Garfield balanced literacy evans 2013


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  • In a balanced-literacy approach, students will have authentic opportunities to use strategies and skills in reading and writing.
  • Traffic flow, rich language environment, rule/procedures, management of materials, good lighting, preferred seating, interests levels, leveled library, have at least 7 books per child, noise level, relevant activities, file folder games at their level, trust, comfort, safety, vision, work to keep engaged, goal setting
  • “Reading aloud to students is another way to demonstrate how much you value reading, and it also becomes an opportunity to teach students about the rewards that reading brings” (Graves, 59). Readalouds occur throughout the day within a balanced literacy program. During read aloud time, the students gather on the whole group carpet area while a text is read aloud. Read alouds provide time for new genres, cultures, themes, and social issues to be introduced. If read alouds are thoughtfully selected, they can be used to teach reading strategies and vocabulary. According to Teaching Reading in the 21st Century, “What you choose to read aloud can serve to entice students to broaden the scope of their reading interests” (Graves, 59). During read alouds, the students are granted a glimpse inside the teacher’s head when think alouds are used. During the reading, the teacher may pause and share what she is thinking. This serves as a model for the students so that they are aware that real readers have a constant conversation running in their heads. Read alouds are also beneficial in providing a model of quality writing. During writer’s workshop, we often refer to mentor texts to help us improve our writing. By having some trusty texts, students will be able to model their writing after their favorite authors. Lastly, read alouds create a sense of community. “The social nature of reading in the company of others can become a powerful motivating force, encouraging students to read, to read with understanding, and to share their ideas with others. When students have the opportunity to talk with one another about what they read, they come to realize that there are many ways to understand and respond to a text, and they also have the opportunity to enlarge their understanding and repertoire of responses by listening to the responses of others.” (Graves, 60)
  • We rely heavily on this instructional approach in kdg and first grade, when students are emergent readers and are learning how texts work and stories go.
  • Having time to actually read for pleasure is essential if a child is to become a real reader. During independent reading time, students read texts of their own choosing. The teacher should be knowledgeable about current literature and should be able to assist the students in selecting “good fit” books. At the beginning of the school year, and as needed throughout the year), students need to be taught how to select “good fit” books. During independent reading, the classroom teacher may conference with individual readers. During a reading conference, the teacher checks in to see how the student is doing, teaches a strategy, and a praise point. The teacher may listen to the student’s reading and then give one strategy that the student may use. Or perhaps the teacher will help the student select a “good fit” book. After the teacher shares a strategy, she should give a praise point and then move on to another student. These conferences allow for the teacher to assess the students reading progress and to see which students need help with what. By providing time for the students to actually read, the teacher is showing the student that she values reading. “Anderson, Wilson, and Fielding (1998) discovered that among the fifth-grade students they studies, 50 percent read 4 minutes a day or less; 30 percent, 2 minutes a day or less, and 10 percent not at all” (Graves, 59). If students are to become better readers, they need to be given time to actually read!
  • This is just a model of what a normal day may look like. However, when doing a class novel, the timing may change.
  • This is just a model of what a normal day may look like. However, when doing a class novel, the timing may change.
  • Research presented April 12, 2011 – Kelly Gallagher workshop session on writing @ Macomb ISD
  • Assign and assess writing does not teach students the knowledge and skills needed to become better writersWriteWell is designed around the format of Writer’s Workshop where teachers teach students minilessons as well as teach them to read like writers and write like readers.
  • Model/coach students to elevate their writingRead lots of mentor texts in the genre – have them look at the text with the thought “What did the writer do that I could do?”Turn & talk about the “how” Show them by writing in front of students – write in front of the class and think aloud during the process, modeling about 5-7 minutes at a timeWriteWell is about quality vs. quantity
  • Structure similar to 90-minute reading block – whole group, small group, independent work
  • We all know the importance of modeling reading. It is just as important to model for the students the qualities of good writers. Modeled writing generally occurs more often in the primary classrooms as the students are beginning to develop as writers. In upper grade classrooms, the teacher may choose to model specific craft or convention lessons. All students may not need the modeled writing lesson, so the teacher may pull just a small group for the writing lesson. Modeled writing generally occurs within Writer’s Workshop time, but it may also occur in content areas also.
  • Guided writing generally occurs during Writer’s Workshop. When the rest of the class is working independently on their pieces, the teacher may pull a small needs-based group and teach them a specific writing strategy. The teacher informally assesses the students during the writing conference and then uses that information to guide the guided writing group. Interactive writing can take many forms with the classroom. Within the classroom, the students are expected to journal. Often the teacher responds to the child in the journal. If a piece is too personal, the student may choose not to share the piece with the teacher. Interactive writing also occurs when the class writes a piece of writing together. The students and the teacher may “share the pen” and contribute sections of the text. If journals are being used, it is important for the teacher to, “Read and comment on the journal as often as possible” (Graves, 375).
  • Within the balanced literacy approach, independent writing takes up the majority of the Writer’s Workshop approach. Students are expected
  • Share “Conferring Talking Points” handout
  • The Fountas and Pinnell word study is a collection of minilessons that enable teachers to help children attend to and learn about how words work. The lessons are to be connected with word solving in reading and writing across the curriculum. Children learn to solve words on the run, while reading for meaning and writing to communicate. This is a comprehensive word study program that focuses on letter/sound relationships, spelling patterns, High frequency words, word meaning, word structure, and word solving actions.
  • Students are often informally assessed on their reading and writing development. The informal assessments allow for the teacher to quickly decide which students need remediation, more practice or enrichment with specific skills and strategies. Teachers may informally assess their students by simply listening in as the students are talking with their peers. High level questioning should be used to guide student conversations. Teachers may informally assess the students reading and writing development by utilizing journals. The journals allow a quick peek into the students’ heads and show the students’ strengths and weaknesses. Formal assessment are also used within the classroom. Many of the formal assessments are mandated by the school district or state. The formal assessments are used to guide my instruction. Students will earn their grades by earning points. Many of the scores will come from rubrics. Rubrics are sent home on a biweekly basis so you know how your child is doing in the classroom. Students will be evaluated on the quality and quality of reading journals, reading logs, written responses, active participation during discussions, published pieces of writing, comprehension tests, and quantity of writing produced during Writer’s Workshop.
  • I will use different groupings throughout the day in order to meet the students’ needs.
  • Garfield balanced literacy evans 2013

    1. 1. Jennifer Evans Assistant Director ELA St. Clair County RESA
    2. 2. One of the most important things we can do as educators is to provide students with ample time for reading and writing. It is necessary to have a classroom structure in place that supports the other students in their literacy learning. Management and routines are key!
    3. 3.  Work with a partner and develop a list of what you believe balanced literacy is.
    4. 4. An approach for teaching literacy that is widely used in classrooms. A comprehensive, differentiated approach to reading and writing instruction. A Balanced-Literacy Program “combines explicit instruction, guided practice, collaborative learning, and independent reading and writing” (Tompkins, 2010) on a daily basis. Teachers differentiate instruction based on student needs. Balanced literacy incorporates all reading approaches realizing students need to use multiple strategies to become proficient readers.
    5. 5.         Reading Workshop Writing Workshop Mini-lessons – Modeled Reading/Writing Shared Reading/Shared Writing Read Aloud Small Group Instruction (guided reading/writing, conferring) Independent Reading/Writing Word Study
    6. 6. 
    7. 7.  In order to create a literacy environment within your classroom, what things must be considered? * traffic flow * rich language environment *rule/procedures * management of materials *good lighting * preferred seating *interests levels * leveled library * noise level *relevant activities * file folder games at level *trust * comfort * safety *vision * work to keep engaged *goal setting
    8. 8.  In order for a guided reading group to be successful, the rest of the students in the class need to be involved in meaningful literacy activities.
    9. 9. Whole-Class Meeting Area (This includes my easel, rug, directors chair, etc.) Book Shelves for My Classroom Library My Bulletin Boards (My CAFE board, Homeworkopoly, 6 Traits Board, Writer's & Reader's Workshop, All About Me Board, etc.) Check In/Paper Work Area for Students Computers Materials/Supplies Set Up Desks/Tables
    10. 10.  The sisters – setting up your classroom: (6 min. ) Classroom set-up: (pictures) m-set-up.html 
    11. 11. At your table, take turns sharing examples of meaningful activities for students to do. Each time you share, place your chip in the center. Take notes of meaningful activities you would like to use. Everyone must share before you share again.
    12. 12. Collaboration and independence are promoted Students are actively engaged Concepts and strategies are reinforced
    13. 13. Literacy develops best through social interaction and dialogue with others. Guided reading is essentially a carefully managed “social occurrence”.
    14. 14.  Traditional Reading Groups ◦ Groups remain stable in composition. ◦ Students progress through a specific sequence of stories and skills. ◦ Introductions focus on new vocabulary. ◦ Skills practice follows reading. ◦ Focus is on the lesson, not the student. ◦ Teacher follows prepared "script" from the teacher's guide. ◦ Questions are generally limited to factual recall. ◦ Teacher is interpreter and checker of meaning. ◦ Students take turn reading orally. ◦ Focus is on decoding words. ◦ Students respond to story in workbooks or on prepared worksheets. ◦ Readers are dependent on teacher direction and support. ◦ Students are tested on skills and literal recall at the end of each story/unit.  Guided Reading Groups ◦ Groups are dynamic, flexible, and change on a regular basis. ◦ Stories are chosen at appropriate level for each group; there is no prescribed sequence. ◦ Introductions focus on meaning with some attention to new and interesting vocabulary. ◦ Skills practice is embedded in shared reading. ◦ Focus is on the student, not the lesson. ◦ Teacher and students actively interact with text. ◦ Questions develop higher order thinking skills and strategic reading. Teacher and students interact with text to construct meaning. ◦ Students read entire text silently or with a partner. ◦ Focus is on understanding meaning. ◦ Students respond to story through personal and authentic activities. Students read independently and confidently. ◦ Assessment is ongoing and embedded in instruction
    15. 15. Mini-Lesson (10-15 minutes): explicit instruction of skills and strategies Read Aloud Think-Aloud Shared Reading Independent and Small Groups (4560 minutes): Independent Reading Collaboration Discussions Guided Reading Modeled Reading Assessment Review Conferences Assessment Reinforce/Extend/Re -teach skills Centers/Menus Shared Learning (10-15 minutes): time to share and talk about reading Sharing Projects Author’s Chair Assessment Status check Review
    16. 16.  hing/2009/10/reading-workshop (5:49 Typical Reading Workshop Structure)
    17. 17. Teacher reads selections aloud to students. Benefits: •Students are introduced to a variety of texts •Students hear fluent reading •Teacher shares her thinking (Think Alouds) •Students are provided with quality writing models
    18. 18. What it Looks Like:  All Eyes on One Text Reading Together  Repeated Readings of New, Familiar and Favorite Texts Supported Skills  Fluency and Phrasing  Love for reading  Comprehension  Word familiarity  Phonemic awareness/phonics  Safe environment
    19. 19. Teacher works with small, flexible groups of children who have similar reading strengths & needs. Guided Reading     Small groups at the same reading level Prepares students for the next reading level Teach the skills within their instructional level Books match their instructional reading level Small Group Strategy Lessons     Small groups that are skill based Students may or may not be at the same reading level Differentiated Instruction Books match their independent reading level
    20. 20.   Students read texts that they have chosen. Books should be “Good Fits” ◦ Meet their need (to inform, entertain, or persuade them) ◦ Match their interests ◦ At an appropriate reading level   Students are given time to actually read. Students are encouraged to get comfortable.
    21. 21. Independent Level 96%- 100% Accuracy with good comprehension and fluency “Just Right” Instructional Level 90-95% Accuracy Students can read with teacher support and instruction Frustration Level < 90% Accuracy “Too Hard”
    22. 22.   Five Finger Rule
    23. 23.    Individual Instruction for Readers and Writers Take place between the teacher and student Differentiation at its Best!
    24. 24. Literacy Centers
    25. 25. Amount of Time Grouping Types of Activities 15 minutes Whole group Spelling Basal story Comprehension strategies/skills Vocabulary Phonics Cooperative learning 15 minutes Individual Self-selected reading/journaling 30 minutes Small groups Guided reading Leveled readers Mini-lessons Word work 30 minutes Literacy Centers or Literature Circles Fluency Comprehension Vocabulary Phonics Spelling Read and response
    26. 26. Amount of Time Grouping Types of Activities 10-15 minutes Whole group Mini-Lesson 15 minutes Individual Self-selected reading/journaling 10-15 minutes Whole group Mini-lesson 30 minutes Small groups Guided reading Read to Self Word work Read to Partner Write about Reading 10-15 minutes Whole group Mini-lesson 30 minutes Literacy Centers or Literature Circles or Guided Reading Conferring Read to Self Read to Partner Word Work Listen to Reading Discussions Guided Reading
    27. 27.         When trust is combined with explicit instruction, our students acquire the skills necessary to become independent learners. Students will continue their learning even when they are not being “managed” by the teacher. (p. 18) Providing choice Establish routines Explicitly explain why Build Stamina Good-fit books Anchor Charts Correct Modeling
    28. 28.   W6zM (Calkins – Structures of a Reading Workshop– 5min) Rick’s Reading Workshop Overview: ding-workshop-overview
    29. 29. 70% of all students in grades 4-12 are low achieving writers. 9th grade students in the lowest 25% of their class are twenty times more likely to drop out. 50% of high school graduates are not ready for college level composition courses.
    30. 30. “Assigning writing is easy. Teaching writing is really hard.” “We need to teach our students to read like writers and write like readers.” Kelly Gallagher, Author and Teacher
    31. 31. The most effective strategy to improve writing… Increase the amount and quality of writing.
    32. 32. Mini-Lesson (10-15 min.) Sharing ( 5-10 min.) Independent Practice with Conferring (30-40 min.)
    33. 33. How Often • Everyday • Everyday • Everyday How Long • KDG – 45 minutes • 1st Grade – 45 minutes extending to 60 minutes • 2nd – 12th Grades – 60 minutes When Management Why • Beginning the first day of school • Same format used everyday • Consistency • Consistency • Consistency • A single block of time at the same time everyday • Same rules and procedures used everyday • Keep it simple
    34. 34.     Grades 1-5 K staple small unit booklets for their notebook Specific directions for grades 2-5 in WriteWell Write everyday
    35. 35.   The teacher writes in front of the students demonstrating a writing strategy, skill or convention of written language Teacher often shares her thinking as she goes through the writing process.
    36. 36. Shared Writing Teacher & students collaborate to write text
    37. 37. Guided Writing Teacher works with a group of students with similar strengths & needs. During interactive writing, the teacher and the students may “share the pen.” The class may share ideas and write a piece together. Or, the students and teacher may write back and forth with one another, possibly in journals, on charts or sticky
    38. 38.    Students are expected to choose their own topics. Students go through the writing process at their own pace. Published pieces are assessed using a rubric.
    39. 39. Research Decide Compliment Teach •Ask “What are you working on as a writer?” •Have the student read aloud his/her work • Synthesize what is learned • Decide what to compliment: “What has this child done that I can name and make a fuss over?” • Decide what to teach: “What does this child use but misuse? or “What is nearly there in his or her writing that I can help them with right now?” •Point out writing strategies the child used well •Say “I like how you…”(give specific example) •Teach only one thing •Teach to the compliment •Teach to today’s teaching point •Negotiate a strategy When choosing your teaching point think: Of all the options I have, what can I teach that will make the biggest difference for this writer?
    40. 40. What to look for when deciding what to confer about… • Structure • Meaningful • • – Focused – Beginning, middle, end – Moves across time or space – Writer cares about it – Reader learns from it Narrative strategies Conventions that enhance – – – – – All caps – WOW Bold – Wow End marks – Wow!!! Italics – Wow! Stacked Words - One! Two! Three!
    41. 41.  mtools/writewell/introductiontowritewell/wri tewell3rdgrade/
    42. 42. 5-10 Minutes  Notice  Question  Personal Connection  Compliment and Suggestion (glow & grow) Small Group Partner Whole Group
    43. 43. ◦ Teaching Kids About Revising (Writing Workshop Lesson)  mJ8w
    44. 44.  Mini-lesson : Teacher explicitly teaches a skill in  Practice: Students practice the skill independently  Sharing: Students share what was learned and how phonics, spelling, vocabulary, reading, or writing or with a partner it will help us in everyday reading and writing
    45. 45. Phonemic Awareness Interactive Edit Phonics Instructions Vocabulary Current Events Vocabulary Instruction Spelling Instruction Handwriting Test Reading/Writing Modeled or Shared Reading/Writing Interactive Read Aloud
    46. 46. Informal Assessments Listening In Turn and Talk Formal Assessments Teacher/Student Conference notes DIBELS Running Records Pre/Post Assessments Notes From Small Group Instruction Observations Hand Signals Rubrics Journals MEAP/NWEA/STAR ReadingMath DRA Comprehension Tests Self-Evaluations Published Writing On Demand Writing Presentations
    47. 47. Rubrics are often used to evaluate students’ academic achievement and growth.
    48. 48. Small Groups Guided Reading Ability grouping Literacy centers Whole Group Read-alouds Modeled reading and writing Mini-lessons Shared reading/writing Independent Independent reading and writing activities Teacher-Student Reading/Writing workshop Reading/Writing conferences
    49. 49. The teacher's role is: ◦ to guide and model literacy behavior for children to emulate. ◦ to meet the needs of all the children in the classroom which include physical, emotional and intellectual growth. ◦ to create an environment filled with meaningful, inviting and authentic activities, employing developmentally appropriate teaching techniques. ◦ to engage students in experiences that make literacy events meaningful and help the students make connections and build on their prior knowledge. ◦ to maintain an environment that places an emphasis on meaningful dialogue, negotiated meaning, and understanding facilitates authentic literacy experiences. ◦ to create a classroom environment that supports emerging readers and writers through modeling, scaffolding, monitoring, and facilitating classroom talk . ◦ to encourage students to develop their own unique interest and abilities. ◦ to create an accepting and inviting atmosphere for learning.
    50. 50. 1. Plan and Organize Your Classroom 4. Use Data to Group Students 2. Develop Your Schedule 3. Establish Clear Routines and Expectations 5. Determine Instruction 6. Prepare Relevant Activities at Level 7. Progress Monitor 8. Readjust and Plan Instruction
    51. 51. Work by yourself or with a partner to develop: 1. What your classroom will look like (sketch it out) 2. What your schedule will look like (write it out) 3. List your routines and procedures to explicitly teach
    52. 52. Log In and Select Your Grade Review the Table of Contents Skim & Scan the Units