PP The Balanced Language Approach

The BalancedLanguageApproach

Overview of Reading Programme To establish a balanced reading programme; To create a love of reading; To encourage learners to respond to Language and meaning in texts; To assist learners to use comprehension strategies; To teach learners processing strategies; To enrich and extend vocabulary; To recognize and cater for individual needs; To give learners time to read a range of texts.© Western Cape Government 2012 | WCED Grade 7 Teacher Training 2

Language teaching Approaches The Approaches to teaching Language are: Text-based; Communicative and Process orientated. The text-based approach and the communicative approach are both dependent on the continuous use and production of texts. (CAPS pp9,10)© Western Cape Government 2012 | WCED Grade 7 Teacher Training 3

The five Components of teaching Reading: 1. Phonemic awareness 2. Word recognition (sight words & phonics) 3. Vocabulary 4. Fluency 5. Comprehension© Western Cape Government 2012 | WCED Grade 7 Teacher Training 4

The Reading Process (CAPS pp 26-27) • Pre-Reading: Introduction of the text. • During Reading: Teacher reads the text to the learners. • Post Reading: Teacher checks understanding.© Western Cape Government 2012 | WCED Grade 7 Teacher Training 5

READINGStages of reading development:  Emergent Reading Level  Early Reading Level  Fluent Reading Level© Western Cape Government 2012 | WCED Grade 7 Teacher Training 6

READING: Teacher targets Provide opportunities for reading daily; Provide a range of written texts; By assisting learners to predict, clarify, make connections, make inferences and summarise; By encouraging learners to decode and determine meaning; By listening to varied stories and poems; By having a timetable that allows an uninterrupted block of time.© Western Cape Government 2012 | WCED Grade 7 Teacher Training 7

Learner targets for reading Emergent Stage (Level 1): Recognise most frequently used words To read aloud simple sentences; To begin to use some comprehension strategies; To show and understanding of what has been read; To explore new books; To show a desire to read independently; To interpret the meaning of some visual information.© Western Cape Government 2012 | WCED Grade 7 Teacher Training 8

Learner targets for readingEarly Stage (Levels 1 and 2): To continue to use processing strategies like decoding a text; To cross-check, confirm and self-correct; To continue to use comprehension strategies; To cope with more characters and scene changes; To explore a greater variety of text forms.© Western Cape Government 2012 | WCED Grade 7 Teacher Training 9

Learner targets for readingFluent Stage (Levels 2 and 3): To understand the structure and features of a variety of text forms; To identify the author’s purpose; To understand plot development, character development and setting; To differentiate between fact and opinion; To understand the meaning of Cause and Effect; To have knowledge of literary devices; To be able to read silently.© Western Cape Government 2012 | WCED Grade 7 Teacher Training 10

The Balanced Language ApproachMethodologies: SHARED READINGINDEPENDENT READING READING ALOUDINDEPENDENT Balanced SHARED WRITING Language WRITING ApproachGROUP GUIDED WORD & READING SENTENCE LEVEL WORK GROUP READING© Western Cape Government 2012 | WCED Grade 7 Teacher Training 11

Reading MethodsIncludes: Shared Reading Guided Reading Group Guided Reading Reading Aloud Independent Reading© Western Cape Government 2012 | WCED Grade 7 Teacher Training 12

Shared Reading A whole class activity; Texts need to be age appropriate; Modeling and teaching reading skills; Older learners: enlarged texts suitable for poems and shorter texts; For longer texts use multiple copies of texts.© Western Cape Government 2012 | WCED Grade 7 Teacher Training 13

Group &/or Guided Reading  Learners are grouped according to their ability;  Teacher observes progress of learners;  Guided reading is stages, not ages; (emergent, early and fluent)  Use resources that are accessible and easy to manage.© Western Cape Government 2012 | WCED Grade 7 Teacher Training 14

Reading Aloud  Learners at all ages and stages of their literacy development need to be read to;  Select age appropriate books for learners;  Stories that work on emotion;  Stories that spark imagination;  When a reader uses expression and voice characterization, the story comes alive.© Western Cape Government 2012 | WCED Grade 7 Teacher Training 15

Independent Reading  Must be accommodated for within the time allocated for reading;  Encourage learners to read in their spare time;  Learners practise and read at their own pace;  It builds and reinforces vocabulary;  Helps comprehension and promotes fluency;  Firm guidelines and routines must be in place;  Teacher can work with individuals or groups.© Western Cape Government 2012 | WCED Grade 7 Teacher Training 16

Written Language/Writing Writing is a powerful medium of communication that allows learners to construct and communicate thoughts and ideas coherently. Frequent writing practice across a variety of activities enables learners to communicate functionally and creatively.© Western Cape Government 2012 | WCED Grade 7 Teacher Training 17

How to?  Allocate time for writing;  Expose learners to a variety of written text types;  Highlight the learners’ strengths and establish goals/targets;  Make writing a day-to-day activity;  Writing which is appropriately scaffolded using writing frames, produces competent writers.© Western Cape Government 2012 | WCED Grade 7 Teacher Training 18

Writing Approaches The following Approaches can be used:  Shared writing  Guided writing  Independent writing© Western Cape Government 2012 | WCED Grade 7 Teacher Training 19

Shared Writing Teacher models the entire writing process; Writing with learners; Teacher guides the writing process using the words and ideas of the learners; Teacher “thinks aloud” when writing; Teacher uses a variety of text types as a model for Shared Writing; Purpose is to prepare learners for Independent Writing.© Western Cape Government 2012 | WCED Grade 7 Teacher Training 20

Guided Writing  Teacher supports individual learners or groups who have difficulty applying writing elements.Independent Writing Follow the complete writing process; Learners must write by themselves everyday; Class organisation changes as the learners’ writing develops.© Western Cape Government 2012 | WCED Grade 7 Teacher Training 21

Word & Sentence Level Work Word and Sentence Level Skills are taught explicitly. These Skills are learned in the context of the text that has been read together during Shared Reading, Group Reading and/or Guided Reading.© Western Cape Government 2012 | WCED Grade 7 Teacher Training 22

How texts link together in the two-week cycle:  Different texts are used as a basis for the two-week teaching cycle.  They are selected on the basis of how they link together to form an integrated unit  Using themes is optional and it makes it possible to recycle Vocabulary and Language Structures in meaningful contexts.© Western Cape Government 2012 | WCED Grade 7 Teacher Training 23

Source Jill E. Eggleton (Author) Lighting the Literacy Fire (Title) Practical Ideas for the Organisation and Implementation of Comprehensive Literature Teaching (Subtitle) (2010)Thank you