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• W47276483 abstract "Noting that teachers h,ve expressed a need for more information on how they can incorporate whole language into their classrooms, this paper describes ways of combining whole language techniques in a program that continues to use the basal reader. The paper first offers a brief view of the basic steps often used to incorporate predictable books into a basal program and then describes a year-long project in which a college reading methods instructor volunteered to teach (using predictable books and basals) on a daily basis with a group of 15 first graders. Sample lessons (emphasizing fluent reading, writing, and other language skills) written by graduate students of the college reading methods teacher are presented next, and these are followed by two learning sequencesone to use when the basal reader is the major method of instruction and the other to use when the basal is used as a supplemental book. It is concluded that observational data in the classroom supports the combination of predictable books and the basal reader approaches to reading instruction. (RS) *********************************************************************** Reproductions supplied by EDRS are the best that can be made from the original document. *********************************************************************** INTEGRATING PREDICTABLE BOOK TECHNIQUES WITH BASAL READER INSTRUCTION Dr. Linda Jones McCoy Professor 210 Hughes Hall Pittsburg State University Pittsburg, Kansas 66762 Special thanks to Jane 11 Carson, Nancy Ewbank, Claire Hamilton, Martha Hugo, Veronica Long, Vivian Metcalf, Judy Muhr, Janet Peckman, Judy Pontious, and Joan Thompson who provided help with the lesson plan portions of this article. a 'PERMISSION TO REPRODUCE THIS MATERIAL HAS BEEN GRANTED BY TO THE EDUCATIONAL RESOURCES INFORMATION CENTER (ERIC. U.S. DEPARTMENT Of EDUCATION Of of Educational Research and Improvement EDUCATIONAL RESOURCES INFORMATION CENTER (ERIC) G < document has bean (*produced as :awed from the person or organization onpinati t it O Minor cl.. nos have been made to improve reproduction quality Points of view or opinions stated in Ibis document do not necessarily represent official OERI position or policy INTEGRATING PREDICTABLE BOOK TECHNIQUES WITH BASAL READER INSTRUCTION The predictable book approach to reading, a whole language approach, is based on the idea that children should learn to read from whole, interesting pieces of literature with the teacher providing a fluent model. The whole story or poem is presented to the class first by the teacher and then, through multiple readings, the children lea -a to read it themselves. After the whole story or poem has been shared in this way, the class may then look at specific parts of the story for word and language study. The material used is carefully selected by the teacher so that it is predictable and the children cannot help but read it as they participate in the lesson. Much of the work is done with the whole class. Teachers have had professional books available for some time which aid in the study of teaching techniques which have been found effective in this approach (Holdaway, 1979; and McCracken and McCracken, 1979.) Teacher materials have also been available since Martin and Brogan's S-..ds of Language readers were first published about 25 years ago. The Scott Foresman Reading Systems and Reading Unlimited basal readers of the 1970s included a number of predictable stories in the early readers. The appearance of the Story Box materials in the early 1980s was the beginning of a publishing market for predictable books and big books which has dramatically increased each year with many publishers now offering similar materials. (Integmt.Pred.BootTechn.-D#3) As teachers acquire more of these materials, read more whole language articles, and attend meetings where speakers advocate whole language teaching, they express a need for information on how they can either become total whole language teachers or, more frequently in our area of the country, combining whole language techniques in a program where they continue to use the basal reader as a portion of their program. This article will give a brief view of the basic steps often used in predictable book teaching, describe a year long project working with children in integrating predictable books and basal reader instruction, give some specific strategies for use at various grade levels, and share two learning sequences developed to apply these techniques to basal reader instruction. Basic Methodology The basic steps included in a lesson might be as follows: 1. The teacher reads or recites a story or poem to the class. The children may ( may not set, a printed version at this point. The teacher reads fluently without many pauses for comments, questions, or discussion. 2. The teacher reads the material again fluently as the children follow along in a large copy version or with their individual copies of the selection. The children are invited to start to chime in whenever they can. There may be short pauses during this reading to discuss pictures or point out something of interest about the story. If a Big Book or large chart version of the selection is used, the teacher guides the children's eyes using a pointer. (I ntegrat. Pred.Book.Techn. -D#3) 1 3. The teacher and the class read it again as many times as possible. If pupils are quickly fluent with the story or lose interest soon, this part of the lesson is discontinued and further readings are scheduled for another day. 4. Individuals or parts of the group read selected parts of the story, with the teacher providing a fluent model whenever they experience difficulty. 5. Follow-up activities are used to reinforce word attack skills (framing selected sight words, covering up the in enJing to a root word, finding a word that begins the same as a given word, for example). To stimulate writing, the lesson may continue with a look at the pattern the author has used with the children expanding on a given sentence or substituting their own words for those of the author orally or in writing. 6. Large copies of the original stories or poems or large copies of the children's writing based on the story pattern are often displayed in the mom for additional exposure. Children are encouraged to return to these materials for both independent and teacher guided rereading. 7. New stories are introduced frequently, perhaps every day, and rereading of old stories and continued work with those stories continues for many days. Often a favorite will be used again later in the year as the children continue to rework familiar patterns into their own versions These steps are an over-simplification of the methods used, but it does give the reader a feel for the basic structure of the program. (Integrat.Pred.Book.Techn.-D#3) 3 J The Year's Work Shortly before school began in the fall, I, a college reading methods instructor, asked permission to volunteer teach on a daily basis with a group of first graders. Included in the agreement with the school were the following" @default.
• W47276483 created "2016-06-24" @default.
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• W47276483 date "1993-01-01" @default.
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• W47276483 title "Integrating Predictable Book Techniques with Basal Reader Instruction." @default.
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