Balanced Literacy and the Common Core Part II Pender County Schools

What is your definition of Balanced literacy/guided reading? Topic 1: Strengthening Instruction with Components of Balanced Literacy Friendly talk probe Who do you agree with? What is your definition of Balanced literacy/guided reading? Why is guided reading so critical within this framework? Children need opportunities to read for themselves but also receive support Children learn to read, primarily by reading This is an assessment-based strategy that provides small group/one-on-one support for students.

Management Quick transitions *Share: guided reading/independent group schedule Quick transitions Teacher is able to hold guided reading groups without being interrupted Students problem solve during centers/rotations without teacher guidance Time for closure/check in (exit tickets) Rubrics –self assess, weekly chart, teacher summary chart, signals, routines

Independent Activities Common Core alignment – grade level appropriate Connected to focus skill of the week and/or prior weeks (spiral) Accountability – feedback? Task completion/successful with tasks? Reflect a balance of all literacy components Why do non consumable activities make it easier to go deeper? Share a few strategies and brainstorm additional strategies for rigor (compile list of easy/ go to ccss activities for multiple grades) Graphic organizers—ccss graphic organizers Laura Candler interactive reading notebooks

Independent Reading Monitor progress and level selected Amount of time each day/per week Priority Depth and purpose Accountability-keep it short and simple Reflect a balance of fiction and non-fiction *How often are your students reading independently? *How do you hold them accountable? Class chart, reading logs, genre graphs, incentives, graphic organizers, interactive notebooking, lit circles/book clubs, reader’s response/exit ticket, sticky notes, conferencing http://hil.troy.k12.mi.us/staff/bnewingham/myweb3/Genres.htm

Creative Ideas for Stations/rotations Read to Self/Independent Reading: self-selected on their levels, readers response sheet once a week, graphic organizers, reading logs, genre graph, needs to be daily (time in content areas? Require one rotation a day? Use during I and E?) Read to Someone/Partner Work: “practice” part of the mini lesson with partner, “managed choice”, genre study, author study, content (ex: ss weekly readers, Time for Kids, Science A- Z, SS textbook, etc.), book clubs (don’t release until two guided reading groups), Reader’s Theater, poetry Work on Words/Word Study: Words Their Way (sorts), spelling, vocabulary, prefixes/suffixes, phonics, choice boards – limit choice Writing Practice/Work on Writing: reader’s response/ACE strategy, graphic organizers, reading practice (mini lesson skill), free journaling, letter writing, poems, write the room (all the words that start with… A, etc.), finish up writing from writing block, grammar practice Listening/Technology: Reading Eggs, Reading practice online, Tumblebooks, Research in content area (reading or watching video and taking notes), books on tape, wikis or blogs for book clubs http://hil.troy.k12.mi.us/staff/bnewingham/myweb3/PDF%20Files/Genre%20Graphs/0-20.pdf Have teachers brainstorm additional ideas Share: What common core aligned activities have you found to be successful? GOOGLE DOC

Balanced Literacy Evidence Anchor charts Classroom library Word Walls Classroom organization including GR table and materials

Anchor Charts

WORD WALLS

Guided Reading Tables

Guided Reading Tables

How many times do the white t-shirt team pass the basketball? Topic 2: Assessment How many times do the white t-shirt team pass the basketball? http://www.youtube.com/watch?v=IGQmdoK_ZfY “If the only tool you have is a hammer, you will see every problem as a nail.” -Maslow

Formative vs. Summative Assessment FORmative Definition: on-going assessments and observations used to modify and validate instruction. “Assessment FOR learning” Summative Definition: assessment used to evaluate effectiveness of instruction and measure student achievement at the end of a unit, term, etc. “Assessment OF learning”

Purpose of Formative Assessment Create groups Refine and change groups Informs lesson plans Guides instruction focus Informal and quick Not graded

Formative Assessment Techniques Reading 3D (benchmarks/PM) – Ex: FSF, PSF, DORF, etc. Aimsweb Running records w/MSV analysis County benchmarks Teacher created activities (exit tickets/journal responses, etc) Anecdotal Notes Reading Logs/Reading Responses Writing Samples/Spelling Inventories Resources: http://www.aft.org/pdfs/teachers/teach11materials/t11_providingh3.pdf http://www.isbe.state.il.us/common_core/pdf/ela-teach-strat-read-text-k-5.pdf http://www.isbe.net/common_core/pdf/ela-teach-strat-read-lit-k-5.pdf

Anecdotal Notes – what should I write?? K-3 Lenses for observing students: Note areas of weakness in Reading 3D assessments/PM – ex: if FSF is in the “red” – make this your focus area in lessons and record progress in anecdotal notes Note miscues through MSV analysis – what decoding strategies are they using? Use classroom assessments – what skills have they mastered? Use “reading behavior” suggestions for levels as a guide Use summary charts as a guide *Share sample note talking forms and summary charts

Anecdotal Notes – what should I write?? 4-5 Lenses for observing students: Note areas of weakness in AIMS Web assessments/PM Note miscues through MSV analysis from Running Records – what decoding strategies are they using? Use headings from summary charts and “major skills” of the grade Use classroom assessments – what skills have they mastered? Use “reading behavior” suggestions for levels as a guide *Share sample note talking forms and summary charts

Anecdotal Notes – Summary charts Reflect on your guided reading notes: Look for Patterns/Common Errors Look for Common Strengths Select a sample summary chart to evaluate a group of students

How will you use your notes? Guided Reading Lesson Planning – includes text selection, skill focus, word work, etc. Mini lesson focus Strategy/Intervention group – could be mixed ability, focus on a SKILL – possibly a teacher assistant group Don’t just think about the LEVEL of the text, but also about the NEEDS of your students.

Using Assessment to Deepen Instruction Mini lessons throughout the week take one skill and go deeper/apply to other content areas Guided Reading Teaching Points focus on 1-2 skills providing a scaffold for students Gradual Release of responsibility and increase in difficulty

Review 3 Elements of Guided Reading Before During After *BDA Guide Look over your lesson plan and highlight each section - BDA Handouts from previous planning—share activities that were very successful and lesson templates Ask them to bring highlighters, notebooks, samples asked for,

Where are you in the process? Self-Reflection of Balanced Literacy Use a different color and mark where you think you are now

Observing Readers Does the reader: Read without pointing? Read word groups (phrases)? Put words together? Read smoothly? Read the punctuation? Make the voice go down at periods? Make the voice go up at question marks? Pause briefly at commas, dashes, and hyphens? Read dialogue with intonation or expression? Stress the appropriate words to convey accurate meaning? Read at a good rate—not too fast and not too slow?