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Curriculum presentation[1]

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  • Differentiated instruction. We know that children learn in different ways. Using a balanced approach, ensures that we are teaching in a variety of ways to meet the needs of all students. Small group, whole group, one on one instruction. Not just teaching reading skills but also the habits and behaviors of good readers. Running records, conferences, small group observations, book talk observations.
  • During the workshop we will explicitly teach skills, strategies, and behaviors of good readers. Students will have daily independent reading time, using books that are at their independent reading level, to practice skills taught. While reading the classroom teacher will differentiate instruction by meeting with individual readers in conferences and pulling small groups. Students will have the opportunity to read and discuss books with a partner each day during partner time. This supports the focus on not just reading books but also comprehending them. The structure of the reading workshop is the same as the structure for writing workshop. Therefore students will already be familiar with the routines and expectations of a workshop and better able to focus on their learning.
  • 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.
  • 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.
  • Transcript

    • 1. A Balanced Literacy Approach By Tracy Terris Title I Literacy Consultant Paddock Elementary School
    • 2.
      • Different points of entry into literacy
      • Opportunities to succeed for children who struggle
      • Different levels of support and configurations for instruction
      • Focus on print and comprehension, behaviors and habits
      • Varied opportunities for assessment that informs instruction
      • Best Practice in Literacy Instruction
    • 3.
      • Reading Workshop
      • Writing Workshop
      • Shared Reading/Shared Writing
      • Read Aloud w/Accountable Talk
      • Small Group Instruction (guided reading/strategy lessons/interventions, conferring)
      • Word Study
      • Story Time
    • 4.
      • Reading Workshop
      • Mini-lesson
      • Independent Reading Time
      • Private Reading Time
      • Mid Workshop Teaching
      • Partner Reading Time
      • Teacher confers with individuals or small group
      • Teaching Share Time
    • 5.
      • Mini-lesson
      • Independent Writing Time
        • Student writes independently
      • Teacher confers with individual writers or small groups
      • Share Time
    • 6.
      • 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
    • 7.
      • What it Looks Like
      • Engaging texts
      • Book Introduction
      • Teacher reads aloud
      • Stop to discuss and ask questions
      • Teacher demonstrates his or her thinking
      • Students share thinking with partner
    • 8.
      • GUIDED READING
      • SMALL GROUP STRATEGY LESSONS
      • 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 groups that are skill based
      • Students may or may not be at the same reading level
      • Differentiated Instruction
      • Books match their independent reading level
    • 9.
      • Individual Instruction for Readers and Writers
      • Take place between the teacher and student
      • Differentiation at its Best!
    • 10. 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”
    • 11.
      • Mini-lesson : Teacher explicitly teaches a skill in phonics, spelling, or vocabulary
      • Practice: Students practice independently or with a partner the skill that was taught
      • Share Time: Share what was learned during the word study time and how it will help us in everyday reading and writing
    • 12.
      • What It Looks Like
      • Teacher Reads Aloud to students
      • Students listen and enjoy the read aloud
      • How it Supports Literacy
      • Students hear what good reading sounds like
      • Develops a love for reading
      • Increases vocabulary
      • Students learn how stories work
      • Students learn the structure of a variety of genres
    • 13.
      • Running Records
      • Teacher/Student Conference notes
      • Notes From Small Group Instruction
      • Observations
      • Writing Assessments Three Times a Year
      • On Demand Writing
      • High Frequency Word Lists
      • Phonemic Awareness and Phonics Three Times a Year
    • 14.
      • Volunteer in your child’s school
      • Participate in the Parent-Teacher Organization
      • Attend School Events
      • Visit the School Often
      • Create a Learning Environment at Home
      • Have Conversations About School
    • 15.
      • Read to your child everyday
      • Help your child find books, magazines, and articles that match your child’s interests
      • Talk about the stories you read with your child
      • Encourage your child to read to you every day
      • Limit television and video games
    • 16.  
    • 17.
      • Student A reads 20 minutes, 5 nights a week
      • Student B reads only 4 minutes a night or not at all!
    • 18.
      • Student A reads 20 minutes each night X 5 times a week = 100 minutes a week
        • 20
        • x 5
        • 100
      • Student B reads 4 minutes X 5 times a week = 20 minutes a week
      • 4
      • x 5
      • 20
    • 19.
      • Student A reads 400 minutes a month
      • 100
      • x 4
      • 400 minutes
    • 20.
      • 20
      • x 4
      • 80
    • 21.
      • Student A Reads 3,600 minutes in a school year
      • Student B reads 720 minutes in a school year
    • 22.
      • Students A practices reading the equivalent of 20 whole school days a year.
      • Student B practices reading the equivalent of only 4 school days a year.
    • 23.
      • By the end of 6 th grade, if student A and student B maintain the same reading habits, student A will have read the equivalent of 120 whole school days. Student B will have read the equivalent of only 24 school days.
    • 24.
      • Which student would you expect to read better?
      • Which student would you expect to know more?
      • Which student would you expect to write better?
      • Which student would you expect to have a higher vocabulary?
      • Which student would you expect to be more successful in school and in life?
    • 25.