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WELCOME ELEMENTARY STAFF January 20, 2014 What is our objective today ? What do we know? What are our next steps ?

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Presentation on theme: "WELCOME ELEMENTARY STAFF January 20, 2014 What is our objective today ? What do we know? What are our next steps ?"— Presentation transcript:

1 WELCOME ELEMENTARY STAFF January 20, 2014 What is our objective today ? What do we know? What are our next steps ?

2 ANALYSIS OF BL AND WW TRAINING FRANKLHOOVERJEFFERSON LINCOLNWASHINGTON *BL*WW*BL*WW*BL*WW*BL*WW*BL*WW PRE -Kn/a 10 KINDERGARTEN1.5110111110.5 GRADE 10.510001010 GRADE 22110111110.5 GRADE 31100010100.5 GRADE 45.504.5050 0 0 GRADE 55.504.5050 0 0 READING SPECIALS1010101010 PLC2020202020 SPECIAL EDUCATION & BI1000000000 *Balanced Literacy *Writers Workshop *Numbers indicate days

3 REQUESTS Focused training in Guided Reading – Use of Star for groups of levels or running records? Specific reading strategies and skills Shared reading and how novel fits in Mini lessons in reading workshop Mini lesson focusing on word work and grammar What is RAZ? Time – How do I fit Accelerated Reader into block? Request for resources and training in Readers Workshop for Kindergarten Conferencing with students- what does this look like? What does a typical day of reading look like? Samples of writing notebooks and exemplar writing Assessments for novels- required novels? Clarify Kindergarten writing rubrics Implementation of grammar into Writers Workshop Request for resources in Writing How often do you change you Guided Reading groups? How can Balanced Literacy framework be successful in a Special Education classroom? How can it be used when teaching one student?

4 Bergenfield Public Schools Balanced Literacy Instruction Grades K-5 Presented by Laura Haines Danielle Karabin Kerri Klein Nicki McGrane Joanne Mickolajczyk January 2014

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6 Goals – Establish a common language for literacy across the district by building a shared understanding of balanced literacy and its role in effective literacy instruction Identify best practices in literacy which focus on strategy acquisition

7 We had to rethink… how our reading curriculum and instruction support how children learn to read and be literate our roles as reading teachers in their development of lifelong literacy

8 Basal Readers Phonics Instruction Whole Language Decoding vs. Comprehension Writing Process Authentic Literature & Reading Strategy Instruction Balanced Literacy

9 Focus: What are the optimal approaches to reading instruction and literacy development for the children of Australia? Focus: What do we know, and what should the future research focus be, regarding reading comprehension? Focus: What instructional methods are most effective in teaching children to read? Focus: How does reading develop, and how can that development be promoted? Preventing Reading Difficulties in Young Children, 1998 Report of the National Reading Panel, 2000 Teaching Reading: Report and Recommendations, National Inquiry into the Teaching of Literacy, 2005 Reading for Understanding: Toward an R & D Program in Reading Comprehension, 2000

10 The five major components of reading that need to be taught through explicit instruction are: 1.Phonemic Awareness 2.Phonics 3.Fluency 4.Vocabulary 5.Reading Comprehension

11 Balanced Literacy combines all aspects of various literacy philosophies, programs, and tools throughout both history and research in education. -Dorothy Strickland

12 Defined: A comprehensive approach to language arts instruction using authentic reading and writing experiences that are consistently STUDENT- CENTERED. It contains all the components necessary for students to master written and oral communication. Reading and Writing are inseparable. It supports the implementation of the Common Core State Standards. Provides explicit instruction, guided practice, and independent application. It is assessment driven.

13 Includes: Knowing students individually Balancing both direct and indirect instruction Balancing instructional activities including skills emphasis and meaning emphasis

14 Common Core State Standards is Back Mapped from Graduation… The Framework of Instruction is designed on scaffolding and on how we use our time everyday.

15 Helping our students understand the value of what they are learning Helping them discover how to take that learning to other concepts…other texts…other experiences

16 READING Read aloud – Modeled reading Shared reading Interactive reading Small group instruction Guided reading/Literature circle Independent reading WRITING Write aloud – Modeled writing Shared writing Interactive writing Guided writing-Literature response Independent writing- Writers Workshop

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19 a research-based instructional model developed by Pearson and Gallagher (1993) the responsibility for task completion shifts gradually over time from the teacher to the student instructional model that requires that the teacher, by design, transition from assuming all the responsibility for performing a task... to a situation in which the students assume all of the responsibility (Duke & Pearson, 2002, p. 211). may occur over a day, a week, or longer. emphasizes instruction that mentors students into becoming capable thinkers and learners when handling the tasks with which they have not yet developed expertise (Buehl, 2005). has been documented as an effective approach for improving writing achievement (Fisher & Frey, 2003), reading comprehension (Lloyd, 2004), and literacy outcomes for English language learners (Kong & Pearson, 2003).

20 The gradual release of responsibility model is the intersection of several theories, including the following: Piagets (1952) work on cognitive structures and schema Vygotskys (1962, 1978) work on zones of proximal development Banduras (1965) work on attention, retention, reproduction, and motivation Wood, Bruner, and Rosss (1976) work on scaffolded instruction www.edulogs.com

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22 I DO, WE DO, YOU DO Lev Vygotsky… What a child can do today with assistance, she will be able to do by herself tomorrow.

23 READING …whole group, small group, independent I DO WE DO YOU DO WRITING …whole group with guided, shared, interactive experiences, small group, paired, independent I DO WE DO YOU DO

24 A Strong Literacy Environment Classroom libraries Anchor charts Book boxes Literacy rich walls/areas Social Structures Buddy and Paired Collaborations Independent and Group Work Literacy workstations Literacy materials Reading response/Writing Notebooks/Journals

25 Facilitator…designs, organizes, promotes, and reflects upon best practices; Models the good habits of readers and writers; Provides opportunities for the student to respond to the reading and writing. Responding is the essence of literacy; it is the construction of personal meanings (Rosenblatt, 1938, 1976, 1978); Supports students with scaffolded instruction through the Gradual Release of Responsibility (Pearson, 1985); Realizes that the key to differentiation is based on the individual needs of the students.

26 International Reading Association Teachers who know students individually provide many kinds of support, enabling students to move to higher levels of reading and literacy development. reading.org

27 A Final Thought About Balance There is no single method, or single combination of methods that can successfully teach all children to read. Therefore, teachers must have a strong knowledge of multiple methods for teaching reading and a strong knowledge of the children in their care so they can create the appropriate balance of methods needed for the children they teach." (International Reading Association, 1999).

28 Future Bergenfield PD Workshop Skill vs. Strategy

29 Thank you!

30 WHAT IS THE WORKSHOP MODEL?

31 NO NEED TO BREAK-DOWN… WELL DO IT FOR YOU !! Mini-Lesson no more than 20 minutes A lesson on a specific skill or strategy (comprehension, decoding, fluency, spelling, grammar, etc.) Follows the structure: Connect, Teach, Engage, Link Independent Practice 20-40+ minutes Students independently practice the skill/strategy taught during the mini-lesson Students read/write independently or work in literacy stations Teacher may meet with small groups (guided reading/writing groups or strategy groups) or hold individual conferences Teacher may complete Running Record Assessments or I&RS Interventions End-Share 5 minutes Class regroups to discuss how they applied the skill/strategy taught in the mini-lesson 3-4 students share Teacher and students provide feedback Teacher may use this time to reiterate a teaching point

32 DECISIONS, DECISIONS….. Guided Reading Groups RW-15-20 minutes Small, flexible groups Students are working at similar levels May be used for assessment or on-the-spot troubleshooting Strategy Groups RW, WW-15-20 minutes Small, flexible groups Students share a specific need Used to teach a specific strategy or skill in reading or writing Individual Conferences RW, WW-5-7 minutes One-on-one Used to provide feedback, collect data, or reinforce a teaching point Choose from any of these options during the Independent Practice portion of your Workshop time **Remember to keep notes on your student interactions**

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34 WHAT IT IS…WHAT IT IS NOT… WHAT IT IS… WHAT IT IS NOT… Reading Workshop 1.Driven by standards 2.Focused on strategies 3.Differentiates instruction (level or need) 4.Driven by student assessment (running records, STAR data, conferences) 5.Students reading books independently (independent level) or with teacher (instructional level) 6.Choosing quality childrens literature that is selected because it meets the standards first and foremost 7.Builds classroom spirit and sense of community, teaches independence and accountability Following a Program 1.Driven by what the books curriculum says 2.Focused on stories 3.Differentiation based on the story of the week or novel 4.Driven by the teachers manual 5.All students reading the same story at the same time from the basal reader 6.Choosing a book based on basal/anthology, theme, etc. 7.Teacher teaches and makes all decisions

35 TEACH THE READER NOT THE STORY

36 TEACH THE READER USING THE STORY

37 THE RECIPE FOR READING WORKSHOP Focused mini-lessons with the whole class about the reading process, i.e., phonemic awareness, phonics, fluency, vocabulary, comprehension skills and strategies. (National Reading Panel, 2000) Focused mini-lessons with the whole class about the reading process, i.e., phonemic awareness, phonics, fluency, vocabulary, comprehension skills and strategies. (National Reading Panel, 2000) Students independently reading and the teacher conferencing with individuals Students independently reading and the teacher conferencing with individuals Teacher instructing small groups (guided reading or strategy groups) Teacher instructing small groups (guided reading or strategy groups)

38 Students reflecting upon and responding to their reading orally and in writing Students working on assignments relative to the mini-lesson Whole group sharing time The Recipe for Reading Workshop Reading Workshop

39 READING WORKSHOP AN UNINTERRUPTED BLOCK OF TIME DURING WHICH CHILDREN PARTICIPATE IN: 1.Mini-lesson 1.Modeled reading – read aloud 2.Shared reading - shared material such as novel, highlighted excerpt of text, short story, article, etc. 2. Independent Practice 1.Guided Reading 2.Literature circles/Book clubs 3.Independent reading and Reading conferences 4.Strategy Groups 3. End-Share Mini-lesson No more than 20 minutes End-Share 5 minutes Independent Practice 20-40 + minutes Guided reading, Literature circles Independent reading & conferences Strategy groups Gradual release of responsibility CHOOSE ONE

40 MINI-LESSON A time when the teacher and whole class sit together while the teacher teaches explicitly through: Direct instruction (mini-lesson) Address Common Core Standards Comprehension strategies Decoding strategies and other reading strategies. Modeled reading – reading/thinking aloud Shared reading – examine excerpts of literature

41 STRUCTURE OF A MINI-LESSON Connect – Link to past learning & set purpose for new learning Connect – Link to past learning & set purpose for new learning Teach – Model and explain using shared literature Teach – Model and explain using shared literature Engage – Immediate application using shared literature Engage – Immediate application using shared literature Link – Restate strategy and purpose…Today and everyday…, Set immediate goal for application during independent practice. Link – Restate strategy and purpose…Today and everyday…, Set immediate goal for application during independent practice.

42 MODELED READING Teacher reads portion of the text aloud Students do not have a copy of the text Teacher models oral reading fluency Teacher models application of a reading strategy Engages students in quality literature Exposes students to a wide variety of texts

43 SHARED READING Interactive reading experience Students join in or share reading of a big book or other enlarged text. Students may also have a copy of the text (i.e.,3-5 novel study) Students apply reading strategies with scaffolded support from the teacher Provides students with common reading experiences to use with strategies. (i.e., building prior knowledge, making connections, and making inferences) Engages students in quality literature Exposes students to a wide variety of texts

44 INDEPENDENT PRACTICE A process in which readers work collaboratively or independently to apply what has been taught in the mini- lesson. Students work independently, in pairs/trios, in small heterogeneous groups (literature circles/book clubs) or small homogeneous groups (guided reading/strategy groups). Teachers confer with individuals to support and assess application of strategies/skills taught during mini-lesson.

45 The Teacher: Strategy Groups Guided Reading Groups Reading Conferences The Students: Independent Reading Literacy Stations Book Clubs/Literature Circles During Independent Practice… During Independent Practice…

46 INDEPENDENT READING Students read a text at their independent level. (determined by running records) Students read a text at their independent level. (determined by running records) Students practice applying reading strategies taught in mini-lesson Students practice applying reading strategies taught in mini-lesson Respond to text in reading journals, notebooks or using post-it notes. Respond to text in reading journals, notebooks or using post-it notes. Students can use time to take an Accelerated Reader Quiz Students can use time to take an Accelerated Reader Quiz Benefits: Benefits: Builds fluency Strengthens comprehension Increases vocabulary Builds background

47 CONFERRING A time when the teacher meets individually with a student to converse with him or her about his/her reading. A time when the teacher meets individually with a student to converse with him or her about his/her reading. Teachers praise, question, suggest and extend what has been taught in the mini-lesson in order to ensure students apply what has been taught utilizing a book at his/her independent level. Teachers praise, question, suggest and extend what has been taught in the mini-lesson in order to ensure students apply what has been taught utilizing a book at his/her independent level. During a conference, teachers may invite students to share during the End Share or suggest that he/she attend Strategy Group. During a conference, teachers may invite students to share during the End Share or suggest that he/she attend Strategy Group.

48 WHAT THE RESEARCH SAYS… In one of the most extensive studies of independent reading yet conducted, Anderson, Wilson, and Fielding (1988) investigated a broad array of activities and their relationship to reading achievement and growth in reading. They found that the amount of time students spent in independent reading was the best predictor of reading achievement and also the best predictor of the amount of gain in reading achievement made by students between second and fifth grade.

49 Guided Reading A teacher works with a small group of children who have similar reading levels (running records) or ZPD levels (STAR data). The teacher uses multiple copies of literature of various genres to focus on the implementation of reading strategies. Students read texts on their instructional level. The teacher takes anecdotal notes while observing and assessing the students independent application of strategies taught during the mini-lesson.

50 Strategy Group A teacher pulls together a small group of students who need similar coaching or support.(i.e., decoding strategies, making inferences, finding main idea) Students are grouped according to the reading strategies they need help with, not by reading level. Students practice the strategy using their own leveled text. Groups change depending on the individual needs and goals for every student.

51 VIDEO EXAMINATION ://www.scholastic.com/browse/video.jsp?pID=1740031591&bcpid=1740031591&bckey=AQ~~,AAAAAFv844g~,BASb5BU03X_ZEY56uwAU7gEpilrQWj3f&bctid=45518513001

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53 INTRODUCING The Structure of a Writing Workshop Lesson

54 WHAT IS WRITERS WORKSHOP? IT IS A FRAMEWORK FOR WRITING INSTRUCTION AND PRACTICE IN THE CLASSROOM. Follows a predictable pattern of: Mini-Lesson (5-10 minutes) Independent Writing/Conferring (20-30 minutes) Sharing (5-10 minutes)

55 COMPONENTS OF A WRITING MINI- LESSON Connect Writers access prior knowledge and hear the teaching point Examples of teacher talk: Yesterday we … Today Im going to …

56 COMPONENTS OF A WRITING MINI- LESSON Teach Lead by the teacher Fewer student voices contributing Focus on one skill, strategy, method, etc. Examples of teacher talk: I want to show you … Watch and notice how I …

57 COMPONENTS OF A WRITING MINI- LESSON Engage Writers get a quick opportunity to try out new skill or strategy All writers are involved Ways to actively engage all writers: Together on a shared piece of chart paper In writers notebook, folder, or draft Turn and talk with a partner

58 COMPONENTS OF A WRITING MINI- LESSON Link To bring closure to mini-lesson Link to what class has previously learned and what they will do moving forward Examples of teacher talk: So today and everyday … Now you know that writers … As you continue your writing you may want to …

59 INDEPENDENT WRITING TIME Time for all writers to write daily Writers determine what they will write about within the given genre Writers use their writers notebook or folder to organize writing

60 CONFERRING Occurs during independent writing Writers seek out partners to confer with for opinions, suggestions, etc. Teachers confer with individual writers or small groups during this time

61 SUGGESTED QUESTIONS FOR CONFERRING At start of conference: Hows your writing project going? Tell me what you are writing about? What can I help you with? During conference: Why are you writing this? What are you planning to happen next? What can you do to help the reader see/hear/feel, etc.?

62 SHARING Writers given opportunity to share their writing Allows writers to learn from each other and see/hear good examples of writing Writers get to practice oral presentation skills Important part to workshop Develops sense of community

63 CONSISTENCY OF PROCEDURES AND ROUTINES Procedures and routines make classroom run smoothly Writers know what to expect from day to day Writers understand how to carry out procedures and routines and can do so independently Set up a writing environment that aids writers in understanding procedures and routines

64 VIDEO http://www.schooltube.com/video/6a90f63c4c7ce af10/Writing%20Workshop http://www.schooltube.com/video/6a90f63c4c7ce af10/Writing%20Workshop


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