Presentation on theme: "Time Frames Activities"— Presentation transcript:
1Time Frames Activities 1:00Introductions & AnnouncementsMyPD & Zone WikiBalanced Literacy School ToursNext MeetingZone DirectoryResults from University of Virginia Visit1:15Balanced Literacy Presentation3:15Small Group DiscussionsShare “Tried and True” Strategies
2Data 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.
3Balanced LiteracyUltimately, 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.
4Time Frames Activities 1:00Introductions & AnnouncementsMyPD & Zone WikiBalanced Literacy School ToursNext MeetingZone DirectoryResults from University of Virginia Visit1:15Balanced Literacy Presentation3:15Small Group DiscussionsShare “Tried and True” Strategies
7Objectives Participants will….. Define balanced literacy and explain the componentsDiscuss the importance of moving away from antiquated instructional practices to the balanced literacy approach and CCSSIdentify challenges/barriers that all stakeholder may experience as we shift and brainstorm possible solutions
9What is it? 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
10Proficient Readers Clarifying Comparing and contrasting Connecting to prior experiencesInferring (including generalizing and drawing conclusions)PredictingQuestioning the textRecognizing the author’s purposeSeeing causal relationshipsSummarizingVisualizingWhen Kids Can’t Read : What Teachers Can DoKylene Beers (chapter 4)
12Proficient 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
13The 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.
14Text Structures Please don’t call cursing and questioning, Sir! Problem/SolutionCompare/ContrastDescriptionQuestion/AnswerSequenceCause/Effect
15Science/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
16Writing and ReadingStudent 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.
17W 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?
18Planning Social Studies Science Topic or Fiction Text Nonfiction Text PoetryIllustrationsCharts /Graphs
19Genres and TextsAssessmentsMaterialsGroup Configurations
21Jigsaw 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.
22Teacher Write Aloud Read Aloud Modeled Writing Modeled Reading Models proficient writingExpands access to writing that is beyond child’s abilityExposes children to a variety of genresModels proficient readingExpands access to text that is beyond child’s abilityExposes children to a variety of genresChoice 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
23Teacher and Students Shared Reading Interactive Reading Shared Writing Interactive WritingChoose textShare readingTeacher gradually releases reading to studentsChoose topicShare penCompose together
24Teacher and Students Guided Reading Guided Writing Teacher reinforces skillsTeacher 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
25Student 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
26AstroWord StudyAddresses word recognition, vocabulary, and phonics as well as spellingSpelling patterns and generalizations are discovered by studentsAvoid teaching in isolationMonitor the transfer of concepts into reading and writingMake word walls interactiveTeach content specific vocabulary
27Readers’ and Writers’ Workshop Mini-Lesson (5-10 min)ConnectionTeach/Mentor TextEngagementLinkIndependent Writing (30-40 min)Students reading and respondingConferringComplimentTeaching PointNext StepSmall groupsGuided WritingPeer EditingSkills/Strategy/Intervention GroupPartner Time (5 min)Teacher share (5 min)Mini-Lesson (5-10 min)ConnectionTeachEngagementLinkIndependent Reading (30-40 min)Students reading and respondingConferringComplimentTeaching PointNext StepSmall groupsGuided ReadingPartner ReadingLiterature CircleBook ClubsSkills/Strategy/Intervention GroupPartner Time (5 min)Teacher share (5 min)
29Mini Lesson About 5-10 minutes ConnectionTeachActive EngagementLink
30Logographics 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 …
31My 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.
33(Child’s name, date, what you taught, …) Note TakingThe teacher monitors individual student’s progress towards specific reading goals and “teaches the reader, not the reading”.ComplimentTeaching PointNext Step(Child’s name, date, what you taught, …)Conferring
34Conferring with students is very important…… Spend time with students one-on-oneAddress students’ individual needs (differentiation and intervention)Send message to students that they are valued and the teacher is interested in their personal thoughts.
35Character 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?
36Guiding 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?
37My 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.
38The 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.
39Looking Ahead Stakeholders Implications For Change Barriers Solutions AdministratorsTeachersStudentsParentsCommunity
40Objectives Participants will….. Define balanced literacy and explain the componentsDiscuss the importance of moving away from antiquated instructional practices to the balanced literacy approachIdentify challenges/barriers that all stakeholder may experience as we make educational shifts and brainstorm possible solutions
41References Graphic of Balanced Literacy Components Essential Skills of a Proficient Reader InformationComponents of Balanced LiteracyReading, Literacy, and Education StatisticsCreating a Culture of Literacy: A Guide for AdministratorsHart & Risley Vocabulary StudyZone Wiki
42Time Frames Activities 1:00Introductions & AnnouncementsMyPD & Zone WikiBalanced Literacy School ToursNext MeetingZone DirectoryResults from University of Virginia Visit1:15Balanced Literacy Presentation3:15Small Group DiscussionsShare “Tried and True” Strategies
43Exit Ticket I learned….. I have questions about … I am interested in …..My comments for the presenter …