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Are you #ready2LIFT? Balanced Literacy Every Child, Every Day. For a Better Tomorrow.

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Presentation on theme: "Are you #ready2LIFT? Balanced Literacy Every Child, Every Day. For a Better Tomorrow."— Presentation transcript:

1 Are you #ready2LIFT? Balanced Literacy Every Child, Every Day. For a Better Tomorrow

2 Are you #ready2LIFT? 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. Objectives

3 Are you #ready2LIFT?

4 Balanced Literacy Variety of literacy experiences that ….  develop strong independent readers and writers.  Refine students’ speaking and listening skills.  Emphasize differentiated instruction  Promote a genuine love for literature

5 Are you #ready2LIFT? Proficient Readers  Clarify  Compare and contrast  Connect to prior experiences  Infer (including generalizing and drawing conclusions)  Predict  Question the text  Recognize the author’s purpose  See causal relationships  Summarize  Visualize When Kids Can’t Read: What Teachers Can Do By Kylene Beers

6 Are you #ready2LIFT? Avid Readers

7 Are you #ready2LIFT? Proficient Writers Set purpose and plan – Identify audience – Determine the best format Organize information – Gather information – Determine the best structure – Determine what is important Good writers stop to reread often – Communicate ideas and thoughts clearly and concisely Good writers revise – Correct convention and grammar errors – Choose best words/illustrations

8 Are you #ready2LIFT? Text Structures Please don’t call cursing and questioning, Sir! Problem/Solution Description Cause/Effect Compare/Contrast Question/Answer Sequence

9 Are you #ready2LIFT? Text StructureMathScience/Social Studies Problem/Solution At the end of October 2012, the U.S. public debt was approximately $ trillion. How can we reduce this balance significantly? Description Describe a shape.Describe an elephant’s features. Compare/Contrast Compare and contrast a cube and a rectangular prism. Compare and contrast an elephant and a giraffe. Cause/Effect Why are elephants endangered? Question/Answer How are the math concepts you learn in class connected to real-world experiences? What are scientists doing to protect elephants? Sequence Explain the steps you took to solve this problem? Explain the life cycle of an elephant. InputOutput

10 Are you #ready2LIFT? 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 Are you #ready2LIFT? ↑When 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. Writing and Reading

12 Are you #ready2LIFT? W Word Structure Prefixes and suffixes pre- (before) preheat (heat before) A Apposition He was perplexed or confused. Perplexed and confused are synonyms. C Context Clues Experience: 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 frail Synonyms: 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. P Part of Speech noun, verb, adjective or adverb How is the word used?

13 Are you #ready2LIFT? The L.I.F.T. Literacy Way Students 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.

14 Are you #ready2LIFT? Social Studies LiteracyScienceEC Special Areas Math

15 Are you #ready2LIFT? Math Social Studies Literacy Special Areas Science EC Parents Community

16 Are you #ready2LIFT? Social Studies or Science Topic Fiction Text Nonfiction Text PoetryIllustrations Charts /Graphs

17 Are you #ready2LIFT? 2.H.1 Understand how various sources provide information about the past. Concept(s): Change, Patterns 2.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 Thinking 6.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 Studies or Science Topic Fiction Text Nonfiction Text PoetryIllustrations Charts /Graphs

18 Are you #ready2LIFT?

19 Gradual Release Responsibility Model

20 Are you #ready2LIFT? Genres and TextsGroup Configurations Assessments Materials

21 Are you #ready2LIFT? 1.Divide into five groups. 2.Read the article on the balanced literacy component that is assigned to your group. 3.Discuss the article as a group. 4.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. 5.Choose a group representative(s) to share your poster with the whole group.

22 Are you #ready2LIFT? Read Aloud Modeled Reading Write Aloud Modeled Writing ↑Models proficient reading ↑Expands access to text that is beyond child’s ability ↑Exposes children to a variety of genres ↑Models proficient writing ↑Expands access to writing that is beyond child’s ability ↑Exposes children to a variety of genres

23 Are you #ready2LIFT? Shared Reading Mini Lesson Shared Writing Mini Lesson ↑Models and explicitly teaches reading strategies ↑Extends understanding of reading process ↑Teacher reads ↑Models and explicitly teaches writing strategies ↑Extends understanding of writing process ↑Teacher scribes

24 Are you #ready2LIFT? Guided ReadingGuided Writing ↑Teacher reinforces skills ↑Teacher engages child in questioning and discussion ↑Teacher acts as guide and child does the reading ↑Child practices strategies and builds strategies ↑Teacher reinforces skills ↑Teacher engages child in questioning and discussion ↑Teacher acts as guide and child does the writing ↑Child practices strategies and builds strategies

25 Are you #ready2LIFT? Independent ReadingIndependent Writing ↑Child chooses text ↑Child practices at his/her independent level ↑Time to practice demonstrates the value of reading ↑Child chooses topic ↑Child practices at his/her independent level ↑Time to practice demonstrates the value of writing

26 Are you #ready2LIFT? Word study Developing phonemic awareness, phonics, spelling, and vocabulary skills ↑segmenting phonemes and syllables ↑Determining rhyming words ↑Manipulating onsets and rimes ↑Learning sound-spelling-patterns ↑Identifying root words and affixes (word structure) ↑Using context clues ↑Playing games (Scrabble, Boggles, word ladders, word scrambles…) Word Work

27 Are you #ready2LIFT? Mini-Lesson (5-10 min) Connection Teach Engagement Link Independent Reading (30-40 min) Students reading and responding Conferring Compliment Teaching Point Next Step Small groups Guided Reading Partner Reading Literature Circle Book Clubs Skills/Strategy/Intervention Group Partner Time (5 min) Teacher share (5 min)

28 Are you #ready2LIFT? Mini-Lesson (5-10 min) Connection Teach/Mentor Text Engagement Link Independent Writing (30-40 min) Students reading and responding Conferring Compliment Teaching Point Next Step Small groups Guided Writing Peer Editing Skills/Strategy/Intervention Group Partner Time (5 min) Teacher share (5 min)

29 Are you #ready2LIFT?

30 1.Choose an index card. 2.Read the quote on the card and form an opinion/reaction. This is an independent task. Please do not talk to anyone. 3.When you hear the music, form a group in the shape of a circle with people who have the same color. 4.When the music stops, discuss your opinion/reaction to the quote. Each group member must share. 5.When the music starts, form a rainbow group in the shape of a circle. Each color must be represented in each group. 6.When the music stops….. a.One person will read his/her quote. b.Then each person in the group will respond to it. c.Finally, the reader of the quote will share his/her opinion/response. d.Repeat the cycle. Read every quote and each group member must respond to each quote.

31 Are you #ready2LIFT? 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. Objectives

32 Are you #ready2LIFT? ↑Bring 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, Investigation Social Studies: Various perspectives and respectful conversations Language Arts: Inferring, vocabulary, character traits, main message, sequencing, description, compare/contrast

33 Are you #ready2LIFT? I learned…..I still have questions about … I am interested in PD on …..Rate the presenter(s) Your comments: Engaging Informative Pacing

34 Are you #ready2LIFT? Balanced Literacy Every Child, Every Day. For a Better Tomorrow

35 Are you #ready2LIFT? 1.What color is it? 2.What shape is it? 3.What sound is it? 4.What flavor is it? 5.What place is it? 6.What animal is it? 7.What quote is it? 8.What story is it? 9.What song is it? 10.What movie is it? 11.What building is it? 12.What organization is it?

36 Are you #ready2LIFT? 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 21 st Century Skills.

37 Are you #ready2LIFT? I learned…..I still have questions about … I am interested in PD on …..Rate the presenter(s) Your comments: Engaging Informative Pacing

38 Are you #ready2LIFT? Who Will Take the Son?

39 Are you #ready2LIFT? We can prepare students for the state assessment throughout the year while reading meaningful text!

40 Are you #ready2LIFT?

41 Classroom Libraries 1.Each class has books representing various genre types, student interests, and reading levels Books 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 Bookroom 5.A 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 Components 9.Facilitators 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 Usage 13.Teachers 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.) Getting SetWe’re On Our WayAlmost ThereWe Got It!

42 Are you #ready2LIFT? Community Meeting Book Talk & Mini Lesson Shared Reading Independent Reading Guided Reading Literature Study Reading Conferring 1 st Guided Reading Group 2nd Guided Reading Group Book Club Conferr ing Book Club Group Share Teacher Analysis/Evaluation of Students Understanding

43 Are you #ready2LIFT? Mini-Lesson (5-10 min) ↑Connection ↑Teach ↑Engagement ↑Link Independent Reading (30-40 min) ↑Students reading and responding Conferring ↑Compliment ↑Teaching Point ↑Next Step Small groups ↑Guided Reading ↑Partner Reading ↑Literature Circle ↑Book Clubs ↑Skills/Strategy/Intervention Group Partner Time (5 min) Teacher share (5 min)

44 Are you #ready2LIFT? Connection Teach Active Engagement Link Connection Teach Active Engagement Link

45 Are you #ready2LIFT?

46 Are you #ready2LIFT? Reading Level (Fountas & Pinnell) How many just right books shall the student choose each week? (recommended) A – G(ish)8-10 books/week H - L5 books/week L - higher1-2 books at first Any Levels1-2 books of interest (may or may not be ‘just-right’ texts)

47 Are you #ready2LIFT? Suggested Time Frames for Reading Workshop across the Year Early SeptemberDecemberMay K 5-10 minutes* (10-15 min.) 15 minutes (10-15 min.) minutes (10-15 min.) 1 15 minutes (10-15 min.) minutes (10-15 min.) minutes (10-15 min.) 2 25 minutes (10-15 min.) 35 minutes (10-15 min.) minutes (10-15 min.) 3 30 minutes (10-15 min.) 45 minutes (10-15 min.) minutes (10-15 min.)

48 Are you #ready2LIFT? Reading Level (Fountas & Pinnell) How many just right books shall the student choose each week? (recommended) A – G(ish)8-10 books/week H - L5 books/week L - higher1-2 books at first Any Levels*1-2 books of interest (may or may not be ‘just- right’ texts)

49 Are you #ready2LIFT? The teacher monitors individual student’s progress towards specific reading goals and “teaches the reader, not the reading”. Observe Compliment Teaching Point Next Step (Child’s name, date, what you taught, …)

50 Are you #ready2LIFT?  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 Are you #ready2LIFT? Conferring with students is very important…  Spend time with students one-on-one  Send message to students that they are valued and the teacher is interested in their personal thoughts.  Address students’ individual needs (differentiation and intervention)

52 Are you #ready2LIFT? 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/Contrast How 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?

53 Are you #ready2LIFT? ↑ Guided Reading ↑ Partner Reading ↑ Skills/Strategy ↑ Intervention ↑ Word Study ↑ Frontloading

54 Are you #ready2LIFT? ↑ Literature Circles ↑ Book Clubs ↑ Book Talks

55 Are you #ready2LIFT? Mini-Lesson (5-10 min) ↑Connection ↑Teach ↑Engagement ↑Link Independent Reading (30-40 min) ↑Students reading and responding Conferring ↑Compliment ↑Teaching Point ↑Next Step Small groups ↑Guided Reading ↑Partner Reading ↑Literature Circle ↑Book Clubs ↑Skills/Strategy/Intervention Group Partner Time (5 min) Teacher share (5 min)

56 Are you #ready2LIFT? Reading Workshop Assignments Mini Lesson Create a mini lesson for your book. Genre Type This is a ________ book. I know this because _____. Journal Response Respond to at least two questions. Write in complete sentences. Logo Graphics Reread Who Will Take the Son. Record your thoughts using the symbols.

57 Are you #ready2LIFT? Mini-Lesson (5-10 min) ↑Connection ↑Teach/Mentor Text ↑Engagement ↑Link Independent Writing (30-40 min) ↑Students reading and responding Conferring ↑Compliment ↑Teaching Point ↑Next Step Small groups ↑Guided Writing ↑Peer Editing ↑Skills/Strategy/Intervention Group Partner Time (5 min) Teacher share (5 min)

58 Are you #ready2LIFT? 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 21 st Century Skills.

59 Are you #ready2LIFT?


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