Presentation on theme: "Welcome Elementary Staff"— Presentation transcript:
1 Welcome Elementary Staff January 20, 2014What is our objective today ?What do we know?What are our next steps ?
2 Analysis of BL and WW Training FRANKLHOOVERJEFFERSONLINCOLNWASHINGTON*BL*WWPRE -Kn/a1KINDERGARTEN1.50.5GRADE 1GRADE 22GRADE 3GRADE 45.54.55GRADE 5READING SPECIALSPLCSPECIAL EDUCATION & BI*Balanced Literacy*Writers Workshop*Numbers indicate days
3 RequestsFocused training in Guided Reading – Use of Star for groups of levels or running records?Specific reading strategies and skillsShared reading and how novel fits inMini lessons in reading workshopMini lesson focusing on word work and grammarWhat is RAZ?Time – How do I fit Accelerated Reader into block?Request for resources and training in Readers Workshop for KindergartenConferencing with students- what does this look like?What does a typical day of reading look like?Samples of writing notebooks and exemplar writingAssessments for novels- required novels?Clarify Kindergarten writing rubricsImplementation of grammar into Writers WorkshopRequest for resources in WritingHow 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?
6 Essential Elements Elementary Literacy Program 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 whichfocus on strategy acquisition
7 Finding Our Way with the Common Core We had to rethink…how our reading curriculum and instruction support how children learn to read and be literateour roles as reading teachers in their development of lifelong literacy
8 A View of Literacy Instruction Basal Readers Phonics Instruction Whole Language Decoding vs. Comprehension Writing Process Authentic Literature & Reading Strategy Instruction Balanced Literacy
9 The Reading Research…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, 1998Report of the National Reading Panel, 2000Teaching Reading: Report and Recommendations, National Inquiry into the Teaching of Literacy, 2005Reading for Understanding: Toward an R & D Program in Reading Comprehension, 2000
10 Key Findings of the Research The five major components of reading that need to be taught through explicit instruction are:Phonemic AwarenessPhonicsFluencyVocabularyReading Comprehension
11 Balanced Literacy“Balanced Literacy combines all aspects of various literacy philosophies, programs, and tools throughout both history and research in education.” -Dorothy Strickland
12 Balanced Literacy 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 A Balanced Literacy Program Includes: • Knowing students individually • Balancing both direct and indirect instruction • Balancing instructional activities including skills emphasis and meaning emphasis
14 What is the Balanced Literacy Framework? 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 Balanced Literacy is all about… Helping our students understand the value of what they are learningHelping them discover how to take that learning to other concepts…other texts…other experiences
19 The Gradual Release of Responsibility 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 studentinstructional 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 Why The Gradual Release of Responsibility is Important… The gradual release of responsibility model is the intersection of several theories, including the following:Piaget’s (1952) work on cognitive structures and schemaVygotsky’s (1962, 1978) work on zones of proximal developmentBandura’s (1965) work on attention, retention, reproduction, and motivationWood, Bruner, and Ross’s (1976) work on scaffolded instruction
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 Balanced Literacy Always Includes: READING …whole group, small group, independent “I DO” “WE DO” “YOU DO” WRITING …whole group with guided, shared, interactive experiences, small group, paired, independent
24 A Balanced Literacy Classroom A Strong Literacy EnvironmentClassroom librariesAnchor chartsBook boxesLiteracy rich walls/areasSocial StructuresBuddy and Paired CollaborationsIndependent and Group WorkLiteracy workstationsLiteracy materialsReading response/Writing Notebooks/Journals
25 The Role of the TeacherFacilitator…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 knowstudents individuallyprovide many kindsof support, enablingstudents to move tohigher levels ofreading and literacydevelopment.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
31 No Need to Break-Down… We’ll Do It for You!! Mini-Lessonno more than 20 minutesA lesson on a specific skill or strategy (comprehension, decoding, fluency, spelling, grammar, etc.)Follows the structure: Connect, Teach, Engage, LinkIndependent PracticeminutesStudents independently practice the skill/strategy taught during the mini-lessonStudents read/write independently or work in literacy stationsTeacher may meet with small groups (guided reading/writing groups or strategy groups) or hold individual conferencesTeacher may complete Running Record Assessments or I&RS InterventionsEnd-Share5 minutesClass regroups to discuss how they applied the skill/strategy taught in the mini-lesson3-4 students shareTeacher and students provide feedbackTeacher may use this time to reiterate a teaching point
32 Individual Conferences Decisions, Decisions…..Choose from any of these options during the Independent Practice portion of your Workshop time**Remember to keep notes on your student interactions**Guided Reading GroupsRW minutesSmall, flexible groupsStudents are working at similar levelsMay be used for assessment or on-the-spot troubleshootingStrategy GroupsRW, WW minutesStudents share a specific needUsed to teach a specific strategy or skill in reading or writingIndividual ConferencesRW, WW-5-7 minutesOne-on-oneUsed to provide feedback, collect data, or reinforce a teaching point
33 A Snapshot of Reading Workshop in the Elementary School
34 What it is… What it is not… Reading WorkshopWhat it is… What it is not…Reading WorkshopDriven by standardsFocused on strategiesDifferentiates instruction (level or need)Driven by student assessment (running records, STAR data, conferences)Students reading books independently (independent level) or with teacher (instructional level)Choosing quality children’s literature that is selected because it meets the standards first and foremostBuilds classroom spirit and sense of community, teaches independence and accountabilityFollowing a ProgramDriven by what the book’s curriculum saysFocused on storiesDifferentiation based on the story of the week or novelDriven by the teacher’s manualAll students reading the same story at the same time from the basal readerChoosing a book based on basal/anthology, theme, etc.Teacher “teaches” and makes all decisionsTeaches the story/skillTeaches the student "reader"
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)Students independently reading and the teacher conferencing with individualsTeacher instructing small groups (guided reading or strategy groups)
38 The Recipe for Reading Workshop Students reflecting upon and responding to their reading orally and in writingStudents working on assignments relative to the mini-lessonWhole group sharing time
39 Reading Workshop an uninterrupted block of time during which children participate in: CHOOSE ONEMini-lessonModeled reading – read aloudShared reading - shared material such as novel, highlighted excerpt of text, short story, article, etc.2. Independent PracticeGuided ReadingLiterature circles/Book clubsIndependent reading and Reading conferencesStrategy Groups3. End-ShareEnd-Share5minutesMini-lessonNo more than 20minutesIndependent PracticeminutesGuided reading,Literature circlesIndependent reading &conferencesStrategy groupsGradual release of responsibility
40 Mini-lesson Direct instruction (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 StandardsComprehension strategiesDecoding strategies and otherreading strategies.Modeled reading – reading/thinking aloudShared reading – examine excerpts of literature
41 Structure of a Mini-lesson Connect – Link to past learning & set purpose for new learningTeach – Model and explain using shared literatureEngage – Immediate application using shared literatureLink – 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 textTeacher models oral reading fluencyTeacher models application of a reading strategyEngages students in quality literatureExposes 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 teacherProvides students with common reading experiences to use with strategies. (i.e., building prior knowledge, making connections, and making inferences)Engages students in quality literatureExposes students to a wide variety of texts
44 Independent PracticeA 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 During Independent Practice… The Teacher:Strategy GroupsGuided Reading GroupsReading ConferencesThe Students:Independent ReadingLiteracy StationsBook Clubs/Literature Circles
46 Independent ReadingStudents read a text at their independent level. (determined by running records)Students practice applying reading strategies taught in mini-lessonRespond to text in reading journals, notebooks or using post-it notes.Students can use time to take an Accelerated Reader QuizBenefits:Builds fluencyStrengthens comprehensionIncreases vocabularyBuilds background
47 ConferringA 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.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 theirinstructional level.The teacher takes anecdotal notes while observing and assessing the students’ independent application of strategiestaught during the mini-lesson.
50 Strategy Group A teacher pulls together a small group of students who need similar coaching orsupport.(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= &bcpid= &bckey=AQ~~,AAAAAFv844g~,BASb5BU03X_ZEY56uwAU7gEpilrQWj3f&bctid=
53 The Structure of a Writing Workshop Lesson IntroducingThe Structure of a Writing Workshop Lesson
54 What is Writer’s Workshop What is Writer’s 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 ConnectWriters access prior knowledge and hear the teaching pointExamples of teacher talk:Yesterday we …Today I’m going to …
56 Components of a Writing Mini-Lesson TeachLead by the teacherFewer student voices contributingFocus 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 EngageWriters get a quick opportunity to try out new skill or strategyAll writers are involvedWays to actively engage all writers:Together on a shared piece of chart paperIn writer’s notebook, folder, or draftTurn and talk with a partner
58 Components of a Writing Mini-Lesson LinkTo bring closure to mini-lessonLink to what class has previously learned and what they will do moving forwardExamples 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 dailyWriters determine what they will write about within the given genreWriters use their writer’s 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:How’s 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 writingWriters get to practice oral presentation skillsImportant part to workshopDevelops sense of community
63 Consistency of Procedures and Routines Procedures and routines make classroom run smoothlyWriters know what to expect from day to dayWriters understand how to carry out procedures and routines and can do so independentlySet up a writing environment that aids writers in understanding procedures and routines