Definition of a Balanced Literacy Approach

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Definition of aBalanced Literacy Approach
Balanced does not mean that all skills and
standards receive equal emphasis at a given point
in time. Rather, it implies that the overall
emphasis accorded to a skill or standard is
determined by its priority or importance relative
to students language and literacy levels and
needs. Reading/Language Arts Framework for
California Public Schools (California Department
of Education, 1999, p. 4)
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Communicative Competence
GRAMMAR
phonology
syntax
PRAGMATICS
morphology
semantics
lexicon
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A Balanced Biliteracy Program(based on M.
Halliday, 1975)

• The effective biliteracy classroom is designed
  and structured to guide and support students as
  they
• Learn language
• Learn about language
• Learn through language

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Learning Language

• A progression of linguistic and communicative
  competencies through identifiable stages of
  development
• Interrelationship between linguistic and
  cognitive development
• Occurs through structured opportunities for
  language acquisition as well as explicit
  teaching/learning experiences
• Depends on comprehensible input at one level of
  complexity beyond the learners level of
  linguistic competence

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Learning About Language

• Develops metalinguistic awareness in the three
  cueing systems
• Builds a knowledge base in phonology, morphology,
  grammar syntax, and semantics in both languages
• Makes explicit contrasts and comparisons between
  language systems
• Focuses on acquisition of problem-solving
  strategies in literacy tasks
• Involves on-going assessment of learners growth
  and development

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Learning Through Language

• Making schematic and conceptual connections
  through theme units
• Eliciting and expanding responses to literature
  through core book units and genre studies
• Planned for ample opportunities for aesthetic and
  efferent responses to literature
• Based on an inquiry approach to multicultural
  literature and content themes
• Content area reading expands vocabulary and
  builds critical thinking skills

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Traditional Approaches to Phonics Instruction

• Are synthetic approaches using part to whole with
  segmentation and blending of letters into words
• Begin with teaching individual letters and
  letter-sound correspondences
• May involve kinesthetic activities, i.e.,
  Orton-Gillingham, Zoo Phonics
• Require direct instruction based on a behavioral
  analysis of decoding. I.e., Distar

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Contemporary Phonics Approaches

• Spelling-based principles such as Word Study or
  Making Words that involve sorting or making words
  based on students developmental level
• Analogy-based approaches where students decode
  words based on known words or word parts
• Embedded phonics where students where instruction
  occurs in the context of authentic reading and
  writing experiences

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The Spanish Alphabet

• 29 letters spell 24 phonemes
• Highly regular and rule governed, with a few
  letras difíciles that have multiple
  phoneme-graphic correspondences
• There are no double letters ch, ll, rr
  represent a single phoneme. The ñ comes from the
  Latin nn.
• H is silent and u is silent after g unless it
  carries a diérisis (bilingüe, pingüino) and
  after q (queso)

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Phoneme to Grapheme Relationships
One-to-many relations
a
/1/
b
Many-to-one relations
/1/
a
/2/
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Spanish Phonics

• Phonemic awareness
• Letter-sound correspondences
• Spelling patterns
• Syllabification
• Diphthongs and syllable juncture
• Categorization of words according to stressed
  syllable
• Rules for the use of written accent marks

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English Phonics

• Consonants and vowels
• Consonant blends and digraphs
• Long and short vowels
• R-controlled vowels
• Vowel digraphs
• Diphthongs
• Homophones homographs

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Word Study in Dual Language Classrooms

• Picture sorts
• Concept sorts
• Letter-sound correspondence sorts
• Same-vowel word families
• Mixed-vowel word families
• Word Hunt

• Word Bank
• Word Wall
• High-frequency word study
• Word strips
• Word Study Notebooks
• Dictation
• Word games

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Word Study In Spanish

• Cognates
• Verb tenses, conjugation and agreement
• Diminutive and augmentation derivitives (ito, ón,
  ote, ísimo)
• Enclisis apócope (cualquier, cualquiera, gran,
  grande)

• Letras difíciles
• Parts of speech changes of function
• Singular/plural inflections noun/adjective
  agreement
• Classification by syllable stress written
  accent

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Spanish Phonemes Spelled Using Multiple Graphemes

• Vowel phoneme i is written as i and as y (i
  griega) in diphthongs ending a word (soy, muy)
• Labiodental /b/ is written as either b or v
  (haba, ave)
• /k/ is written as c before a, o, u, or as k or as
  qu (casa, kiosco, queso)
• /s/ is written as c before e, i or as s or as z
  (cerro, silla, zorro)
• /h/ is written as g before e, i or as j (gigante,
  jinete) and as x (México, Don Quixote)
• /y/ is written as ie, ll or y (hielo, lleno,
  yodo)

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Spanish Graphemes That Spell Multiple Phonemes

• The letter b spells the bilabial b as in burro
  and the labiodental b as in arriba
• The letter c spells /k/ as in casa and /s/ as in
  cita.
• The letter g spells /g/ as in gallo and /h/ as in
  general
• The letter y spells the vowel sound i at the end
  of words as in soy and the consonant sound y as
  in yegua

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Spanish in Spain and Latin AmericaX, Y, Z and
Thee

• The x has respresents a number of phonemes /h/,
  /x/ and in Mexico /sh/ for words from Náhuatl and
  Otomí.
• In Latin America, the ll and y in initial
  position are pronounced the same (llama, yerno)
• In Spain, the z before a, o u represents a soft
  /th/ sound. This sound is also spelled ce ci.
  Words ending in z change to c when forming the
  plural (pez-peces lápiz-lápices)

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Spanish Spelling Patterns
 
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Spanish Structural Analysis

• Word derivations roots, prefixes and suffixes
• Inflection and agreement (subject-verb,
  adjectives, possessives)
• Enclisis (combining two classes of words)
• Contractions (conjunción)
• Shortened forms of words (apócope)
• Compound words
• Cognates

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Spanish Syllable Patterns

• A single consonant occurring between vowels is
  joined to the vowel or vowels that follow.
• Two separate consonants between vowels are
  divided.
• A strong vowel (a,e,o) combined in a syllable
  with a weak vowel (i, u) forming a diphthong or
  triphthong are not separated.
• Consonant blends (consonant with l or r) are not
  separated
• When s is in a prefix, it forms a syllable with
  the prefix

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English Syllable Patterns

• Closed Short vowel ending with consonant
• Open Long vowel, no consonant ending
• Vowel Digraph vowel spelled with 2 letters
• C-le at the ends of words
• R-controlled vowel
• Vowel-consonant-e long vowel pattern
• Idiosyncratic

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Word Derivations
immigrate
migration
immigration
migrate
immigrant
migr-move
migratory
emigrate
migrancy
emigrant
emigration