Balanced Literacy The Journey Has Begun
By June 2015, all CMS teachers will be fluent and comfortable in the practices of Balanced Literacy
Rationale for Balanced Literacy Common Core State Standards require an increase in rigor of reading instruction Prior to implementation of BL students read only 7 – 8 minutes/day BL provides a safe, structured and highly motivating opportunity to read on a daily basis How well your child reads is determined by how much they read
A Typical Structure for Reading Workshop Minilesson Connection, Teaching Demonstration, Active Engagement, Link to Work Independent Reading Time Private Reading Time (Mid Workshop Teaching) Partner Reading Time (Teacher confers with individual readers and may work with small groups of readers during reading time.) Teaching Share Time Minilesson Reinforcement or Minilesson Preview or Minilesson Add-On or Problem Solving
To determine independent reading levels analyze: Reading 3D Data MAP Data Running Records Conference Notes
Read and Write Every Day Students make choices about what they read Every day time is devoted to independent reading after a strategy has been taught in a mini lesson Teachers will conference with students and keep records of those conferences Guided reading groups for small groups working on same strategy
Words Their Way Students are given a spelling inventory to determine stage of word knowledge 5 Stages: Emergent Reader Beginning Reader Transitional Reader Intermediate Reader Advanced Reader
Stages for Spelling
Assessment Common Assessments Cold Read Passages with questions on skills taught Evaluate graphic organizers Assess reading response journals Performance tasks
Long Range Goal Students must be proficient as readers, writers, and speakers to be successful, contributing adults and lifelong learners. Every child in every classroom, every day, deserves the chance to behave like and enjoy the pleasure of being a good reader.
Questions?