Ms.

Bishops

Grade 1 Class
March 2012 Balanced Literacy Newsletter

Dear Parents & Guardians,

This newsletter is simply to inform you of the reading program followed in my classroom, to encourage your continuous support, and to provide you with guidance in helping your child develop into a strong, independent reader.

Inside
Read-Alouds and Shared Reading 2 Guided Reading Independent Reading 3 4

Inside you will find information about 4 key strategies for reading: read-alouds, shared reading, guided reading, and independent reading. You will also be provided with book suggestions perfect for the age of your child and tips for furthering his or her growth as a knowledgeable reader. I hope that this newsletter is beneficial to you and your child as he or she grows and discovers the wonderful world of books!

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Balanced Literacy Lorem Ipsum Dolor

[Issue] :: [Date]

March 2012

ReadAlouds and Shared Reading

There are many little ways to enlarge your childs world. Love of books is the best of all.
~ Jaqueline Kennedy ~

Read-Alouds
This strategy is a planned oral reading that occurs daily in my classroom. It promotes a love of reading and stimulates the imagination of each child. These readings model fluency and other reading strategies with the highest level of support. Assessment of this strategy is done through observation. It is important that the texts chosen for read-alouds are expressive and highinterest, and provide exposure to a variety of different genres. These books are incorporated with the lessons taught during the day and are typically at a higher reading level than that of your child in order to promote growth. As a parent/guardian, it is encouraged that you take every opportunity to read to your child, building on his/her skills each and every day. Spend time together reading books that interest you and your child. 2

Shared Reading
Similar to read-alouds, this strategy models the skills of proficient readers through different forms of text several times a week. In this case, though, your child is provided with the opportunity to join in the reading when he/she feels comfortable doing so. These texts are usually large, expressive texts with some repetition (e.g. Big Books, word walls, poetry, songs & charts). They are revisited throughout the week, focusing on different skills each day and working through related activities. This strategy provides your child with the opportunity to practise new, familiar reading strategies in a safe, non-threatening environment. As you read with your child, point at the words, discuss unfamiliar topics, ask questions, and encourage his/her participation, so that he/she may begin to see themselves as a reader.

Balanced Literacy
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Issue [#] :: [Date]

March 2012

Guided Reading
Taking place regularly during the school week, guided reading is a strategy in which students read quietly, but aloud in small groups. These groups usually consist of 4 to 6 students who have been taught the same reading strategies and who are able to read texts of a similar level with support. They are monitored throughout the year to ensure constant growth and development in reading. As the teacher, I select an appropriate text for the group, providing support as needed, and thus allowing for the monitoring of individual students progress. I supply the required background knowledge, explaining in advance relevant text features, such as complex vocabulary or unfamiliar elements (e.g. subheadings). This strategy allows for the reinforcement of previously taught reading strategies and skills, challenging readers to successfully interpret and comprehend new text and providing a bridge to independent reading. In choosing texts for this type of reading, it is important to note that your child should be able to read 90-95% of the words effectively. Providing your child with leveled texts may be very appropriate and beneficial in this case. I would also like to mention that while I work on guided reading with a small group or individual students, the rest of the class is engaged in appropriate literacy activities in which they need little or no support. These activities include revisiting texts, playing word games (e.g. Bingo, Scrabble), retelling stories using puppets, and independent writing. The classroom is a task-oriented environment and everyone has a job to do.

Reading Tips for Parents

1. Let your child pick out his/her own books. 2. Set goals and reward reading. 3. Let your child see YOU read. 4. Make reading together fun and memorable. 5. Create loving associations with books and reading.

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Balanced Literacy

March 2012 [Issue] :: [Date]

Independent Reading
Occurring daily, independent reading is a strategy in which your child will be given time to read alone with little or no support. Your child is able to choose his/her own texts that are at a just-right level, while I observe and hold reading conferences with individual students. Throughout the classroom, your child has access to a large variety of books that have been carefully preselected as being in the range of just right for his/her reading ability. That is, he/she is able to read these texts with 95100% accuracy and comprehension. This type of reading encourages personal interests, teaching your child that reading can be a source of pleasure and enjoyment. It also lets your child practise learned strategies and apply problem-solving skills, so that they are able to construct meaning and develop confidence in his/her ability to read. Your child will also be given the opportunity to engage in conversations with peers and to share his/her favourite reads with classmates throughout the school year. They will have the chance to respond to the texts they have read through short book talks and/or written responses. At home, encourage your child to read texts of interest. Visit the local library and bring home a selection of favourites. When looking for appropriate books, remind your child of The Five Finger Rule: 1. Choose a book and read a couple pages. 2. Put up one finger for every word you dont know. 3. If 5 fingers go up while reading, choose another book. 4. If only 2 or 3 fingers go up, youve found a just right book. I hope this brief newsletter has been informative and helpful for you as you help your child in the growth and development of his/her reading skills. Keep your eyes out for next months newsletter!

Teacher Picks
1 Amelia Bedelias First Day of School By Herman Parish The Dot By Peter Reynolds Splat the Cat By Rob Scotton The Teacher from the Black Lagoon By Mike Thaler Little Beauty By Anthony Browne There was an Old Lady Who Swallowed a Fly By Simms Taback Comets, Stars, the Moon, and Mars By Douglas Florian Corduroy By Don Freeman When I Get Bigger By Mercer Mayer 2 3

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"The more that you read, the more things you will know. The more that you learn, the more places you'll go."

10 The Cat in the Hat By Dr. Seuss And much, much more!

Happy Reading!
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~ Dr. Seuss ~