Even then, I had the beginnings of understanding of the importance of diagnostic assessment; however, I wasn’t sure what to do with the kids who already knew all the words so, in a feeble attempt at differentiation, those students were responsible for the regular spelling list as well as the “enrichment words.” Only the students who had perfect spelling (or close to that) were rewarded with the pr [...] First, the teacher would model the skill, then the students would practice with the support of the teacher, then the teacher would work with small groups (ah-ha! something I was already familiar with), and finally the students would work independently. [...] Although the demands of literacy instruction today are far more complex than they were when I first started teaching, the use of a simple three-part framework can make it possible for all students to engage in all of the essential components of literacy, to make meaningful connections between the things they are learning through instruction and independent practice, and to have frequent opportunit [...] You understand that balanced literacy means more than a routine of activities, but it is through the establishment of routines that you are able to truly address all the things you need to in order to balance all the literacies. [...] When you take the time to establish the various literacy elements in a logical sequential way, students are able to use the times to maximize their learning—in a whole-class group, in a small guided group, or working independently.
Authors
- Bibliography, etc. Note
- Includes bibliographical references and index
- Control Number Identifier
- CaOOCEL
- Dewey Decimal Classification Number
- 372.6/044
- Dewey Decimal Edition Number
- 23
- General Note
- Issued as part of the desLibris books collection
- ISBN
- 9781551382760 9781551388458
- LCCN
- LB1576
- LCCN Item number
- D65 2012eb
- Modifying agency
- CaBNVSL
- Original cataloging agency
- CaOONL
- Physical Description | Extent
- 1 electronic text (157 p.)
- Published in
- Canada
- Publisher or Distributor Number
- CaOOCEL
- Rights
- Access restricted to authorized users and institutions
- System Control Number
- (CaBNVSL)slc00232262 (OCoLC)842999669 (CaOOCEL)445185
- System Details Note
- Mode of access: World Wide Web
- Title proper/short title
- One hundred minutes
- Transcribing agency
- CaOONL
Table of Contents
- Cover 1
- Contents 4
- Introduction 8
- Acknowledgments 10
- PART ONE: Finding the Balance 12
- 1. 100 Minutes to Balance Literacy 15
- What Does Balanced Mean? 15
- 100 ÷ 3 = A Balanced Literacy Block 17
- 100 Minutes in Action 19
- 2. The Building Blocks 21
- A Framework of Direct Instruction 21
- Building In Independence 22
- Building In Small-Group Instruction 24
- Constructing AWARD Time 26
- Building In Accountability 30
- Building Blocks in Place 32
- PART TWO: Reading, Thinking, and Responding 38
- 3. Reading Around the Literacy Block 40
- Modelled Reading 40
- Does Whole-Class Mean Undifferentiated? 41
- Reading Strategies 43
- Talking About Texts 45
- What Is Text? 50
- 4. Reading Response 55
- Framing Guided Practice and Independent Application 56
- Introducing Reading Response during Reading Time 57
- Reading-Response Tasks 60
- PART THREE: Writing, Reflecting, and Feedback 72
- 5. Writing Around the Literacy Block 74
- Direct Instruction in Writing 74
- Beginning with the End in Mind 75
- From Writing Time to Independent Writing 79
- 6. Exploring Different Purposes and Audiences 80
- Using Writing Prompts 81
- PART FOUR: AWARD Time 104
- 7. The Foundation of Independence 107
- What Is AWARD Time? 107
- Building AWARD Time 110
- 8. Small-Group Learning 122
- Forming Instructional Groups 123
- Guided Reading 124
- Writing Conferences 126
- PART FIVE: Maintaining the Balance 138
- 9. Building In New Literacies 140
- Integrating Digital Technology and Media Literacy 140
- Conclusion 150
- Good Routine Gone Bad 150
- A Different Kind of Family Meal 151
- Bibliography 152
- Index 154
- A 154
- B 154
- C 154
- D 154
- E 155
- F 155
- G 155
- H 155
- I 155
- J 156
- K 156
- L 156
- M 156
- N 156
- P 156
- Q 156
- R 156
- S 157
- T 157
- V 158
- W 158
