continued
  • The teacher
  • Identifies lesson objectives
  • Provides a clear introduction to the text through
    questioning and discussion
  • Coaches 1 to 2 children students individually in
    problem solving while group reads silently
  • Reinforces word solving and comprehension
    strategies

8
Guided Reading continues
  • The students
  • Read with teacher support available
  • Practice decoding, comprehension and
    self-regulating strategies
  • Discuss, reflect and reread to achieve the
    lessons objectives
  • Build independence and confidence

9
Independent Reading
  • Students read independently.
  • Allows student to choose the text
  • Provides practice at each students independent
    level
  • Extends experiences with a variety of written
    texts
  • Promotes reading for enjoyment and information

10
Word Work
  • The teacher uses systematic and explicit
    instruction throughout the balanced literacy
    components to teach
  • Phonological and phonemic awareness
  • Phonics
  • Encoding and decoding strategies
  • Word solving strategies for comprehension

11
Modeled Writing
  • The teacher models proficient writing.
  • Demonstrates proficient writing
  • Expands access to written language beyond
    students abilities
  • Exposes students to a variety of genres

12
Shared Writing
  • Teacher and students collaborate to compose
    text which the teacher scribes.
  • Models writing strategies
  • Teaches writing strategies
  • Extends understanding of the writing process
  • Provides a vehicle for students to explore how
    text is structured to convey meaning

13
Guided Writing
  • The teacher guides small groups of students
    and/or individuals through the writing process.

14
Guided Writing continued
  • The teacher
  • Monitors students writing strategies
  • Reinforces and introduces writing skills as
    necessary
  • Engages students through questioning and specific
    feedback

15
Guided Writing continued
  • The students
  • Write with teacher guidance
  • Practice writing strategies
  • Explore a variety of genre
  • Build independence and confidence

16
Independent Writing
  • Students write independently.
  • Allows student to choose the topic and genre
  • Provides meaningful practice at each students
    independent level
  • Values the time dedicated to the writing process

17
Research
  • Reading volume predicted reading comprehension
    in third-, fifth-, eighth- and tenth-grade
    students, even when pupil factors such as past
    reading achievement, prior knowledge and
    motivation were controlled statistically.
  • Guthrie, J.T., Wigfield, A., Metsala, J., Cox,
    K. 1999. Motivational and Cognitive Predictors
    of Text Comprehension and Reading Amount.
    Scientific Studies of Reading , 3(3), 231-256.
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