Using Basals

8/11/2019 Using Basals

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Using Basals:

Determining How to use Basals Effectively


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1. Used in 9 to 10 primary classrooms in the U.S.

2. Used in 85% of the intermediate classrooms

3. Have come in several forms forms over time: The first was the hornbook

1830 The McGuffeys Eclectic Reader

1812 The Beacon Street Readers: Strong phonicsand articulation drills

1941 Dick and Jane New Basic Readers:Supported sight reading and repetition

Understanding the basal
http://www.schechter.org/sager/links/fifth/Colonies_Web_Page_04/Education/colonial_education.htmlhttp://www.answers.com/topic/mcguffey-readershttp://faculty.valpo.edu/bflak/dickjane/http://faculty.valpo.edu/bflak/dickjane/http://www.answers.com/topic/mcguffey-readershttp://www.schechter.org/sager/links/fifth/Colonies_Web_Page_04/Education/colonial_education.html


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Anatomy of the Basal Reader

Composed of a group of core materials

1.Student text

2.Teachers edition

3.Students and teachers workbooks

4. Supplemental practice and

enrichment exercises


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Teachers Edition

Instructional guide and in-service support

Three important features

1. Scope and sequence chart

2. Reduced version of the students text

3. Suggested lesson plan for the teacher


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The Students text

In some basals, the beginning readers are

called primers. They often contain decodable text: textwhere 90% of the words have been previously learned

or the phonics rules for them have been previously

learned. (10% new words)

????? What are some important problems with

controlling vocabulary in early basal readers???


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Workbook

The workbook: Designed to provide

independently practice of skill instruction

provided by the teacher

The cost of workbooks has in some

cases, displaced the purchase of good

books and the time spent working on themhas replaced time for reading.


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Strengths of Basals

Strengths Basal Readers A sequenced or spiral curriculum

Saves teachers time

Student texts are in ascending difficulty

Skills gradually introduced and reviewed

Lesson plans provided

Helpful to beginning teachers

Assurance that reading skills are being covered

BACK


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Limitations of Basal Readers

Editing stories (both text and illustrations) removes

support

Basals lesson design is questionable

Stories may not relate to students interests Often less appealing than trade books

Censorship comes into play

Seldom contains directions on how to teach reading

Leaves little room for creativity and decision making

Promotes the use of traditional grouping

Management becomes time consuming


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Organization of the Basal

Designed to take students through a series of of

books, experiences, and activities toward

increasingly sophisticated reading behaviors(SCOPE AND SEQUENCE)

Important feature in the teachers edition is the

scope and sequence chart

Some are organized in themed units
http://www.perfectionlearning.com/lts/lts.scope.adphttp://www.perfectionlearning.com/lts/lts.scope.adp


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Instructional Beliefs and Basal

Readers

The philosophical underpinnings of

different basal series varies with respect to

the authors beliefs about how childrenshould be taught to read.

There are skills based basals and

literature based basals.


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Adopting Basal Readers

Most states have adopted some form of highlycentralized, state level-control the selection.

The remaining states select basals at the districtleveled

Texas uses elements of both

The average amount of time textbook adoption

committee members spend is approximatelyone minute per page. This is often referred toas Flip Test.


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Guidelines for Evaluating

Basal Readers

Selection of basals should not be the

same as the selection of the reading

curriculum Reviewers should be the teachers who will

work with that basal

Establishing Criteria


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Taking Control of the Basal

Reading to,with, and by childrenCalled

a Balanced Approach to Reading


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Reading TO Kids

Set the stage: Why are we doing this?

Where are we going?

1. Introduce the selectiondiscuss thecover and title, discuss the topic and how

it might apply to the kids,

2. Read the selectionPRACTICE FIRST3. Focused or Open Discussion


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Read WITH Kids

1. Echo Readingrepeated reading(I sayyou say)

2. Choral Readingreading as a whole3. Antiphonal Reading - a collaborative

dialogue

4. Guided ReadingChildren read in groupat instructional level (mumble voice) withteachers individualized feedback


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Reading BY Kids

Independent Reading

In groupspredetermined stopping point

each session with end of readingresponse. Meet and set next goal

Sustained Silent Readingstudent

selected materials read for studentdetermined purposes


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Direct Reading Thinking Activity

(DRTA): Used in almost all Basals

Pre-Reading Discuss cover (or first page) and the title

Predict what will happen in the book (story)

During Reading

Read to a predetermined place

Review previous predictions

Make new ones

Read on to next stopping point


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Reconciled Reading Lesson

Pre-Reading

Teach reading skills before reading

Relate them to the section to be readDuring Reading

Model using skill at beginning of the reading

Have students monitor their own use of the skillPost-Reading

Discuss use of skill


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Language Experience

1. What I think I can say

2. What I say, I can write, or someone can

write for me

3. What I write, I can read

Roach Van Allen


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ReQuest Lesson

Reciprocal Questioning

Pre-Reading

Carefully select non-negotiables

Preview piece (see DRTA)During Reading

Read together to a stopping point

Teacher asks questions of students Students ask questions of teacher

Read on to next stopping point


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Analyzing a Basal Selection of Skills to

Include in a Mini-Lesson

Select and Analyze a skill Introduce the Skill to be learned in the

context of a Whole

Students Practice and Follow-up

Return to the Whole

Assessment

Supplies Needed

END: Back to first slide


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Literature based basals use literature acquiredfrom trade books and written for literary value,

not for being decodable. Reading strategies aretaught within the context of the stories as theyare being read and as they come to be needed,,rather on the curriculums schedule.

Back

G


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Evaluating Basals: Guidelines1. _Is extensive and user-friendly

2. _Supports curriculum standards/goals/objectives3. _Offers teaching/grouping choices

4. _Provides multiple tasks to meet individual needs

for prior knowledge, literacy support, writing

options, etc.

5. _Highlights skills/strategies for vocabulary,

decoding, comprehension, study skills, graphics,

and technology at point of use6. _Includes intervention strategies/lessons

7. _Traces skills/strategies (Scope and Sequence

chart)


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8. _Incorporates varied assessment options

9. _Enhances cross-curricular connections

10. _Heightens cultural perspectives11. _ Demonstrates process writing/leveled projects

12. _ Integrates spelling and grammar instruction

13. _Implements charts, report utility, Internetcapability

14. _Has theme organized/utilized

15. _Suggests classroom library/complete lessons

Back


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Spiral Curriculum

spiral curriculum- 'A curriculum as itdevelops should revisit this basic ideas

repeatedly, building upon them until thestudent has grasped the full formalapparatus that goes with them'

Jerome Bruner.http://www.infed.org/thinkers/bruner.htm

Using Basals

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