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Balanced Literacy in the Elementary Classroom- Building from the Ground Up Dallas ISD Language & Literacy Department Core Content Training 3 rd -5 th Grade.

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Presentation on theme: "Balanced Literacy in the Elementary Classroom- Building from the Ground Up Dallas ISD Language & Literacy Department Core Content Training 3 rd -5 th Grade."— Presentation transcript:

1 Balanced Literacy in the Elementary Classroom- Building from the Ground Up Dallas ISD Language & Literacy Department Core Content Training 3 rd -5 th Grade Teachers NTA, August 2013

2 Participants will understand the Dallas ISD Balanced Literacy Framework. Participants will know how to locate Dallas ISD curriculum resources. Participants will understand what a literacy block looks like in the third through fifth grade classroom.

3 Core Beliefs Our main purpose is to improve student academic achievement. Effective instruction makes the most difference in student academic performance. There is no excuse for poor quality instruction. With our help, at risk students will achieve at the same rate as non-at risk students. Staff members must have a commitment to children and a commitment to the pursuit of excellence

4 What is our Lesson Focus? Our Lesson Objective for the first portion of this training is: Participants will understand the components of the Dallas ISD Balanced Literacy Framework. Our Demonstration Of Learning for the first portion of this training is: Given the definitions of literacy components, participants will be able to correctly match at least 4 of the 6 components with its definition.

5 Keep your eyes out for MRS Response Card Whip Around Modified Whip Around Think-Pair-Share Table Talk Quick Response Oral/Choral Response White Boards

6 Dallas ISD Reading & Writing Philosophy Dallas ISD believes that a balanced approach to literacy development is essential to building the foundational blocks of knowledge for strategic reading, writing, and analytical thinking. We believe that purposeful integration of interactive and engaging reading and writing skills in all disciplines, and media literacy, provide opportunities for students to enjoy reading, explore new learning, deepen thinking, ask and answer questions, and more importantly, develop lifelong learning.

7 #1 #2 #3

8 Balanced Literacy Characteristics The balanced approach to instruction is based on a comprehensive view of literacy that combines explicit instruction, guided practice, collaborative learning, and independent reading and writing.

9 Characteristics of Balanced Literacy

10 Comprehensive Literacy Framework comprehension WRITING READING WORD STUDY

11

12 Where would Bob be without his tools?

13 Read Aloud previewing vocabulary development predicting questioning story analysis feature analysis responding Teacher reads a selection aloud to students engaging in a series of activities, including:

14 Shared Reading Teacher and students read text together promoting discussion, problem-solving and critical thinking. It is an interactive experience in which an enlarged text is used for all students to see.

15 Guided Reading Teacher works with small groups of students who have similar reading needs. The teacher selects and introduces new books carefully chosen to match the instructional levels of students with increasingly challenging levels of difficulty. The goal is to increase comprehension and encourage independent reading.

16 Independent Reading Students self-select and independently read appropriate books based on their independent reading level and interest. During this time, students practice reading strategies that were explicitly taught during read aloud, shared reading and guided reading.

17 Reading Workshop A framework of reading instruction that includes components that support comprehension and vocabulary development, differentiation of instruction and independence.

18 When the pieces fit together…

19 Writing Aloud/Modeled Writing The teacher is routinely modeling the writing process in front of students by “thinking out loud” and supporting the writing process as a scribe.

20 Shared Writing Teacher and students create the text together; then the teacher does the actual writing.

21 Interactive Writing The teacher and class compose together to create a variety of written text using a “shared pen” technique. The group agrees on what to write through discussion and negotiation. Together the teacher and students navigate through the writing process.

22 Small Group Writing (Guided Writing) Guided Writing lessons are temporary, small group lessons teaching those strategies that a group of students most need to practice with immediate guidance from teachers.

23 Independent Writing Students write independently in a variety of genres. Writing topics are either directed by the teacher or often self-selected. During this time, students practice writing strategies and techniques that were explicitly taught during shared writing, interactive writing and guided writing.

24 Writing Workshop During Writing Workshop, children proceed through the writing process and use a variety of writing forms. The teacher guides the process and provides instruction through focus lessons and conferences.

25 When the pieces fit together…

26 Word Study- The Connection

27 Phonics & Decoding Phonics is the study and use of sound/spelling correspondences to help students identify written words. Phonics instruction teaches students the relationship between letters(graphemes) and speech sounds(phonemes).

28 Fluency Fluency refers to the ability of students to read and write quickly, effortlessly, and efficiently with good, meaningful expression… “Fluent readers... are able to read words accurately and effortlessly. They recognize words and phrases instantly on sight. Very little cognitive energy is expended in decoding the words. This means, then, that the maximum amount of cognitive energy can be directed to the all-important task of making sense of the text.”

29 Vocabulary Words that make up speech (oral) or text (reading and writing) and their meanings Distinctions: Receptive vocabulary: requires a reader to associate a specific meaning with a given label Oral vocabulary Reading vocabulary Expressive vocabulary: requires a speaker or writer to produce a specific label for a particular meaning Oral vocabulary Writing vocabulary

30 Grammar/Language Every word has a job Punctuation helps with fluency and comprehension CUPSS Academic Language

31 Demonstration of Learning Given the definitions of literacy components, participants will be able to correctly match at least 4 of the 6 components with its definition.

32 Lesson Objective Participants will know how to locate and utilize Dallas ISD curriculum resources.

33 Curriculum Tools for RLA CPG (curriculum planning guide) Semester curriculum maps Six weeks curriculum maps Calendar Maps (by six weeks- 5 th grade only) Journeys/Senderos The Write Source

34 CPG

35 Semester Curriculum Map

36 Six Weeks Curriculum Maps Six Weeks Curriculum Map

37 * Dallas Independent School District RLA Standards for the First Six-Weeks Grading Period- Grade 5 5.2E Reading/Vocabulary Development. Students understand new vocabulary and use it when reading and writing. Students are expected to: (E) use a dictionary, a glossary, or a thesaurus (printed or electronic) to determine the meanings, syllabication, pronunciations, alternate word choices, and parts of speech of words. (RS) Students will demonstrate dictionary skills. Determine correct meaning of a new word Demonstrate how to locate the pronunciation, syllabication and part of speech of a new word. Students will demonstrate how to use a glossary. Demonstrate how to locate the pronunciation, syllabication and part of speech of a new word. Determine meaning of new word as used in the text. Students will demonstrate how to use a thesaurus. Select alternate word choices for a given word. Calendar Maps (by 6 weeks) THIS IS ONLY AVAILABLE IN FOR 5 TH GRADE

38 Demonstration of Learning Given a list of 4 curriculum tools, participants will explain how each tool helps in planning a Balanced Literacy lesson with 95% accuracy. CPG Six Weeks Curriculum Map Semester Curriculum Map Six Weeks Calendar Map

39 Daily Schedule

40 “Our goal was to write a book about teaching reading in upper elementary classrooms, but we quickly abandoned that idea. The interconnectedness of reading and writing is profound and inescapable. We couldn’t address reading without discussing writing as well, because literacy doesn’t unfold that way in the classroom – or shouldn’t. Fragmenting these complex literacy processes interferes with the greatest goal of literacy education – the construction of meaning from and through text. Using reading and writing together in harmonious concert enables learners to draw on these complementary processes at the same time they work to construct meaning.” - Irene Fountas & Gay Su Pinnell, Guiding Readers and Writers, p. vi

41 Michelle Brown, MLEP Michele Nichols, RLA


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