R10_Balanced_Literacy_Day2
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Balanced Literacy & Readers/Writers Workshop

Balanced Literacy & Readers/Writers Workshop

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R10_Balanced_Literacy_Day2 Presentation Transcript

  • 1. Agenda • Unit Study/IFDs Understanding by Design (UBD) • Writer’s Workshop • Performance Indicators • Differentiation • Guided Reading • Literacy Centers (Purposeful Practice)
  • 2. Let’s get warmed up… Quick Write How does this picture relate to my journey with TEKS R/S?
  • 3. Writer’s Workshop
  • 4. TEKS R/S Writing… We use the word WORKSHOP because it suggests a group of people actively engaged in purposeful tasks. Students learn by… DOING! Not just hearing about reading or writing, but rather hearing about it followed by time to engage in reading and writing themselves.
  • 5. Writer’s Workshop is a popular way of organizing a writing class for one simple reason: it works better than any other management system yet devised. It works because it is based on the idea that students learn to write best when they write frequently, for extended periods of time, and on topics of their own choosing. -Steve Peha, Teaching That Makes Sense What is Writer’s Workshop? Teaching That Makes Sense
  • 6. Writer’s Workshop: Three Beliefs • students write frequently • for extended periods of time • on topics of their own choosing
  • 7. When students write on topics of their own choosing, they need a place to collect writing ideas. Writer’s Notebooks
  • 8. What is a Writer’s Notebook? The Writer’s Notebook is a place where students explore writing techniques as well as keep important thoughts, feelings, ideas, and dreams. It provides a space for pre-writing. Students are expected to create a variety of writing genres utilizing tools authors use throughout the year. Writing completed in the Writer’s Notebook is informal, but will likely lead to ideas for future polished pieces.
  • 9. Writer’s Notebook: Top 10 10. What amazes/surprises/angers you 9. Quotes or inspiring passages from books/poems/music 8. What you notice- those little THOUGHTS that pop in your head! 7. Ideas for stories 6. Snatches of talk you overhear- Facebook posts! 5. Memories 4. Lists 3. Photos, articles, cards, post cards, ticket stubs or other artifacts 2. Your own sketches, drawings or doodles 1. What you wonder about
  • 10. The BEST Minutes of the Day What makes up our writing time? 5-10 Minutes: Writers’ Group Meeting/Mini Lesson 20-30 Minutes: Students Writing/Teacher Conferring 5-10 Minutes: Writers’ Sharing Time
  • 11. A Writer’s Workshop Classroom
  • 12. Student Writing is… sandwiched by instruction. Sharing/Closure Mini Lesson Learning Application
  • 13. Lesson Design Option Mini-Lesson Learning Application Closure Word Study Shared Reading Independent Reading Writing
  • 14. Writer’s Workshop is… • TIME for students to write independently • TIME for students to apply taught skills • TIME for teacher to teach skills • TIME for teachers to see how students apply skills
  • 15. “Writing taught once or twice a week is just frequently enough to remind children that they can’t write, and teachers that they can’t teach. They are both like athletes who never get in condition and have to play the game before spectators!” -Donald Graves Writing: Teachers and Children at Work
  • 16. STAAR Writing Let’s examine what we know about STAAR Writing and connect it to what we have learned about Writer’s Workshop and TEKS R/S.
  • 17. STAAR Grade 4 Writing • Assessment split evenly over 2 days. (see Test Design document on TEA website) • Day 1: One prompt and the first half of the multiple-choice questions • Day 2: One prompt and the second half of the multiple-choice questions • For each day’s test session, students can work through the test in any order: composition first or multiple-choice first.
  • 18. STAAR Revising and Editing • Revision is focused on effectiveness, strengthening/improving various aspects of a piece of writing: the introduction and conclusion, organization/progression, development, word choice, and sentences • Editing is focused on correctness (conventions): capitalization, punctuation, spelling, grammar, usage, and sentence boundaries (fragments and run- ons)
  • 19. STAAR Revising and Editing • Revision and editing are assessed separately, with increased focus on revision as students become more experienced and skilled writers • For Grade 4, 32% of multiple-choice score from revision (9 items) and 68% of score from editing (19 items) • For Grade 7, 40% of multiple-choice score from revision (16 items) and 60% of score from editing (24 items)
  • 20. STAAR Written Compositions • Students will write two one-page essays (26 lines maximum) addressing different modes of writing • Grade 4−personal narrative and expository
  • 21. STAAR Expository Writing Prompts Expository prompts contain a stimulus and are scaffolded: Read, Think, Write, Be Sure to −
  • 22. STAAR Expository Writing Prompts • Read: A short synopsis of some kind or a quotation • Think: The synopsis or quotation generalized and reworded • Write: A focused charge statement • Be Sure to: 4−5 bullets (state a central or controlling idea, organize your writing, develop your writing/explanation, choose your words carefully, a reminder to proofread for correct spelling, etc.)
  • 23. STAAR Expository: Grade 4 READ the information in the box below. THINK about the people you care about. WRITE about one person who has been important to you. Explain what makes this person special. Be sure to- •clearly state your central idea •organize your writing •develop your writing in detail •choose your words carefully •use correct spelling, capitalization, punctuation, grammar, and sentences There are people in our lives who are special to us. Sometimes this person is a teacher or coach, a parent, a brother or sister, or even a friend.
  • 24. STAAR Personal Narrative • Personal narrative prompts contain a stimulus and are scaffolded, though less so than other prompts. • 4.17A - write about important personal experiences • Personal narratives must be realistic in nature. No obvious “fantasy” papers. (Literary writing: 4.16A)
  • 25. STAAR Personal Narrative: Grade 4 Look at the picture below. (picture of boy balancing a basketball on his finger) It takes talent to balance a basketball on your finger. Write about a time when you discovered that you were good at something. Be sure to- •write about a personal experience •organize your writing •develop your ideas in detail •choose your words carefully •use correct spelling, capitalization, punctuation, grammar, and sentences
  • 26. Test Trends Typical Problems in Lower-Scoring Responses • Wrong organizational structure/form for purpose • Weak, evolving, or nonexistent central idea/controlling idea • Wasted space: repetition, wordiness, meandering, meaningless introductions and conclusions (e.g., the “bed-to-bed” approach we often saw on TAKS) • Inclusion of too many different ideas for 1 page • General/vague/imprecise use of language or inappropriate tone for purpose • Essay poorly crafted • Weak conventions
  • 27. Test Trends Typical Strengths in Higher-Scoring Responses • Explicit central or controlling idea • “Narrow and deep” development with no wasted words Quality over Quantity! • Introduction and conclusion: short but effective • Specific use of language and appropriate tone for purpose • Essay well crafted • Strong conventions (Remember: “Strong” doesn’t mean “Perfect”!)
  • 28. STAAR… Getting there STAARTS in Kindergarten! Studying VADs in Writing
  • 29. A Writer’s Workshop Classroom The Mini Lesson
  • 30. Mini Lessons are like… Lucy Calkins describes a Mini Lesson like the HUDDLE in a football game! Turn and Talk about a huddle!
  • 31. Mini Lessons… Mini Lessons are your brief moments of teaching to a whole group! Craft or Mechanics Before you begin, you think… “What is the one thing I can suggest or demonstrate today that might help them the most?”
  • 32. Mini Lessons… Mini Lessons provide a GOLDEN opportunity to teach skills in short, concentrated bursts, and to connect skills to the REAL writing students are doing.
  • 33. Where do ideas for Mini Lessons come from? • TEKS in the IFD • Areas of need based on observation of student writing • Knowledge of Six Traits • What will be important for
  • 34. Studying the IFD for Writing Materials: IFD, pink highlighter, yellow highlighter Goals: – Increase understanding of the Instructional Focus Document – Ensure content knowledge of TEKS with specificity
  • 35. Coding the IFD by Component Cognitive Specificity Content Specificity
  • 36. Mix and Mingle… Stand up and find someone from another table. Share with each other the ideas your table came up with for a Mini-Lesson at your grade level.
  • 37. MORE TEKS R/S Support Also available for… Grammar and Punctuation
  • 38. MORE TEKS R/S Support Also available for… Grammar and Punctuation
  • 39. Writer’s Workshop… Conferring
  • 40. Conferring... Lucy Calkins says… “We need to set aside our teaching agenda and hear what the writer has to say.” “Be present as a listener first!”
  • 41. Steps to a Conference: RESEARCH DECIDE TEACH RECORD
  • 42. Research: Ask Questions Tell me about your writing. How’s it going? What do you need help with today? What are you working on as a writer? What do you like about your writing?
  • 43. PUTTING AWAY THE RED PEN… “As a society, we allow children to speak by trial and error, but when it comes to reading and writing, we expect them to do it right the first time.” -Donald Graves and Virgina Stuart Write from the Start, p.34
  • 44. Conferring is … teaching it FORWARD We are teaching the WRITER not their WRITING when we have these moments with students. We want them to learn something that will help them NEXT time in their writing.
  • 45. Steps to a Conference: RESEARCH DECIDE TEACH RECORD
  • 46. Stars and Steps… Mini Lesson Kids Writing Teacher Conferring Sharing Time I give myself a star for… I could take steps to be better at …
  • 47. Writer’s Workshop
  • 48. Writer’s Workshop Write your definition for Writer’s Workshop
  • 49. THINK TURN TALK Something I know about Writer’s Workshop is _____________. What Is Writer’s Workshop? http://todaysmeet.com/BL_2-Day
  • 50. TEKS R/S COMPONENTS Reflection… Please see Component Reflection handout. Update your personal reflections for Writing. What did you see on the video samples?
  • 51. Do you agree with this statement? Not all kids learn at the same rate, over the same time, and through reading the same text on the same day!
  • 52. Why differentiate instruction? When a teacher tries to teach something to the entire class at the same time, chances are, one-third of the kids already know it; one-third will get it and the remaining third won’t. So two-thirds of the children are wasting their time. - Lillian Katz
  • 53. Think about it… • How much time do I spend on reading instruction per day? • How much individualized reading instruction does each child receive in my class? • How much time does each child get to read a book at their instructional level? • How many books/texts/stories does each child read per week in my class?
  • 54. Guided Reading RAN Chart (Reading and Analyzing Non-Fiction) Please take a moment… What do you think you already know…. What are some of your current wonderings… ** You have to keep up with your own learning now on your RAN either noticing misconceptions or new information. **
  • 55. What is the difference? Whole Class Reading  Groups remain stable in composition unless your class list changes.  Students progress through a specific sequence of stories and skills.  Introductions focus on new vocabulary.  Teacher follows a given script from teacher’s guide.  Teacher serves as an all knowing reader. Guided Reading Groups  Groups are dynamic and flexible and change on a regular basis.  Stories are chosen as appropriate for the reader. There is no prescribed order or pace.  Introductions focus on meaning and personal connections.  Teacher and student actively interact with the text.  Teacher and student interact together as readers to construct meaning.
  • 56. What is the difference? Basal Reading Groups  Students take turns reading orally  Readers are dependent on teacher to know what to do next  Students are assessed in a workbook or with an activity at the end of each story  Focus is on the LESSON, not the student. Guided Reading Groups  Students read entire passage themselves not having to wait.  Students read independently and with confidence.  Assessment is ongoing and imbedded into instruction.  Focus is on the STUDENT and not the lesson.
  • 57. Consider that response to INSTRUCTION may be a more appropriate name for RtI. (Allington 2008) RtI should be about what takes place all day long for every student, rather than during a narrow time frame for a select group of students! RtI is not about stepping stones.. but should be more of a revolving door!
  • 58. So you’re saying… Small group reading instruction is… NOT negotiable in a Tier 1 reading classroom and should be an integral element of instruction for ELAR/SLAR teachers using TEKS R/S and NOT something we do only for intervention!
  • 59. Guided Reading Allows the Teacher to:  Closely match students with appropriate text  Devote time to each student for re-teaching or extension.  Observe the strategies each student uses to gain meaning from text  Focus on skills/strategies in a small group setting  And…
  • 60. Feel like their teaching is HITTING THE MARK for all students!
  • 61. Experts On Guided Reading… “The goal of Guided Reading is comprehension of text and teaching for independence. In Guided Reading, you bring together a small group of children who have similar needs, introduce a new text to them, and support their reading.” Fountas and Pinnell Guided Reading: Good First Teaching for All
  • 62. Let’s be clear… Guided reading is not round-robin reading where everyone takes a turn and reads a line aloud while everyone else waits. It’s not choral reading where everyone reads the text aloud in unison. And it’s not a lesson where the teacher reads to the children and the children repeat what she read. Rather, guided reading is a teacher-supported technique to help children gain their own meaning from a text they are reading by themselves in a low voice! -BALANCING READING & LANGUAGE LEARNING A Resource for Teaching English Language Learners, K-5
  • 63. Reading Levels… Independent 95%-100% Instructional 90%-94% Frustration Below 90% Best because it offers opportunity for students to “problem-solve” and apply strategies. AND it is the best use of your time as the TEACHER!
  • 64. TEXT SELECTION
  • 65. Texts chosen for Guided Reading are not matched to… PHONICS objectives TEXTBOOK Selections THEMES
  • 66. Texts are Matched to STUDENTS
  • 67. Selecting Books for Students… I’m not picking E’s and J’s and D’s… I’m picking a level E book for Jonah Zach Sarah and Ariel
  • 68. THE INTRODUCTION
  • 69. The Introduction… • Reading should not be miserable. • Remember this is an INSTRUCTIONAL level text. Students can’t read it successfully without you. • Ask yourself: What schema do I need to build so students can have success with the reading?
  • 70. Planning for Guided Reading…  What are the supportsin the text? Known Words Illustrations Background Knowledge of Subject  What are the demands in the text? New High Frequency Words New Vocabulary Text Structure Comprehension Confusing Illustrations or lack of Unsecured Reading Strategies ESC12/PowerPoint/June 2009/Teach Learn-Gen Ed
  • 71. Survey the path… move the CARS… but you don’t get the broom and SWEEP the driveway! When a child is learning to ride…
  • 72. The TRUTH about Scaffolding… “It is possible to scaffold so much that students have very little responsibility in the work. You don’t want to find yourself scaffolding continually. This excessive support is less about scaffolding and more about carrying.” Preventing Misguided Reading Burkins & Croft (2010)
  • 73. Don’t be afraid of giving away too much information! Have a PLAN for what information you need to draw out of the shell! Final Thoughts About the Introduction…
  • 74. TEACHING POINTS
  • 75. Teaching Points… “If you don’t know where you’re going, you might end up somewhere else!” Somewhere Else Toby Keith
  • 76. Help! TEKS R/S doesn’t tell me… What to teach in Guided Reading! There is a reason for that! Turn and talk… WTH!?
  • 77. Teaching at the Table… • Reading Strategies (how to read) • Reading Skills (TEKS) & Comprehension Strategies (Fig. 19 TEKS) (how to THINK when you are reading)
  • 78. Finding the SKILLS… Get a pen…. L k at the TEKS on your IFD and think about BEST FIT TEKS for the Guided Reading Table.
  • 79. What am I TEACHING? • Reading Strategies and •Reading Skills (TEKS) and Comprehension Strategies (Fig. 19 TEKS)
  • 80. Teaching at the Table… • Reading Strategies (how to read) • Reading Skills (TEKS) & Comprehension Strategies (Fig. 19 TEKS) (how to THINK when you are reading)
  • 81. During Reading: Teaching For Strategies… When we talk about teaching for strategies, we are talking about a repertoire of responses you can apply at any time to help the child learn from reading text. Your moves must be focused and supportive.” Fountas & Pinnell Guided Reading: Good First Teaching for All
  • 82. Teach it Forward… In Guided Reading you are not teaching a child how to read THIS BOOK, you are teaching them skills that will help them read ALL BOOKS! What’s the DIFFERENCE?
  • 83. The problem is…
  • 84. What is the lesson format?  Introduction of Text and Teaching Point  Students Read- Teacher Supports/Scaffolds (Sometimes the READING happens away from your table)  Discussion/Comprehension/Return to Teaching Point  Evaluation ESC12/PowerPoint/June 2009/Teach Learn-Gen Ed
  • 85. Guided Reading Think About It… • How much time do I spend on reading instruction per day? • How much individualized reading instruction does each child receive in my class? • How much time does each child get to read a book at their instructional level? • How many books/texts/stories does each child read per week in my class?
  • 86. Guided Reading RAN Chart (Reading and Analyzing Non-Fiction) What did you learn about Guided Reading today in relation to TEKS R/S?
  • 87. Student Grouping for Balanced Literacy Instruction K-5 • Whole Group – Shared Reading – Interactive Read Aloud – Mini-lessons (Reading and Writing) – Modeled Writing • Small Group – Guided Reading – Skill/Strategy Groups – Literacy Centers • Individual – Reader’s and Writer’s Workshop – Reading/Writing Conferences
  • 88. Whole Group Instruction • What? – Read aloud, shared reading, grade level skill lessons, explicit instruction • Who and When? – All students, daily, 20-30 minutes minimum but watch your maximum numbers • Why? – Exposure to grade level material, modeling of strategies, oral language and vocabulary
  • 89. Small Group Instruction • What? – Teacher working with small flexible groups to differentiate instruction – Guided Reading or Skill Based • Who and When? – Determined by students’ needs/assessments • Smaller groups and more frequent for struggling students • Flexible schedule determined by the teacher • Why? – Supports and scaffolds student learning – Facilitates differentiated instruction (ELLs, G/T, struggling students etc.)
  • 90. The HOLES for your lesson plan book are… Word Study Independent Reading Writing Shared Reading Remember that Framework?
  • 91. Reading Teachers Estimated Time (FLEXIBLE) Type of Instruction 5-10 minutes Read Aloud/ Model Reading 15 – 20 minutes Shared Reading 20 – 40 minutes Guided Reading and Reading Workshop Independent Reading
  • 92. Writing Teachers Estimated Time (FLEXIBLE) Type of Instruction 5-10 minutes Model Writing 15 – 20 minutes Shared Writing 20 – 40 minutes Conferencing and small group instruction Independent Writing
  • 93. PURPOSEFUL PRACTICE Literacy Centers and Stations
  • 94. Purposeful Practice While the teacher is working with the small group, the students are engaged in purposeful practice. – Work Stations/Literacy Centers Lessons should offer practice opportunities that can be adjusted to become Work Stations or Literacy Centers if desired.
  • 95. Grow your Centers from your whole group instruction! TEACH then TRANSFER!
  • 96. Generate a list with your table mates… What are things that you wish you could give students more time to learn in Language Arts and Reading?
  • 97. Developed by the Texas Education Service Center Curriculum Collaborative (TESCCC) To learn a particular concept, “some children need days; some, ten minutes,” but the typical lockstep school schedule ignores this fundamental fact. -Marilyn Hughes
  • 98. SCHEDULING FOR SMALL GROUP INSTRUCTION
  • 99. Sample Small Group Schedule For 5 Groups (3-4 weeks into the year) • Monday 1 2 4 • Tuesday 1 3 4 • Wednesday 1 2 5 • Thursday 1 3 5 • Friday 3 5 15-20 minutes with each group
  • 100. MANAGEMENT OF SMALL GROUP INSTRUCTION
  • 101. Weighing your options… Grouping and Rotations Maintains a higher level of teacher control. Student Choice Boards Gives students more opportunity to direct their own learning. There is NO right or WRONG. It is a decision based on personal preferences and grade level considerations.
  • 102. First up… Grouping and Rotations Maintains a higher level of teacher control.
  • 103. Grouping and Rotations Mixed ability groups during Stations Guided Reading Like ability groups during Guided Reading Buddy Reading Independent Reading Working With Words Response Journals Reading Strategy Practice
  • 104. The groups from the top move to the right every day. Guided Reading is not a center! All my students move at the same time… but NOT on a timer. Management: The Work Board
  • 105. Next up… Student Choice Boards Gives students more opportunity to direct their own learning.
  • 106. Circles are all READING Triangles are all Comprehension Squares are all Word Study Kids could be given different stations to complete.
  • 107. Turn and Talk… Grouping and Rotations Maintains a higher level of teacher control. Student Choice Boards Gives students more opportunity to direct their own learning. There is NO right or WRONG. It is a decision based personal preferences and grade level considerations.
  • 108. Getting Started It is not a race!
  • 109. Getting Started • Teaching centers whole group! Everyone is reading from the baskets of books! Everyone is practicing a making words or vocabulary activity. • The first week of centers are all those familiar centers that you practiced from the weeks before. We don’t add multiple centers in a day for the first two weeks. • The first few weeks are not about WHAT students are practicing, it is more about HOW they practice it.
  • 110. How we practice it… Tyler Elementary; Belton Texas
  • 111. Don’t make the same mistakes… • Where are you placing your small group table? • Slow down first to speed up later. • Assign center captains. • Get up and move around between small groups. • Change the groupings as necessary, but not too often. • Teach then TRANSFER…
  • 112. “I Can” List What is an “I Can” list? A list of activities generated by the class that they could do at a work station. Why use I Can Lists? -Helps build student ownership and buy in. -Provides students with choice. -Make students aware of possibilities at a center. - Provides opportunity for differentiation.
  • 113. Accountability… How are you going to hold students accountable for their work during Centers/Stations? Turn and talk…
  • 114. Center Patrol Skipcha Elementary; Killeen Texas
  • 115. Check Sheets
  • 116. Grow your centers from your whole group instruction! IFD SEARCHING
  • 117. Questions for Planning • What is my instructional objective? • What does mastery of this objective look like? • What will students be doing? • What will we do for closure?
  • 118. Word Study Independent Reading Writer’s Workshop Shared Reading Guided Reading and Purposeful Practice
  • 119. A thought to leave you with… “One is a real educator only in so far as they succeed in helping students to be their own teachers and to acquire the methods of gaining firsthand knowledge for themselves." -Virgil Stallbaumer (1948)
  • 120. This session will… – Increase understanding of the Instructional Focus Document – Ensure content knowledge of TEKS with specificity – Provide opportunities for collaboration while planning for the upcoming six weeks of instruction – Demonstrate effective classroom instructional design and implementation
  • 121. Ticket Out the Door… Thank YOU for joining us for the TEKS R/S and Balanced Literacy Institute!
  • 122. Dr. Richard James 972-348-1084 Richard.James@Region10.org www.Region10.org/TEKS-resource-system Contact Information