BALANCED LITERACY The Whys and Whats Lori Butler, Literacy Coach Harding Elementary School

Realities In 2007

Within LASS schools, only 60% of all students in grades 6-8 pass ISTEP. There is a 20% gap between economically advantaged students and economically disadvantaged students, as well as between Caucasian and African American or Hispanic students in all LASS schools.

An extensive survey was conducted by the LASS Literacy Team in 2007 to determine literacy instructional practices being used by teachers. Of the teachers responding to the survey: 38% did not use vocabulary building strategies every day 65% did not teach interactive writing 80% did not regularly use guided reading

In addition, from an assessments perspective: 61% did not use running records either weekly or monthly Only 50% individually conferred with their students at least monthly

Instructional Practices Many teachers primarily use whole group instruction targeted toward the middle of the class. Many teachers cannot list an individual child’s strengths and weaknesses as a reader. Many teachers do not have a deep knowledge of effective literacy practices that are necessary to help the struggling child.

So where do we go from here and what is behind the research? Lead with questions, not answers. Engage in dialogue and debate, not coercion. Conduct autopsies, without blame. Build red flag mechanisms that turn information into information that cannot be ignored. Collins, J. (2001). Good to Great

Creating a growth community Create a culture wherein people have a tremendous opportunity to be heard. Determine the truth of the current situation and reality. Hit the realities of the situation head-on. Respond to adversity in a way that builds strength. Collins, J. (2001). Good to Great.

Allington’s research tells us students need… Time Texts Talk Tasks Teaching to each child’s needs Assessment Training

Time, Time, Time

Variation in Amount of Independent Reading in 5 th Grade Test %-ile Minutes of Reading Per Day Number of Words Per Year ,357, , ,000 Allington, 2001;Adapted from Anderson, Wilson, & Fielding, 1988

Texts, Texts, Texts

TEXTS Appropriate texts for student processing Interesting texts and materials Varied genre at all levels Choice

Talk, Talk, Talk

Talk Conversations, not interrogations Not traditional question, respond, and evaluate Leading children’s thinking, not telling. Thinking aloud

Tasks, Task, Tasks

Tasks Children engage in inquiry and problem-solving Student generated responses (Not worksheets and test practice) Choice

Teach, Teach, Teach

Teach Explicit teaching with guided practice and application Side-by-side teaching Mix of whole group, small group, and individual Bases upon students’ needs

Assessment, Assessment, Assessment

Assessment Ongoing Imbedded Drives instruction one-on-one, small group, and whole group

Qualities of effective classroom teachers of reading: Understand reading and writing development and believe that all children can learn Assess children's progress and relate instruction to their experiences Know a variety of ways to teach reading and how to combine methods to be effective Use a variety of materials and texts for reading Use flexible grouping strategies to meet individual needs Provide help to children strategically IRA, 2000

Training, Training, Training

Effective Training Presentation of theory or description of skill/strategy Modeling or demonstration Practice in the classroom Structured and open-ended feedback Coaching for application (in-classroom assistance) Joyce, B., & Showers, B. (1980, February) Improving inservice training: The message of research. Educational Leadership, pp

Professional development must be: Sustained, ongoing, and intensive Supported by modeling and coaching Collective problem solving around specific problems of practice. Darling-Hammond & McLaughlin (1995) Intense support for teachers Opportunities for reflection Anders, Hoffman, and Duffy (2000)

With an understanding of the “whys,” what is this framework all about??

Four Kinds of Reading Interactive Read Aloud Shared Reading Guided Reading Independent Reading

Four Kinds of Writing Shared Writing Interactive Writing Guided Writing (Writer’s Workshop) Independent Writing

Three Blocks

Reading Workshop: Students read a variety of self-selected and teacher selected texts for extended periods of time. They construct meaning and make connections as they learn from and about reading. Students learn effective comprehension strategies that they apply to all reading genre. Guided Reading Groups MIL’s (Literacy Stations) Sharing

Writing Workshop: Students develop writing strategies and skills, learn about the writer’s craft, and use writing as a tool for learning and communication. Writing for sustained periods, they explore different genres and formats for a range of purposes and for a variety of audiences. Mini Lessons Guided Writing Individual Writing Individual Conferences Sharing

Language and Word Study: Students explore the intricacies of language across multiple genres including literature, informational text, and poetry. They investigate the meaning and structure of words and the conventions and forms of written language. Interactive Read Aloud Shared Reading or Performance Reading Interactive or Shared Writing Word Study Vocabulary Instruction

MEANINGFUL & AUTHENTIC Every assessment, lesson, activity, or task is both meaningful and authentic. Is it relevant to the student’s needs and learning? Is it presented and completed in a “real-life” manner? Is the lesson only pertinent to the particular task?

Comparisons Individuals: Using a Venn diagram, take five minutes and compare your host classroom framework to this framework. Share with your table, discuss the differences in place, and what you would change in your own classroom.