Second Grade Balancy Literacy Program with Daily 5

2nd Grade Balanced

Literacy Program

by BJ Zagorac, M.A., M.Ed.

Reading in 2nd Grade

• Teacher’s Philosophy about Reading Every child is capable of learning to read and write with

the help of qualified teachers.

First and second grades are very important times for children as the foundation for reading is developed.

Children take an active role during reading and are always interacting with materials they read to make meaning of them.

Phonics plays an important role in helping children learn to decode some words they will encounter in reading.

Writing is a complement to the reading process as both reading and writing go hand in hand within the learning process.

Reading in 2nd Grade – cont.

• A little more philosophy from the teacher…

Children learn best through reading when they have the

chance to interact with others (students, teachers,

parents, older peers, etc.) and talk about what they have

read.

Reading should be a fun and enjoyable activities that

students will want to continue reading beyond the school

years, throughout their entire life.

Each student is unique, and there is no single “best

method” to teach them to read. Instruction must be

geared toward the individual needs of the child.

Description of Balanced Literacy

• Balanced literacy is a term that describes the use

of the best teaching methods based on the needs

of the students. The methods or theories that the

teachers select should match the learning needs

of the children in their class.

There is no special theory or group of theories that will

work with all students.

The teacher is the most important factor in finding that

right combination of methods that will help each student

excel in school.

Common Core State Standards

• The Common Core State Standards (CCSS) are the new

standards in Language Arts and Math that have been

adopted in Indiana and almost every other state. The new

standards emphasize the following:

– Having students write more in different genres with an

importance placed on persuasive/opinion writing.

– Higher-order thinking and comprehension skills in which

students critically review and evaluate different kinds of

reading material.

– Helping students progress to reading more challenging texts

– Overall goal of standards is to ensure students are prepared for

college and careers after graduating from high school.

– Link: http://www.corestandards.org

Daily Literacy Activities• Literacy program is based on The Daily Five

– 5 Essential Ingredients for the day

1) Read to Yourself – children engage in independent

reading with books that are right on their level.

Objectives: Students will expand on and practice reading strategies taught during guided reading. Students will develop independent reading habits important for fluency and comprehension of texts.

2) Read to Someone – students will select books to

read with a partner in class.

Objectives: Students will develop fluency, appropriate reading rate, and build up motivation for continued reading. Students will also monitor each other’s comprehension of the text being read.

Daily Literacy Activities – cont.

3) Work on Writing – students are often able to write on

topics of their choice or complete an activity from

writer’s workshop.

Objectives: Students will develop positive writing habits and gain an understanding about the major parts of the writing process: brainstorming a topic, writing structure, and editing/proofreading.

4) Listen to Reading – children can listen to stories on

tape or CD.

Objectives: Students will improve sight-word recognition, reading fluency, and understanding of different story structures.

5) Word Work/Spelling – children will engage in

activities related to phonics, word families, word

sorts, and vocabulary.

Objectives: Students will develop better decoding skills for words, increase recognition of sight words, and enhance oral and written vocabulary.

The Teacher’s Role During Daily 5

• During the Daily 5, the teacher will meet with individual

students and small groups. Whole-group lessons will occur

as needed to teach reading strategies.

• Some major comprehension strategies include:

o Using background knowledge

o Creating mental pictures

o Asking questions

o Determining the most important ideas

o Making inferences (reading between the lines)

o Synthesis (bringing everything together in the text with

one’s knowledge)

o Monitor meaning while reading (knowing when one

does or does not understand something)

Different Types of Grouping• Whole-group Instruction: This lesson will involve all

students in the class, and instruction will be based on

skills that all children need to learn.

o Introducing major comprehension strategies

o Presenting new phonics and word decoding strategies

o Reinforcing previously taught strategies and skills

o This type of instruction will usually occur before students begin

the Daily 5 rounds.

• Small-group Instruction: These groups will contain

about 4-6 students and will focus on the needs of

those students.

o Groups will be formed based on reading levels of students and

the reading strategies that would benefit them the most.

o Groups are flexible, and students will change groups as their

needs change.

o Groups will meet with teacher while the rest of the class is

working on Daily 5 activities.

Different Type of Grouping – cont.

• Partners: Students will also work in pairs to complete

activities like fluency practice, shared reading, and

comprehension assignments.

o Working with partners will allow students to feel comfortable

sharing their ideas with a peer.

o Students will be exposed to different perspectives about the

texts.

o This type of grouping will be used during whole-group lessons

and during some of the Daily 5 activities.

• Individual Instruction: The teacher will work with

students individually to help students set reading goals

and monitor progress toward those goals.

o Major goals will include comprehension, decoding, fluency, and

vocabulary knowledge.

o Individual instruction will usually take place during the Daily 5.

A Daily Literacy Schedule in 2nd Grade

Time Activity

9:00 – 9:10 Morning message; attendance, class gathering

9:10 – 9:25 Literacy block starts: whole-group lesson/strategy

9:25 – 9:45 Round 1 of Daily 5; teacher works with small groups

and individual students

9:45 – 10:05 Round 2 of Daily 5; teacher works with small groups

and individual students

10:05 – 10:25 Round 3 of daily 5; teacher works with small groups

and individual students

10:25 – 10:50 Round 4 of daily 5; teacher works with small groups

and individual students

10:50 – 11:10 Round 5 of daily 5; teacher works with small groups

and individual students

11:10 – 11:20 Relax time! – Kids can relax and have snack.

11:20 – 11:55 Writer’s Workshop & Author’s Corner

Assessment of Students• DIBELS (Dynamic Indicators of Basic Early Literacy Skills):

Administered at the start of the school year to see which

children might be at risk for reading problems.

• Fluency Passages: students will read short passages

every 2-3 weeks to monitor oral reading fluency.

– Fluent reading includes factors like reading rate, expression,

and phrasing.

– Fluency target rates (given in words correct per minute) for 2nd

grade:

• Fall: 30-60 Winter: 50-80 Spring: 70-100

• Informal Reading Inventory (IRI):

– Assessment consists of word lists and reading passages.

– Factors include comprehension, decoding, and fluency.

– Helps determine reading level and group placement.

– Will be administered at beginning of school year and as

needed afterwards to monitor student progress.

A Little More Assessment

• Weekly Selection Tests: The core reading program is

Reading Street and students will usually have weekly

reading tests based on story comprehension and new

skills taught.

– The Reading Street program will be used together with the

Daily 5, but often in a whole-group setting.

– This program promotes important skills in phonics, story

structure, fluency, and comprehension.

• Benchmark Test: These tests accompany the

Reading Street program and will be given at the end of

a unit, which is about every 5-6 weeks.

• Tests provide a checklist of specific skills in reading that will

help me determine which areas students have mastered or

still need further enrichment for.

Meeting the Needs of All Students• Struggling readers will be helped in small groups, and the

teacher will work with these students on an individual basis

too.

o Small groups and individual conferences usually occur during

the Daily 5 time.

o Additional assistance will be given to students in using reading

strategies in comprehension, decoding, vocabulary, and

fluency.

• Advanced readers will receive enrichment activities and

read more challenging texts in small groups.

o Teacher will meet with these groups during Daily 5 as well.

o Students will be introduced to chapter books such as The Magic Tree House series.

• What do all groups have in common? High expectations

and a wonderful teacher who cares about all students.

Response to Instruction (RTI)

• Response to Instruction or RTI is a collaborative effort

of teachers and specialized school personnel to adapt

instruction to meet the needs of all students, from

those who are struggling to those who are gifted.

– RTI Model includes 3 Tiers or levels:

• Tier 1 – includes instruction and modifications that are

often provided by the classroom teacher; it is

designed to meet the needs of all students in class.

• Tier 2 – additional instruction is provided to students

who are struggling in Tier 1 or those who are

advanced learners. Small-group lessons with a

learning specialist might be used.

• Tier 3 – aimed toward students who require intensive

intervention and whose needs are not being met in

Tiers 1 or 2. Individual and small group lessons may

be used frequently.

Indiana RTI Tiers

Determining Grades

• Here’s the Breakdown for Language Arts:

45% - Tests and Benchmark Assessments

15% - Homework

20% - In-class Assignments and Quizzes

20% - Small Projects

• Checklists of certain skills will be sent

along with letter grades to help identify

your child’s strengths and weaknesses.

Parent Involvement - Home• What can parents do at home to help their

kids? Review your child’s reading folder daily for assignments

and papers that may need to be signed and returned to

the teacher. Some common assignments might include:

Word Work Activities in which children have to construct

words with paper letter tiles

Fluency sheets for rereading

Comprehension questions that reinforce a strategy taught

in class

Read some of the books your child brings home in the

literacy bag, which will contain books that are a good fit

for his/her reading level.

Ask questions about the story to your child or give them

a prompt to write on that relates to the story. More

guidelines will be given in the Literacy Brochure.

Parent Involvement - School

• What can parents do to help at school? Volunteer in the classroom. Parents help is always

needed and welcomed.

Help out during the Daily 5

Share a good book with the class

Join us for a book club with the students

Help the kids type up their stories from Writing Workshop

Attend Parent/Teacher conferences when you are able.

If you cannot attend, please contact the teacher to make

alternative arrangements. Your feedback is essential to

your child’s success at school

Assist at the school library. Students always need

guidance in selecting books, and teachers would love

help locating books related to a theme being studied.

Helpful Websites for Parents• Literacy Connects:

– www.literacyconnections.com/Parents.php

• There is great information on this website on many

topics related to reading aloud, motivation,

comprehension, and much more.

• Reading Rockets:

– www.readingrockets.org/audience/parents/

• There are many literacy topics on this website

including the new Common Core Standards,

information on struggling readers, children’s

literature, and tons of additional reading topics.

• Please pick up a copy of the Literacy Brochure on

your way out. This is a terrific resource too!

ReferencesAllington, R. L., & Gabriel, R. E. (2012). Every child, every day.

Educational Leadership, 69(6), 10-15.

Bader, L. A., & Pearce, D. L. (2009). BADER reading and language inventory. Boston, MA: Pearson Education, Inc.

Boushey, G., & Moser, J. (2006). The daily 5: Fostering literacy independence in the elementary grades. Portland, MA: Stenhouse Publishers.

Boushey, G., & Moser, J. (2009). The café book: Engaging all students in daily literacy assessment & instruction. Portland, MA: Stenhouse Publishers.

Boushey, G., & Moser, J. (2012). Big ideas behind daily 5 and café. The Reading Teacher, 66, 172-178. doi: 10.1002/TRTR.01116

Calkins, L., Ehrenworth, M., & Lehman, C. (2012). Pathways to the common core: Accelerating achievement. Portsmouth, NH: Heinemann.

Cuban, L. (2012). Standards vs. customization: Finding the balance. Educational Leadership, 69(5), 10-15.

References – cont.Dean, C. B., Hubbell, E. R., Pitler, H., & Stone, B. J. (2012).

Classroom instruction that works: Research-based strategies for increasing student achievement. Alexandria, VA: Association for Supervision and Curriculum Development.

Dow, R. S., & Baer, G. T. (2013). Self-paced phonics: A text for educators. Boston, MA: Pearson Education, Inc.

Gunning, T. G. (2013). Creating literacy instruction for all students. Upper Saddle River, NJ: Pearson Education, Inc.

Henderson, A. T., Carson, J., Avallone, P., Whipple, M. (2011). Making the most of school-family compacts. Educational Leadership, 68(8), 48-53.

Indiana Department of Education (2010). Response to instruction (RTI) guidance document 2010. Retrieved from: http://www.highland.k12.in.us/cms/lib04/IN01001438/Centricity/Domain/18/DOERtI_Guidance_Document.pdf

Indiana Department of Education (2011). Indiana K-6 reading framework: Reading assessment. Retrieved from: http://www.doe.in.gov/sites/default/files/curriculum/3-reading-framework-assessment1.pdf

References – cont.Keene, E. O. (2010). New horizons in comprehension. Educational

Leadership, 67(6), 69-73.

Kuhn, M. R., & Rasinski, T. (2011). Best practices in fluency instruction. In L. M. Morrow & L. B. Gambrell (Eds.), Best practices in literacy instruction (pp. 276-294). New York, NY: The Guilford Press.

Madda, C. L., Griffo, V. B., Pearson, P. D., & Raphael, T. E. (2011). Balance in comprehensive literacy instruction: Evolving conceptions. In L. M. Morrow & L. B. Gambrell (Eds.), Best practices in literacy instruction (pp. 37-63). New York, NY: The Guilford Press.

Marzano, R. J., & Heflebower, T. (2011). Grades that show what students know. Educational Leadership, 69(3), 34-39.

McLaughlin, M., & Overturf, B. J. (2012). The common core: Insights into the K-5 standards. The Reading Teacher, 66, 153-164. doi: 10.1002/TRTR.01115

Morrow, L. M. (2012). Literacy development in the early years: Helping children read and writer. Boston, MA; Pearson Education, Inc.