1. Every Child, Every Day. For a Better Tomorrow
Balanced Literacy
Day 1
Every 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.

3. There’s a Mousetrap in the House!!!

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. 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. Avid Readers

7. Proficient Writers Set purpose and plan Organize information
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. Text Structures Please don’t call cursing and questioning, Sir!
Problem/Solution
Description
Cause/Effect
Compare/Contrast
Question/Answer
Sequence

9. Science/Social Studies
Text Structure
Math
Science/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.
Input
Output

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 Reading
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.

12. W A C P Vocabulary 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. 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. Math EC
Isolation
Literacy
Science
Special
Areas
Social
Studies

15. Time Connections Relevance Collaboration Brian Research Resources
Math
Social
Studies
Literacy
Special
Areas
Science EC
Connections
Relevance
Collaboration
Brian Research
Resources
Parents
Community
Awareness

16. Planning Social Studies Science Topic or Fiction Text Nonfiction Text
Poetry
Illustrations
Charts /Graphs
Planning

17. Concept(s): Change, Patterns
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
Science Topic or
Fiction Text
Nonfiction Text
Poetry
Illustrations
Charts /Graphs

19. Gradual Release Responsibility Model

20. Genres and Texts
Group Configurations
Materials
Assessments

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 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. We Do Shared Reading Shared Writing Mini Lesson 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. We Do Guided Reading Guided 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. You Do Independent Reading Independent 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. We Do Word Work 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…)

27. Readers’ Workshop 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. Writers’ Workshop 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)

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. Homework
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. Exit Ticket I learned….. I still have questions about …
I am interested in PD on …..
Rate the presenter(s)
Your comments:
Engaging
Informative
Pacing

34. Every Child, Every Day. For a Better Tomorrow
Balanced Literacy
Day 2
Every 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:
Engaging
Informative
Pacing

38. Who Will Take the Son?

39. Test Prep … We can prepare students for the state assessment
throughout the
year while
reading
meaningful
text!

41. Needs Assessment Survey1 2 3 4
Getting Set
We’re On Our Way
Almost There
We Got It!
Needs Assessment Survey
Classroom Libraries
Each class has books representing various genre types, student interests, and reading levels. 1 2 3 4
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
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
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
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.)

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

43. Readers’ Workshop 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. Mini Lesson
5-10 minutes
Connection
Teach
Active Engagement
Link

45. Independent Reading DEAR 1 2 3 4 5 6 7 8 9 10 11 12 13 14 15 16 17 1819 20
DEAR

46. (may or may not be ‘just-right’ texts)
Independent Reading
Reading Level
(Fountas & Pinnell)
How many just right books shall the student choose each week?
(recommended)
A – G(ish)
8-10 books/week
H - L
5 books/week
L - higher
1-2 books at first
Any Levels
1-2 books of interest
(may or may not be ‘just-right’ texts)

47. Suggested Time Frames for Reading Workshop across the Year
Independent Reading
Suggested Time Frames for Reading Workshop across the Year
Early September
December
May K
5-10 minutes*
(10-15 min.)
15 minutes
20-25 minutes 1
25-30 minutes
30-35 minutes 2
25 minutes
35 minutes
40-45 minutes 3
30 minutes
45 minutes
55-60 minutes

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

49. Conferring
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. 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-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. 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/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. Guided Reading Guided Reading Partner Reading Skills/Strategy
Intervention
Word Study
Frontloading

54. Literature Study
Literature Circles
Book Clubs
Book Talks

55. Readers’ Workshop 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. 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. Writers’ Workshop 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. 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.

59. Thank You!