Presentation on theme: "Every Child, Every Day. For a Better Tomorrow"— Presentation transcript:
1 Every Child, Every Day. For a Better Tomorrow Balanced LiteracyDay 1Every Child, Every Day.For a Better Tomorrow
2 Objectives Participants will… Deepen their understanding of BL. Explain how the components of BL align to the Gradual Release of Responsibility Model.Explain how literacy is connected to all content areas.Brainstorm solutions to challenges they are facing currently and barriers they anticipate occurring.
4 Balanced Literacy Variety of literacy experiences that …. develop strong independent readers and writers.Refine students’ speaking and listening skills.Emphasize differentiated instructionPromote a genuine love for literature
5 Proficient Readers Clarify Compare and contrast Connect to prior experiencesInfer (including generalizing and drawing conclusions)PredictQuestion the textRecognize the author’s purposeSee causal relationshipsSummarizeVisualizeWhen Kids Can’t Read: What Teachers Can DoBy Kylene Beers
7 Proficient Writers Set purpose and plan Organize information Identify audienceDetermine the best formatOrganize informationGather informationDetermine the best structureDetermine what is importantGood writers stop to reread oftenCommunicate ideas and thoughts clearly and conciselyGood writers reviseCorrect convention and grammar errorsChoose best words/illustrations
8 Text Structures Please don’t call cursing and questioning, Sir! Problem/SolutionDescriptionCause/EffectCompare/ContrastQuestion/AnswerSequence
9 Science/Social Studies Text StructureMathScience/Social StudiesProblem/SolutionAt the end of October 2012, the U.S. public debt was approximately $ trillion. How can we reduce this balance significantly?DescriptionDescribe a shape.Describe an elephant’s features.Compare/ContrastCompare and contrast a cube and a rectangular prism.Compare and contrast an elephant and a giraffe.Cause/EffectWhy are elephants endangered?Question/AnswerHow are the math concepts you learn in class connected to real-world experiences?What are scientists doing to protect elephants?SequenceExplain the steps you took to solve this problem?Explain the life cycle of an elephant.InputOutput
10 The Reading & Writing Connection When children read extensively they become better writers.Reading a variety of genres helps children learn text structures.We read to learn and transmit our knowledge in print.
11 Writing and ReadingWhen students can identify the thinking pattern and map it out (in their head or on paper), they are then able to remember, analyze, and synthesize information into meaningful understandings.
12 W A C P Vocabulary Word Structure Prefixes and suffixes pre- (before) preheat (heat before)AAppositionHe was perplexed or confused.Perplexed and confused are synonyms.CContext CluesExperience:I overslept this morning. I had to eat my bowl of poof-poofs very quickly, and I almost missed the tramzam.Antonyms:You are young and strong, but we are old and frailSynonyms:Thomas went to the apex of the mountain, and because it was so high, he had to take a tank of oxygen with him.Examples:This third grade was full of precocious children. One child had learned to read at two and another could do algebra at age 6.PPart of Speechnoun, verb, adjective or adverbHow is the word used?
13 The L.I.F.T. Literacy WayStudents in L.I.F.T schools love reading and writing, and they have the literacy skills that empower them to choose their life path. The combination of their unique gifts and talents and strong academics will position them to be the next generation of leaders.
15 Time Connections Relevance Collaboration Brian Research Resources MathSocialStudiesLiteracySpecialAreasScienceECConnectionsRelevanceCollaborationBrian ResearchResourcesParentsCommunityAwareness
16 Planning Social Studies Science Topic or Fiction Text Nonfiction Text PoetryIllustrationsCharts /GraphsPlanning
17 Concept(s): Change, Patterns 2.H.1 Understand how various sources provide information about the past.Concept(s): Change, Patterns2.H.1.1 Use timelines to show sequencing of events.The student will understand:Events are often put in order by time to help describe the past.The student will know:Detailing important events that have occurred can be identified by using a timeline.How events are organized on a timeline to understand recent, past, present and past.The student will be able to:Make a timeline detailing important events in his/her life (e.g., birth, first day of school, etc.).Make a timeline detailing important events from the lives of famous people such as Rosa Parks, Pocahontas, George Washington, etc.Demonstrate chronological thinking by distinguishing among years, decades, etc. using a timeline to provide historical information showing sequencing of events.6.H.1 Use historical thinking to understand the emergence, expansion and decline of civilizations, societies and regions over time.Concept(s): Historical Thinking6.H.1.1 Construct charts, graphs, and historical narratives to explain particular events or issues over time.The student will be able to:Create their own charts, graphs, and historical narratives to explain events or issues.For example: Students could use data from various sources (tax records, maps, military accounts, letters written by Roman soldiers, etc.) to create a timeline explaining the fall of the Roman empire.Social StudiesScience TopicorFiction TextNonfiction TextPoetryIllustrationsCharts /Graphs
20 Genres and TextsGroup ConfigurationsMaterialsAssessments
21 Jigsaw Activity Divide into five groups. Read the article on the balanced literacy component that is assigned to your group.Discuss the article as a group.Create a poster that features the main points of the component.Include any mental models (illustrations, graphic organizer, movements, mnemonic device, etc.) that will help others remember the content.Include a list of “Look Fors & Listen Fors” that you can use when you visit classrooms.Choose a group representative(s) to share your poster with the whole group.
22 I DO Read Aloud Modeled Reading Write Aloud Modeled Writing Models proficient readingExpands access to text that is beyond child’s abilityExposes children to a variety of genresModels proficient writingExpands access to writing that is beyond child’s abilityExposes children to a variety of genres
23 We Do Shared Reading Shared Writing Mini Lesson Mini Lesson Models and explicitly teaches reading strategiesExtends understanding of reading processTeacher readsModels and explicitly teaches writing strategiesExtends understanding of writing processTeacher scribes
24 We Do Guided Reading Guided Writing Teacher reinforces skills Teacher engages child in questioning and discussionTeacher acts as guide and child does the readingChild practices strategies and builds strategiesTeacher reinforces skillsTeacher engages child in questioning and discussionTeacher acts as guide and child does the writingChild practices strategies and builds strategies
25 You Do Independent Reading Independent Writing Child chooses text Child practices at his/her independent levelTime to practice demonstrates the value of readingChild chooses topicChild practices at his/her independent levelTime to practice demonstrates the value of writing
26 We Do Word Work Word study Developing phonemic awareness, phonics, spelling, and vocabulary skillssegmenting phonemes and syllablesDetermining rhyming wordsManipulating onsets and rimesLearning sound-spelling-patternsIdentifying root words and affixes (word structure)Using context cluesPlaying games (Scrabble, Boggles, word ladders, word scrambles…)
30 My Two Cents Choose an index card. Read the quote on the card and form an opinion/reaction. This is an independent task. Please do not talk to anyone.When you hear the music, form a group in the shape of a circle with people who have the same color.When the music stops, discuss your opinion/reaction to the quote. Each group member must share.When the music starts, form a rainbow group in the shape of a circle. Each color must be represented in each group.When the music stops…..One person will read his/her quote.Then each person in the group will respond to it.Finally, the reader of the quote will share his/her opinion/response.Repeat the cycle. Read every quote and each group member must respond to each quote.
31 Objectives Participants will… Deepen their understanding of BL. Explain how the components of BL align to the Gradual Release of Responsibility Model.Explain how literacy is connected to all content areas.Brainstorm solutions to challenges they are facing currently and barriers they anticipate occurring.
32 HomeworkBring a text that you might use to teach a grade-level standard(s)Be prepared to share your text and explain how and why you will use it:What component(s) of balanced literacy?What concepts will you teach?Lexile level of text?Math: Measurement (days of week), positional words, color words, fractions (part/whole)Science: Inquiry, InvestigationSocial Studies: Various perspectives and respectful conversationsLanguage Arts: Inferring, vocabulary, character traits, main message, sequencing, description, compare/contrast
33 Exit Ticket I learned….. I still have questions about … I am interested in PD on …..Rate the presenter(s)Your comments:EngagingInformativePacing
34 Every Child, Every Day. For a Better Tomorrow Balanced LiteracyDay 2Every Child, Every Day.For a Better Tomorrow
35 Balanced Literacy Metaphors What color is it?What shape is it?What sound is it?What flavor is it?What place is it?What animal is it?What quote is it?What story is it?What song is it?What movie is it?What building is it?What organization is it?
36 Objectives Participants will… Experience the BL framework and discuss logistics needed for implementation.Brainstorm solutions to challenges they are facing currently and barriers they anticipate occurring.Explain how BL is aligned to the goals of CCSS and 21st Century Skills.
37 Exit Ticket I learned….. I still have questions about … I am interested in PD on …..Rate the presenter(s)Your comments:EngagingInformativePacing
41 Needs Assessment Survey 1234Getting SetWe’re On Our WayAlmost ThereWe Got It!Needs Assessment SurveyClassroom LibrariesEach class has books representing various genre types, student interests, and reading levels.1234Books are organized and labeled by level.A system notifying students of their independent reading level and/or how to independently select an appropriate book is in place.Room set-up promotes literacy and engagement.School BookroomA variety of books representing all genre types and reading levels is available.Books are organized and labeled by level, genre, and/or content.A system for checking out and returning books is in place.Professional and instructional resources are available to teachers and support staff.Balanced Literacy ComponentsFacilitators are knowledgeable of components (reading and writing) and can model them for teachers.Teachers are knowledgeable of components (reading and writing) and can implement them.The schedule is conducive to implementing components effectively.Classroom arrangements are conducive to implementing balanced literacy effectively and classroom essentials are present.Data Analysis and UsageTeachers are aware of the school’s data sources that inform instructional decisions in literacy and understand their purpose.Common assessments are developed by teachers and administered periodically.Data protocols are used to analyze data, identify areas of focus, and determine appropriate action steps.Data is used to support teachers’ instructional decisions (differentiation, response to interventions, upcoming lessons, etc.)
42 Teacher Analysis/Evaluation of Students Understanding Community MeetingBook Talk & Mini LessonShared ReadingIndependentReadingGuidedLiteratureStudyConferring1stGuided Reading Group2ndBookClubConferr ingGroup ShareTeacher Analysis/Evaluation of Students Understanding
46 (may or may not be ‘just-right’ texts) Independent ReadingReading Level(Fountas & Pinnell)How many just right books shall the student choose each week?(recommended)A – G(ish)8-10 books/weekH - L5 books/weekL - higher1-2 books at firstAny Levels1-2 books of interest(may or may not be ‘just-right’ texts)
47 Suggested Time Frames for Reading Workshop across the Year Independent ReadingSuggested Time Frames for Reading Workshop across the YearEarly SeptemberDecemberMayK5-10 minutes*(10-15 min.)15 minutes20-25 minutes125-30 minutes30-35 minutes225 minutes35 minutes40-45 minutes330 minutes45 minutes55-60 minutes
48 (may or may not be ‘just-right’ texts) Independent ReadingReading Level(Fountas & Pinnell)How many just right books shall the student choose each week?(recommended)A – G(ish)8-10 books/weekH - L5 books/weekL - higher1-2 books at firstAny Levels*1-2 books of interest(may or may not be ‘just-right’ texts)
49 ConferringThe teacher monitors individual student’s progress towards specific reading goals and “teaches the reader, not the reading”.ObserveComplimentTeaching PointNext Step(Child’s name, date, what you taught, …)
50 Guiding Questions Is this a “just right” book for you? What are you working on as a reader today?Have any questions come up while you are reading?How can I help you with that?Have you made any connections to your reading?What are you going to work on next?
51 Conferring with students is very important… Spend time with students one-on-oneSend message to students that they are valued and the teacher is interested in their personal thoughts.Address students’ individual needs (differentiation and intervention)
52 Character Traits/Vocabulary: Cause/Effect:Why do you think Jay want to be like Ray? What’s causing this?Character Traits/Vocabulary:What words does the author use to describe Jay and Ray?Compare/ContrastHow are the twins alike/different?Main Message/Lesson Learned:If you could become a character in this story, what advice would you give Jay? Is it ever okay to copy another person’s mannerisms or ways?
56 Reading Workshop Assignments Mini LessonCreate a mini lesson for your book.Genre TypeThis is a ________ book. I know this because _____.Journal ResponseRespond to at least two questions.Write in complete sentences.Logo GraphicsReread Who Will Take the Son.Record your thoughts using the symbols.
58 Objectives Participants will… Experience the BL framework and discuss logistics needed for implementation.Brainstorm solutions to challenges they are facing currently and barriers they anticipate occurring.Explain how BL is aligned to the goals of CCSS and 21st Century Skills.