Balanced literacy for school

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  • Basically students should be engaged in a process that includes Stating a term in their own words Saying it Drawing it Engaging with the terms Using the terms in oral language Play games with the terms
  • Balanced literacy for school

    1. 1. Balanced Literacy WHBI ELA Renewal 2009-2010
    2. 3. ELA Renewal is Happening! <ul><li>Everyone can be involved – team effort </li></ul><ul><li>Value diverse teaching styles </li></ul><ul><li>Sharing Information </li></ul><ul><li>Listening, collaborating </li></ul><ul><li>Measuring Success </li></ul><ul><li>Focus on what is important – students! </li></ul>
    3. 4. Consistency vs. Flexibility <ul><li>Consistency in the curriculum is critical for success of the students. </li></ul><ul><ul><li>standards, skills, shared values (ex. volume of reading) </li></ul></ul><ul><li>Flexibility in the curriculum is just as important for the success of students. </li></ul><ul><li>- teaching styles, choice of materials, differentiation </li></ul>
    4. 5. What is currently happening at WHBI? Basal Literature Circles Spelling Words Their Way Vocabulary Silent Reading Read Alouds Reader's Theater
    5. 6. Framework for Balanced Literacy <ul><li>Reader’s Workshop Framework </li></ul><ul><li>Mini-Lessons & Read Alouds </li></ul><ul><li>Students Reading (self selected, at appropriate level) </li></ul><ul><li>Teachers conferring with individuals or groups </li></ul><ul><li>Sharing, Summarizing, and Reflecting </li></ul><ul><li>Resources: Fountas &Pinnell, classroom libraries, picture books </li></ul><ul><li>Writer’s Workshop Framework </li></ul><ul><li>Mini-Lessons & Mentor Texts </li></ul><ul><li>Students Writing (choice of topics within a genre) </li></ul><ul><li>Teachers conferring with individuals or groups </li></ul><ul><li>Sharing, Summarizing, and Reflecting </li></ul><ul><li>Resources: Lucy Calkins Units of Study </li></ul>
    6. 7. Reading Workshop <ul><li>Offers time, choice, and appropriate text and helps develop sense of community within a classroom. </li></ul><ul><li>Opening Activities (Mini lessons, Read Alouds, Book Discussions) 10 - 15 minutes </li></ul><ul><li>Reading Time 30 - 45 minutes </li></ul><ul><ul><li>Students are reading books at their level and based on their interests </li></ul></ul><ul><ul><li>Instruction is differentiated during this time, small groups or one-on-one conferences. </li></ul></ul><ul><ul><li>Informal Assessment (running records, anecdotal notes, etc.) </li></ul></ul><ul><li>Reflecting and Sharing Time 10 minutes </li></ul><ul><ul><li>In a whole group, small group, or partners share response to reading or application of mini lesson skill / strategy. </li></ul></ul><ul><li>Remember…….“Teach the reader, not the text.” </li></ul><ul><ul><li>Emphasize reading for meaning. </li></ul></ul>
    7. 8. 7 Keys to Comprehension <ul><li>Use background knowledge </li></ul><ul><li>Create mental images </li></ul><ul><li>Ask questions </li></ul><ul><li>Make inferences </li></ul><ul><li>Determine the most important ideas or theme </li></ul><ul><li>Synthesize information </li></ul><ul><li>Use fix-up strategies </li></ul><ul><li>Susan Zimmerman </li></ul><ul><li>Chryse Hutchins </li></ul>
    8. 9. The Impact of Reading Gallagher, K. 2003
    9. 10. Fourth Grade Classroom Library Display
    10. 11. It is important for students to choose a “Just Right Book”.
    11. 12. Self-Selected Reading Time <ul><li>Consistent Procedures </li></ul><ul><li>Time to respond-tasks based on appropriate level. </li></ul><ul><li>Folders or Journals to keep work in. </li></ul><ul><li>Log and responses handed in (can be rotated). </li></ul><ul><li>Students choose what to read. </li></ul><ul><li>Instruction is differentiated. </li></ul>
    12. 13. Individual Conferences <ul><li>I see you’re reading ___, what do you think about it? </li></ul><ul><li>Is it an easy, just right or challenging book? </li></ul><ul><li>Does it remind you of anyone or anytime in your life? </li></ul><ul><li>Running records, Anecdotal notes </li></ul><ul><li>Differentiation (ex. frequency of conferencing) </li></ul><ul><li>Praising students’ strengths and offering support and guidance in areas of weakness </li></ul>
    13. 14. What Really Matters for Struggling Readers Richard Allington <ul><li>Kids need to read a lot. </li></ul><ul><li>Kids need books they can read. </li></ul><ul><li>Kids need to learn to read fluently. </li></ul><ul><li>Kids need to develop thoughtful literacy. </li></ul><ul><li>Improving classroom instruction </li></ul>
    14. 15. Text for Reading Instruction <ul><li>How much time should a student spend reading text that is </li></ul><ul><li>at their independent, instructional and frustration level…? </li></ul><ul><ul><li>Independent (Easy) - 85% </li></ul></ul><ul><li>Instructional Reading - 15% </li></ul><ul><li>Frustration (Challenging)- 0% </li></ul>
    15. 16. Implicit Instruction of Vocabulary Embed the instruction into everyday work. Increase awareness of words. <ul><li>Teachers demonstrate and model their own thinking and strategy use during reading. </li></ul><ul><li>Teacher Read-Alouds </li></ul><ul><li>Teacher Think-Alouds </li></ul><ul><li>Shared Readings </li></ul><ul><li>Modeling how to use Context Clues </li></ul>http://www.irvingisd.net/districtweekly/images/Brown.jpg
    16. 17. Six Step Process to Teach Academic Vocabulary Robert Marzano <ul><li>3 Steps of Direct Instruction </li></ul><ul><li>Teacher provides a description or example of the term. </li></ul><ul><li>Students restate into their own words. </li></ul><ul><li>Students draw a visual to represent the term. </li></ul><ul><li>3 Steps of Activity and Games </li></ul><ul><li>Students engage in activities to deepen their understanding of the terms. </li></ul><ul><li>Students engage in dialogue, using the terms. </li></ul><ul><li>Students engage in vocabulary games to practice the terms. </li></ul>
    17. 18. High Frequency Words- Upper Elementary through High School We assume that students understand the high frequency words that are found in prompts and directions, especially common on assessments. Assessment Vocabulary: *compare *contain *analyze *convince *excerpt *summarize *organize *technique *cite *reflect *imagery *refrain *indicate *details *justify *identify *grammar *analyze *represent *punctuation *consider *predict *mood *determine *include *central conflict *develop *quotation *difference *discuss *intention *consider *establish
    18. 19. Elementary Word Walls
    19. 20. Bird by Bird by Ann Lamott an analogy to curriculum design … I also remember a story that I know I’ve told elsewhere but that over and over helps me to get a grip: thirty years ago my older brother, who was ten years old at the time, was trying to get a report on birds written that he’d had three months to write, which was due the next day. We were out at our family cabin in Bolinas, and he was at the kitchen table close to tears, surrounded by binder paper and pencils and unopened books on birds, immobilized by the hugeness of the task ahead . Then my father sat down beside him, put his arm around my brother’s shoulder, and said, “Bird by bird, buddy. Just take it bird by bird.
    20. 21. Bird by Bird… Renewal Process <ul><li>Phase 1 (2008-09) – Data Collection through School-wide survey </li></ul><ul><li>Phase 2 (2009-10) – Small number of classrooms committed to full implementation of reading and writing workshop model. Constant planning, collaboration, assessment and revising. Other teachers beginning to integrate practices. </li></ul><ul><li>Phase 3 (2010-11) – </li></ul>
    21. 22. Bird By Bird…
    22. 23. Bird by Bird… <ul><li>We hope each teacher will choose to be a part of the renewal process by setting one small goal and building from there. </li></ul><ul><li>Possible goals… </li></ul><ul><li>Increase amount of time students spend reading self-selected texts. </li></ul><ul><li>Incorporate a daily read aloud. </li></ul><ul><li>Increase classroom library through bonus points and donations. </li></ul>

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