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Time Frames Activities

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1 Time Frames Activities
1:00 Introductions & Announcements MyPD & Zone Wiki Balanced Literacy School Tours Next Meeting Zone Directory Results from University of Virginia Visit 1:15 Balanced Literacy Presentation 3:15 Small Group Discussions Share “Tried and True” Strategies

2 Data Data-driven collaboration efforts are unevenly implemented.
Interim assessments, consistent use of pacing guides and deep data dialogues are lacking. The effectiveness of interventions should be evaluated through targeting specific needs and progress monitoring.

3 Balanced Literacy Ultimately, there is little evidence across most schools at this point that instruction is changing based on evidence of student progress and that priorities such as Balanced Literacy are being implemented in a deep manner. Balanced Literacy is needed. We believe Project LIFT has established an excellent priority in this area which leverages the expertise of its partners. Nevertheless, most schools do not have the knowledge and resources in place to truly pursue game-changing literacy practices. Most schools have done a solid job of further emphasizing literacy and establishing master schedules that allow for more leveled and guided reading, none of them seemed to have a solid school-wide plan to strengthen literacy to the level of excellence aspired by Project LIFT. Establishing these plans will require focus and an investment in facilitators and lead teachers’ capacity. Professional Development-Aligning professional development around your core areas tightens and clarifies focus on Project LIFT’s priorities for everyone and increases the chances of consistent implementation of practices necessary for success and further innovation.

4 Time Frames Activities
1:00 Introductions & Announcements MyPD & Zone Wiki Balanced Literacy School Tours Next Meeting Zone Directory Results from University of Virginia Visit 1:15 Balanced Literacy Presentation 3:15 Small Group Discussions Share “Tried and True” Strategies

5 There’s a Mousetrap in the House!!!

6 Balanced Literacy

7 Objectives Participants will…..
Define balanced literacy and explain the components Discuss the importance of moving away from antiquated instructional practices to the balanced literacy approach and CCSS Identify challenges/barriers that all stakeholder may experience as we shift and brainstorm possible solutions

8 What is balanced literacy?

9 What is it? 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

10 Proficient Readers Clarifying Comparing and contrasting
Connecting to prior experiences Inferring (including generalizing and drawing conclusions) Predicting Questioning the text Recognizing the author’s purpose Seeing causal relationships Summarizing Visualizing When Kids Can’t Read : What Teachers Can Do Kylene Beers (chapter 4)

11 Avid Readers

12 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

13 The Reading & Writing Connection
When children read extensively they become better writers. Reading a variety of genres helps children learn text structures and language which is transferred to their own writing. We read to learn and transmit our knowledge in print.

14 Text Structures Please don’t call cursing and questioning, Sir!
Problem/Solution Compare/Contrast Description Question/Answer Sequence Cause/Effect

15 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

16 Writing and Reading Student are better able to make sense of selections when they consciously identify the text structure or pattern of thinking developed by the author. When students can consciously identify the thinking pattern and map it out (in their head or on paper), they are then able to remember, analyze, synthesize information into meaningful understandings.

17 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?

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

19 Genres and Texts Assessments Materials Group Configurations

20

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 Teacher Write Aloud Read Aloud Modeled Writing Modeled Reading
Models proficient writing Expands access to writing that is beyond child’s ability Exposes children to a variety of genres Models proficient reading Expands access to text that is beyond child’s ability Exposes children to a variety of genres Choice of text is crucial, Plan your Read Aloud as carefully as you plan any other lesson, Consider carefully when to stop and think during Read Aloud, Plan ways for students to respond after Read Aloud, Build routines

23 Teacher and Students Shared Reading Interactive Reading Shared Writing
Interactive Writing Choose text Share reading Teacher gradually releases reading to students Choose topic Share pen Compose together

24 Teacher and Students 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 Student 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 Astro Word Study Addresses word recognition, vocabulary, and phonics as well as spelling Spelling patterns and generalizations are discovered by students Avoid teaching in isolation Monitor the transfer of concepts into reading and writing Make word walls interactive Teach content specific vocabulary

27 Readers’ and 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) 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

29 Mini Lesson About 5-10 minutes
Connection Teach Active Engagement Link

30 Logographics Questions and/or Wonderings
I already knew this information from … I can connect this information to …. This is very interesting because … I agree with … I disagree with …

31 My Mini Lesson Connection Teach Active Engagement Link
Readers, remember how we talked about books and why they are so special and interesting during our lesson yesterday? We learned that books are special because they are a recording of other people’s ideas and thoughts .. Today we are going to re-read Seven Blind Mice by Ed Young, the story about the mice and elephant. Today I want you to listen to my thoughts and watch how I interact with Ed Young’s ideas by using symbols to record my thoughts. When you’re reading, do you ever have specific thoughts? Turn to a partner and share a time when this happened. Today when you are reading, readers, I want you to practice using some of the symbols to record your thoughts.

32 Independent Reading

33 (Child’s name, date, what you taught, …)
Note Taking The teacher monitors individual student’s progress towards specific reading goals and “teaches the reader, not the reading”. Compliment Teaching Point Next Step (Child’s name, date, what you taught, …) Conferring

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

35 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? 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?

36 Guiding Questions for Student Conferences
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?

37 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.

38 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.

39 Looking Ahead Stakeholders Implications For Change Barriers Solutions
Administrators Teachers Students Parents Community

40 Objectives Participants will…..
Define balanced literacy and explain the components Discuss the importance of moving away from antiquated instructional practices to the balanced literacy approach Identify challenges/barriers that all stakeholder may experience as we make educational shifts and brainstorm possible solutions

41 References Graphic of Balanced Literacy Components
Essential Skills of a Proficient Reader Information Components of Balanced Literacy Reading, Literacy, and Education Statistics Creating a Culture of Literacy: A Guide for Administrators Hart & Risley Vocabulary Study Zone Wiki

42 Time Frames Activities
1:00 Introductions & Announcements MyPD & Zone Wiki Balanced Literacy School Tours Next Meeting Zone Directory Results from University of Virginia Visit 1:15 Balanced Literacy Presentation 3:15 Small Group Discussions Share “Tried and True” Strategies

43 Exit Ticket I learned….. I have questions about …
I am interested in ….. My comments for the presenter …


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