1. Learning to Read in a Balanced Literacy Environment Beginning Readers August 27, 2013

2. Linda Baldwin Carole Hutchinson Shona Sneddon Presenters from Nanaimo Ladysmith Public Schools

3. Balanced Literacy Definition Writing Representing Reading Viewing Speaking Listening The aim of balanced literacy is to encourage the development of skills in speaking and listening (oral language), reading and viewing, writing and representing to make meaning of the world and to prepare our students to be engaged, reflective lifelong learners.

4. Balanced Literacy Definition Writing Representing Reading Viewing Speaking Listening Our balanced literacy approach recognizes that learners need to use a variety of strategies and authentic tasks to become efficient readers, writers and communicators through a variety of literature and media. As practitioners, we continually utilize ongoing assessment to inform our practice and to be responsive to student needs.

5. Balanced Literacy Definition Writing Representing Reading Viewing Speaking Listening Within balanced literacy, the gradual release of responsibility (I do/We do/You do) is used to empower students to apply strategies and skills to new learning opportunities.

6. Modeled Reading Teacher reads a selection aloud to students MOST SUPPORT Modeled Writing Teacher writes in front of students Shared (Interactive) Reading Teacher and students read text together Shared (Interactive) Writing Teacher and students both act as scribes to plan and create text Guided Reading Teacher supports students as they apply reading strategies and skills to read text at student’s instructional level Guided Writing Teacher supports students as they apply writing strategies and skills to write text at student’s instructional level Independent Reading Students choose and read self-selected texts independently LEAST SUPPORT Independent Writing Students write text independently COMPONENTS OF BALANCED LITERACY - GRADUAL RELEASE OF RESPONSIBILITY

7. Principles of Learning Learning requires the active participation of the student People learn in a variety of ways and at different rates Learning is both an individual and a group process

8. Activity What are classroom activities or instructional practices that would support each of these elements of reading? Add to your handout, and write on post-it notes throughout to share at the end Independent Reader Phonological awareness Activities Decoding/Word Recognition Activities Fluency Activities Vocabulary Activities Comprehension Activities

9. Current research in literacy instruction suggests that successful literacy programs include 10 Essential Characteristics (BC Ministry of Education IRP)

10. Ten Essential Characteristics of a Successful Literacy Program Literacy learning in Kindergarten is critical to later success A comprehensive and co-ordinated literacy program is crucial.

11. Ten Essential Characteristics of a Successful Literacy Program Professional learning communities support a comprehensive and co-ordinated literacy program. An extended and uninterrupted block of time for literacy learning is essential.

12. Ten Essential Characteristics of a Successful Literacy Program Literacy experiences must strongly support student engagement. Ongoing assessments are used to drive instruction and support learning.

13. Ten Essential Characteristics of a Successful Literacy Program Focussed teaching is essential. A resource-rich environment makes a big difference.

14. Ten Essential Characteristics of a Successful Literacy Program Struggling and/or reluctant literacy learners benefit from research-based interventions

15. Ten Essential Characteristics of a Successful Literacy Program Successful family-school partnerships improve student literacy learning

16. Five Elements of Reading Independent Reader Decoding and Word Recognition FluencyComprehension Vocabulary Phonological Awareness

17. Phonological awareness: Five Elements of Reading is auditory and is the ability to recognize, combine and manipulate basic sound units of the spoken word there is no evidence that phonological awareness is taught in a specific order, however, below is a progression of elements which range from the easiest to the most difficult it is the foundation upon which reading is taught and can be integrated into every component of the primary literacy program RhymingAlliteration Sentence Segmenting Blending and Segmenting Syllables Phoneme Manipulation (recognition, isolation, blending, segmenting, deletion, addition, substitution)

18. Decoding and word recognition: Five Elements of Reading the ability to accurately sound out words and is fostered through explicit and systematic phonics instruction phonics teaches the principles of letter-sound relationships, including letter patterns and how to correctly pronounce words

19. Five Elements of Reading understanding the letter sound relationship enables the reader to more efficiently figure out words they haven’t seen before. although models may vary slightly, elements to teach phonics are systematic Alphabetic Principal Short vowels & consonants (VC and CVC pattern) Final e (CVCe pattern) Clusters and Blends (br, cl, str) Digraphs (ch, sh, wh, etc.) Complex Vowels Multisyllabic decoding

20. Five Elements of Reading There are four main approaches to phonics instruction: A. Synthetic approaches that start by teaching the individual sounds and then how to blend them into words B. Analytic approaches that teach the whole word first, then the component sounds within the word are analyzed C. Analogic approaches teach students to apply word parts they know to identify and write new words D. Phonics through spelling which is an approach that introduces letters, sounds and patterns with immediate links to writing

21. Fluency: Five Elements of Reading the ability to read smoothly and accurately with appropriate expression and intonation if able to successfully decode, fluent readers can concentrate on making connections and develop a deeper understanding of what they are reading

22. Vocabulary: Five Elements of Reading a reader’s vocabulary can be developed in the classroom by using open ended questions and wherever possible paraphrasing their responses with a richer vocabulary there is a direct correlation between having a strong vocabulary base and having greater success in learning to read A variety of rich language experiences Explicit teaching of individual words Teaching vocabulary strategies Promoting an awareness and interest in words

23. Comprehension: Five Elements of Reading is the active, fluent construction and revision of the meaning of text when constructing meaning students engage in three different levels of thinking: literal, inferential and critical Literal: information that is explicitly stated in the text Inferential: a connection to known concepts/ideas or previously read material Critical: evaluating what the reader reads relative to the meaning it holds for them and the author's intent

24. Why do we need to organize and teach the learning routines? Learning Routines - learning routines are habits of the mind that are self- directed and self-monitored (Rog, 2013 Read, Write, Play, Learn…) -whichever structure you use it is important to model, demonstrate and practice what you want your students to be able to do (Gradual Release of Responsibility, Pearson & Gallagher 1983)

25. Daily 5 (Boushey & Moser, 2005) “ Building Muscle Memory” The Daily 5 and The Cafe

27. The Teacher’s Guide to the Four Blocks (Cunningham, Hall & Sigmon, 1999) Framework Represents four different approaches to teaching children to read Daily incorporating the different approaches Uses a variety of formats to make each block as multilevel as possible The Four Blocks

28. How do effective learning routines look in the context of a balanced literacy classroom? Learning Routines

29. Program Fits in the Working with Words section of a balanced literacy program and covers the phonological awareness, decoding and word recognition elements Review sounds Big Book Student sound book Practice sheet Word cards for blending Word games and segmenting Tricky words

30. Program uses pictures containing familiar objects, action and scenes to draw out words from children’s listening and speaking vocabulary the purpose of PWIM is to develop the students’ vocabulary, concepts about words, sentence and paragraph structures the strategy can be used whole class, small groups, pairs or individuals Fits within the guided reading and writing sections of a balanced literacy program and covers the vocabulary and comprehension elements PWIM : Picture Word Inductive Model (Calhoun, 1998)

31. Program Fits within the Working with Words part of a balanced literacy program and covers the phonological awareness element

32. Primary purpose to guide instruction and meet needs of students Of learning – confirm what students know: summative, marks For learning – modify teaching or activities: formative, descriptive As learning – role of the student: personal reflection Assessment

33. Screening – brief test to asses an individual in order to identify a need for help or intervention Universal or district screening – may indicate areas of curriculum that need supplemental support or identifies what students are at risk and may need additional diagnostic assessment Progress monitoring – repeated assessment of target skills to see progress toward essential learning outcomes and to determine the effectiveness of an intervention Diagnostic assessments – individually administered to discover specific areas of skills deficits and provide baseline data Assessment

34. Critical that students be assessed upon entering school and continue to be frequently assessed in the early years as they begin to read Initial assessment provides a baseline Informal throughout the year allows the teacher to address students’ individual needs and give extra assistance or change instruction Imbed in instruction when possible Examples include: anecdotal records, conferences, checklists, rubrics, products, response groups, learning logs, interviews Assessment

35. Activity Completion Put your post-it note activities on the appropriate chart paper Independent Reader Phonological awareness Working with words Jolly Phonics Words Their Way Predictable books Rhyme, songs Decoding/Word Recognition Working with words Jolly Phonics Words Their Way Word walls Word families Fluency Partner Reading Choral reading Shared reading Repeated readings Vocabulary Guided reading Read aloud Self-selected reading PWIM Shared reading - think aloud Comprehension Guided reading Self-selected reading Partner reading Conferences Graphic organizers Response journals

36. Participant Activities for the 5 elements of reading Phonological Awareness Rubber band words Segmenting Word sorts McCracken Explode the Code Primary Phonics Zoo Phonics Sort pictures by sounds – initial, vowel, endings playing with sounds in words using blocks Games rhyming student created word games Lexia Decoding and Word Recognition Lexia sticker scenes word searches flip books Bingo memory games with sight words Writing word within a word Primary Success Dolch words McCracken Explode the Code Primary Phonics fill in the blank sentences Crosswords "does that look right?“ lots of easy reading books spelling Vocabulary Lexia word searches picture induction write out pre-discuss word wall Paraphrase stories with good vocabulary Dictionary practice research projects spell aloud 1,2,3 Spell Fluency short "fold and say" stories shared, choral reading with poetry or chants daily practice read aloud, read along use different voices partner reading repeated reading sing and definition small group learning and discussion Apps model Comprehension literacy circles shared reading check for understanding reading power strategies re-tell - summarize story story elements word toss open discussion write, read, write book reports literal, inferential, critical, evaluating

37. Foundations for literacy http://foundationsforliteracy.cllrnet.ca/index.php/Foun dations_For_Literacy http://foundationsforliteracy.cllrnet.ca/index.php/Foun dations_For_Literacy Jolly Phonics http://www.jollylearning.co.uk/http://www.jollylearning.co.uk/ Summer Institute http://successforallsummerinstitute.weebly.com Websites Thank you for attending this workshop. Enjoy the last few days of summer!