We Have Time For Science! Teaching Literacy All Day Long Using a Thematically Focused Developmentally Appropriate Balanced Literacy Approach Presented by Janet Navarro, Shari Person & Kathy Valentine

Think/Puzzle/Explore What ideas/experiences do you already have about this topic? What burning questions/puzzles do you have? What does this topic make you want to explore?

Session Goals How can we immerse children in authentic literacy experiences across the day? How can we use Balanced Literacy as a framework for teaching Science and Social Studies for understanding? How can we use thematically focused Science and Social Studies units to teach literacy?

What Problem Are We Solving ? We dont have time for Science! It is common to leave only one hour twice a week for both Science and Social Studies. A comprehensive curriculum including Science and Social studies is one factor found in successful schools. Early Science and Social studies instruction is essential in the development of concepts and vocabulary needed for their study in later years. (Cunningham, 2006)

Process Definition of Developmentally Appropriate Develop Shared Understanding of Balanced Literacy Elaborate Using Examples Thematically Focused Literacy Instruction Gallery Walk Buzz Groups Opportunity to Apply Headlines

Developmentally Appropriate Practices Focus on the Whole Child Engage Children in Active Learning Experiences Vary Instructional Strategies Balance between Teacher-Directed and Child-Directed Activities Integrated Curriculum

DAP ·Opportunities for Children to Shine at their Developmental Level Individualized Assessment that focuses on finding strengths and is used to inform instruction.

Balanced Literacy as Framework for Assessing Classroom Practices Whole language____________________Phonics Reading_______________________The Language Arts Independent work_________________________Group work Silent _________________________________________Oral Student ownership __________________Teacher ownership Easy texts _______________________Challenging texts Non-fiction genres_______________Fiction Genres Choice_____________________Required

Balanced Literacy ·An Instructional Framework for ·Immersing Children in Literacy Across the Day Talking/Reading/Writing TO Talking/Reading/Writing WITH Talking/Reading/Writing BY & Creating and Interpreting Images ·…based on the premise that what happens during reading time is affected by and affects everything that happens during the entire school day. · It also affects childrens view of themselves and the world. ·Margaret E. Mooney

Role of Teacher and Child Teacher Support Child Responsibility TO Talking TO Children Read Aloud Modeled Writing Modeled Speaking WITH Talking With Children Shared Reading Guided Reading LEA Morning Message BY Self-Selected Reading Independent Reading Writing Workshop-writing Buzz Groups

Kindergarten Theme Schedule ·Sept. 6: Bears in School ·Sept. 19: Me and My Friends (Five Senses) ·Oct. 10: Tree Homes (Non-Fiction) ·Nov. 7: Food ·Nov. 28: The History of Celebrations ·Jan. 2: Penguins ·Jan. 30: The Economics of Fairy Tales/Nursery Rhymes ·April 10: Recycling (Sifting Through Science and Realistic Fiction) ·May 8: Butterflies (Non-fiction writing)

Balanced Literacy with Thematic Focus Science Integration (K) Balanced LiteracyLiteracy GoalsScience Goals Read TO (Penguins) Three Cheers For Tacky Reinforce understanding of literary elements (character, setting, problem, resolution) How are misconceptions formed and what we can do about them. Animal Habitats Artic vs. Antarctic Read WITH (Recycling) What Can We Do with Garbage? Teach Reading strategy of chunking -- looking for chunks you know. Describe effects of humans on the environment. Science Vocabulary Development Read BY Songs and Poems Reduce Reuse Recycle Oral Fluency Independence Reinforce Vocabulary

Balanced Literacy with Thematic Focus Science Integration (K) Balanced Literacy Literacy GoalsScience Goals Write TO Tree Homes Are trees useful? Modeling concepts of print including left to right, directionality, punctuation, spacing, etc. Trees are homes for Animals Explain common patterns of interdependence and inter- dependence of tings Write WITH LEA Animals & Trees Patterned Text Innovation Write a brief informational piece such as a page for a class book using drawings, words, word like clusters and/or sentences. Generate and structure ideas for narrative or informational writing. Same as above Write BY Penguin Poems Writing Workshop Originality in written messages in narrative and informational writing Approximate poetry, based on reading a wide variety of grade appropriate poetry. Attributes Characteristics of Living Things

Balanced Literacy with Thematic Focus Science Integration (K) Balanced LiteracyLiteracy GoalsScience Goals Talk TO/WITH ? Of the Day Engage in substantive conversations remaining focused on subject matter; with interchanges beginning to build on prior responses… Demonstrate means to recycle manufactured materials and a disposition to recycle. Describe pos. and neg. effects of people on the env. Talk By Pretend Play Penguins Clearly audibly in complete and coherent sentences and use sound effects for dramatic effect in narrative and informational presentation Discourse: Briefly tell or retell about familiar experiences or interests focusing on basic story grammar or main ideas and key details. Describe life cycles of familiar organisms Observe and describe food and environmental needs of living things. Reinforce Vocabulary

Balanced Literacy with Thematic Focus Science Integration (K) Balanced LiteracyLiteracy GoalsScience Goals Phonemic Awareness Mystery Bag Recycling Demonstrate phonemic awareness by the wide range of sound manipulation competencies including sound blending and deletion. Recognize that words are composed of sounds blended together and carry meaning. Compare and classify common objects with like attributes.

Study of Community as Basis for Balanced Literacy (2nd Grade)

Second Grade Themes ·September ·Were Wild About Our Community ·W – Ideas ·R – Learning Readers Workshop and What do good readers do? ·M – Numbers to 1000 & Place Value October ·Spooky Sounds ·W – Ideas & Personal Narrative ·R – Schema ·M – add & subtract whole numbers ·(All Themes in Packet)

Study of Community as Basis for Balanced Literacy (2nd Grade) Social Studies GoalsLiteracy GoalsBalanced Literacy Roles of the Citizen in Am Democracy: Identify and Explain personal responsibilities (adhering to moral principals; considering the rights and interests of others; behaving in a civil manner. Comprehension Strategy: Inference Read TO Be Good To Eddie Lee By Virginia Fleming Values and principles of Am. Dem. Define the core democratic value of common good. Use punctuation cues when reading aloud with intonation, pauses, and emphasis. Read WITH Daily Promise/Pledge Reading Attitude: Be enthusiastic about reading and learning how to read; do substantial reading on their own during free time in school/home. Vocabulary … Read BY Poems and thematic books. What Do I See

Study of Community as Basis for Balanced Literacy (2nd) Social Studies GoalsLiteracy GoalsBalanced Literacy How to be a good citizen. Writing Process Goals; Set a Purpose for writing, consider audience and begin to use styles and patterns when writing narrative or informational text. Develop a plan including graphic organizers. Write TO Calkins Modeling How To Stories Construct a narrative about a person or event from the history of the community using a variety of primary and secondary sources. Explain why accounts of the same events can be different. Write in first and third person based on genre type and purpose. Write WITH Character Traits Biography Define the core dem. Values of Rule of Law, Truth Common Good and Justice Draft focused ideas in written compositions using paragraph clusters each containing a main idea and supporting details. Write BY Core Dem Values and Literacy Form

Social Studies Goals Literacy GoalsBalanced Literacy Talk TO Talk WITH Describe key people, places, and events from the history of a community. Engage in substantive conversations, remaining focused on subject matter with interchanges building on prior responses. Talk BY EEKK Partners Study of Community as Basis for Balanced Literacy (2nd)

Gallery Walk I SEE… I THINK… I WONDER…

Buzz Groups/EEKK How can WE use thematically focused Science and Social Studies units to teach literacy? ·

Thinking About A Plan The Key to Putting This All Together is… A THEME… A BIG IDEA… A FOCUS… A BALANCED LITERACY FRAMEWORK… STANDARDS… Recycling How do we impact our planet? How Can We Care About the Earth