1. Week Fourteen Using Basal Reading Programs and Guided Reading April 20, 2009

2. Objectives We will be able to :  Identify the components of a balanced literacy program  Evaluate basal reading programs for their strengths and weaknesses  Extend and supplement basal reading lessons  Explore teaching resources We will be able to :  Identify the components of a balanced literacy program  Evaluate basal reading programs for their strengths and weaknesses  Extend and supplement basal reading lessons  Explore teaching resources

3. Agenda  Agenda Overview (3 min)  Housekeeping (5 min)  Announcements  Exploring Basals (45 min)  What are the components of a basal curriculum?  Looking for strengths and cautions  Supplementing and extending lessons  Balanced Literacy Instruction (45 min)  What does it look like?  Model planning a guided reading lesson  Practice planning  Break (10 min)  Coming attractions (5 min)  Literacy Exploration (60 min)  Beginning your exploration  Agenda Overview (3 min)  Housekeeping (5 min)  Announcements  Exploring Basals (45 min)  What are the components of a basal curriculum?  Looking for strengths and cautions  Supplementing and extending lessons  Balanced Literacy Instruction (45 min)  What does it look like?  Model planning a guided reading lesson  Practice planning  Break (10 min)  Coming attractions (5 min)  Literacy Exploration (60 min)  Beginning your exploration

4. Announcements End of semester CT forms: On the merged SS TE 402 Angel site Read the directions Print out 3 forms: CT letter CT evaluation form CT Update form Return all forms plus your sign-in sheets with your CT’s signature to Brooke Stowers by May 1 Finals meeting: Monday, May 4, 12:40 pm - 2:40 pm Attendance is required for completion of the course

5. Agenda  Agenda Overview (3 min)  Housekeeping (5 min)  Announcements  Exploring Basals (45 min)  What are the components of a basal curriculum?  Looking for strengths and cautions  Supplementing and extending lessons  Balanced Literacy Instruction (45 min)  What does it look like?  Model planning a guided reading lesson  Practice planning  Break (10 min)  Coming attractions (5 min)  Literacy Exploration (60 min)  Beginning your exploration  Agenda Overview (3 min)  Housekeeping (5 min)  Announcements  Exploring Basals (45 min)  What are the components of a basal curriculum?  Looking for strengths and cautions  Supplementing and extending lessons  Balanced Literacy Instruction (45 min)  What does it look like?  Model planning a guided reading lesson  Practice planning  Break (10 min)  Coming attractions (5 min)  Literacy Exploration (60 min)  Beginning your exploration

6. Basals  Commercial reading programs  Used in the majority of elementary school classrooms  Purpose: “To teach the skills and strategies that successful readers need using an organized program that includes grade-level reading selections, workbook practice assignments, and frequent testing (Tompkins, p. 340)  Commercial reading programs  Used in the majority of elementary school classrooms  Purpose: “To teach the skills and strategies that successful readers need using an organized program that includes grade-level reading selections, workbook practice assignments, and frequent testing (Tompkins, p. 340)

7. Basals  Often full curriculums that include:  Anthology of literature (variety of genres)  A scope and sequence for instruction organized in units or themes  Scripted lessons for teachers  Worksheets/Assignments that go with the stories  Assessments for each unit/theme  They may also include:  Supplementary materials that allow for cross content integration  Word study/phonics programs  Materials for centers or follow-up/extension activities  Today’s example: Open Court https://www.sraonline.com/oc_home.html?PHPSESSID=67802cc25b95ac8 1dcb483f075dd7fc1  Today’s exploration:  Phonics instruction (video)  Reading program (teacher’s guide)  Often full curriculums that include:  Anthology of literature (variety of genres)  A scope and sequence for instruction organized in units or themes  Scripted lessons for teachers  Worksheets/Assignments that go with the stories  Assessments for each unit/theme  They may also include:  Supplementary materials that allow for cross content integration  Word study/phonics programs  Materials for centers or follow-up/extension activities  Today’s example: Open Court https://www.sraonline.com/oc_home.html?PHPSESSID=67802cc25b95ac8 1dcb483f075dd7fc1  Today’s exploration:  Phonics instruction (video)  Reading program (teacher’s guide)

8. Exploring Basals  Work with your field placement teaching partner to explore the Basal curriculum guide for your grade level  Use the guiding questions to help with your exploration. Try to answer all of the questions. Whole group  What are the benefits of basal reading programs?  What are the cautions?  Work with your field placement teaching partner to explore the Basal curriculum guide for your grade level  Use the guiding questions to help with your exploration. Try to answer all of the questions. Whole group  What are the benefits of basal reading programs?  What are the cautions?

9. Agenda  Agenda Overview (3 min)  Housekeeping (5 min)  Announcements  Exploring Basals (45 min)  What are the components of a basal curriculum?  Looking for strengths and cautions  Supplementing and extending lessons  Balanced Literacy Instruction (45 min)  What does it look like?  Model planning a guided reading lesson  Practice planning  Break (10 min)  Coming attractions (5 min)  Literacy Exploration (60 min)  Beginning your exploration

10. Break  Return at: 10:50

11. Literacy Instruction in the Classroom - A Balance Make time for:  Phonics/Word study  Explicit comprehension strategy instruction  Independent reading  Guided reading*  Read alouds  Independent writing  Modeled, shared, interactive and guided writing  Exposure to varied literature (genres, text features, text structures - to help with reading and writing) Make time for:  Phonics/Word study  Explicit comprehension strategy instruction  Independent reading  Guided reading*  Read alouds  Independent writing  Modeled, shared, interactive and guided writing  Exposure to varied literature (genres, text features, text structures - to help with reading and writing)

12. Guided Reading  Allows for more differentiation than using the basal  Small groups who are reading books at their instructional level with approximately 90-94% accuracy  Over 1-2 days they work their way through all stages of the reading process:  Prereading  Reading  Responding  Exploring  Applying

13. Guided Reading teacher and students interact with the text to help the students learn to use independent reading strategies successfully and enhance meaning Prereading: preview the text, setting purposes Reading: first reading, teacher scaffolding Responding: making personal connections Exploring: strategy instruction, literary analysis, word work Applying: re-reading, using strategies and practicing vocabulary independently

14. Guided Reading  A strong guided reading lesson supports fluency, comprehension and word solving strategies.  Lessons are planned based on anecdotal and fluency data and are responsive to the instructional needs of students.  Key Idea:  Guided reading groups are priceless times for students to practice reading at their instructional level in a safe environment with needed support.  A strong guided reading lesson supports fluency, comprehension and word solving strategies.  Lessons are planned based on anecdotal and fluency data and are responsive to the instructional needs of students.  Key Idea:  Guided reading groups are priceless times for students to practice reading at their instructional level in a safe environment with needed support.

15. So how does it all fit together? Work with a partner or group to create a concept map of how it all fits together. You can use any or all of the terms below to visually conceptualize your understanding of literacy learning: phonicscomprehensioncultureliterature genrewritingreader response perspective fluencyconcepts about printphonological awareness vocabularycritical literacynew literaciesdiscussion communitylearning stylescurriculumspelling Motivationsocial action perspectiveinteractive perspective Background knowledgeasset based thinkingintegration Locus of controltechnologycolleaguesfamilies Recitationplanninginvestmentreading Oral languagelistening communication Work with a partner or group to create a concept map of how it all fits together. You can use any or all of the terms below to visually conceptualize your understanding of literacy learning: phonicscomprehensioncultureliterature genrewritingreader response perspective fluencyconcepts about printphonological awareness vocabularycritical literacynew literaciesdiscussion communitylearning stylescurriculumspelling Motivationsocial action perspectiveinteractive perspective Background knowledgeasset based thinkingintegration Locus of controltechnologycolleaguesfamilies Recitationplanninginvestmentreading Oral languagelistening communication

16. Literacy Framework

17. Agenda  Agenda Overview (3 min)  Housekeeping (5 min)  Announcements  Exploring Basals (45 min)  What are the components of a basal curriculum?  Looking for strengths and cautions  Supplementing and extending lessons  Balanced Literacy Instruction (45 min)  What does it look like?  Model planning a guided reading lesson  Practice planning  Break (10 min)  Coming attractions (5 min)  Literacy Exploration (60 min)  Beginning your exploration

18. Coming Attractions - Week 15: Assessments and Literacy Exploration cont.  Everyone reads:  No Readings!  In the Field:  Keep up with participation logs  Continue working with focus students  Next week:  A little on assessments  Work time for Wiki building Upcoming Due Dates:  Due Friday, 5/1:  Final notebook entry to Angel  Option 1: Reflective writing summing up the semester  Option 2: Action plan for next year  Due Monday, 5/4:  Final participation log to Angel (remember to include the 2 small group mini- lessons)  Final Exam date  Monday, May 4, 12:40 - 2:40 224 EH  Course Evaluations and Wiki Sharing

19. Agenda  Agenda Overview (3 min)  Housekeeping (5 min)  Announcements  Exploring Basals (45 min)  What are the components of a basal curriculum?  Looking for strengths and cautions  Supplementing and extending lessons  Balanced Literacy Instruction (45 min)  What does it look like?  Model planning a guided reading lesson  Practice planning  Break (10 min)  Coming attractions (5 min)  Literacy Exploration (60 min)  Beginning your exploration

20. Investigating Literacy Resources  We’re building a resource Wiki!  http://msuresourcesforteaching.pbwiki.com/ http://msuresourcesforteaching.pbwiki.com/  Read the directions on the Wiki, begin to find your resources to post on the Wiki.  Groups:  Classroom management strategies: Lindsay P., Mandy, Katie K., Rachael A.  Building Classroom Community: Kati H., Colleen C., Kelley  Working with Parents and Families: Tim, Brandon, Paula, Melissa  Reading Comprehension: Lisa, Tiffany, Ally W.  Writing: Colleen G., Janie, Lyndsay  Learning Centers: Shannon, Lauren, Jessica  Differentiation: Julie, Liz, Gina  Emergent Literacy: Katalin, Alison B.  Book clubs/Literature Circles: Sara, Rachel W., Andrea B.  We’re building a resource Wiki!  http://msuresourcesforteaching.pbwiki.com/ http://msuresourcesforteaching.pbwiki.com/  Read the directions on the Wiki, begin to find your resources to post on the Wiki.  Groups:  Classroom management strategies: Lindsay P., Mandy, Katie K., Rachael A.  Building Classroom Community: Kati H., Colleen C., Kelley  Working with Parents and Families: Tim, Brandon, Paula, Melissa  Reading Comprehension: Lisa, Tiffany, Ally W.  Writing: Colleen G., Janie, Lyndsay  Learning Centers: Shannon, Lauren, Jessica  Differentiation: Julie, Liz, Gina  Emergent Literacy: Katalin, Alison B.  Book clubs/Literature Circles: Sara, Rachel W., Andrea B.