Welcome to 7th Grade Language Arts

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Welcome to 7th Grade Language Arts

• As a Comprehensive Approach to Teaching Reading
  and Writing

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Components of Balanced Literacy

• Reading
• Read Aloud
• Shared Reading
• Guided Reading
• Independent Reading

• Writing
• Modeled Writing
• Shared Writing
• Guided Writing
• Independent Writing

• Word Work

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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

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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.

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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

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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.

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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

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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

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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

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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

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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

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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

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Guided Writing

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

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Guided Writing continued

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

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Guided Writing continued

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

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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

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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.