Craven County Schools Balanced Literacy: The Road From theory to practice

PRESENTERS : SUZANNE AVERITT TAMMY CULLOM RENNIE LEE COURTNEY MORGAN VERNEE ROGERS

Start Your Engines Studying Training Deploying Reflecting

Gradual Release Bous hey, G., & Moser, J. (2006). The daily five. Portland: Stenhouse. Fisher, D.,& Frey, N. (2008). Better Learning through Structured Teaching. New York: Knopf Books for Young Demonstration Shared Demonstration Guided Practice Independent Practice I do, you watch. I do, you help. You do, I help. You do, I watch.

Mini-lesson: Teaching the Standards Readers/Writers Statement: Readers/Writers Statement: Not a standard in it’s entirety Not a standard in it’s entirety Unpacked “piece” of a standard that can be explicitly stated, modeled, and practiced. Unpacked “piece” of a standard that can be explicitly stated, modeled, and practiced.Standard: RL 2.3 RL 2.3 Describe how characters in a story respond to major events and challenges. Readers Statement/”I Can…”: Readers identify a character’s traits.

Interactive Read Aloud “ I do, you watch. ” Interactive Read Aloud “ I do, you watch. ” Well thought out choice of text Well thought out choice of text Used to model mini-lesson skill Used to model mini-lesson skill Planned, authentic questioning (within, beyond, about) Planned, authentic questioning (within, beyond, about) On or above grade level, not independent level On or above grade level, not independent level Turn and Talks Turn and Talks Referred back to multiple times (anchor/mentor texts) Referred back to multiple times (anchor/mentor texts)

Shared Reading and Writing “I do, you help” Everyone has access to the text (chart or copy) Everyone has access to the text (chart or copy) Often repeated over many days to teach/review a variety of skills/standards Often repeated over many days to teach/review a variety of skills/standards Selected with a standard in mind Selected with a standard in mind Word Study Components addressed Word Study Components addressed RL, RI, L, W RL, RI, L, W

Hello, I'm Mr. Obvious. Hello, I'm Mr. Obvious. I point out things you know. I'll tell you that the water's wet. I'll say that plants can grow. I might remark that night is dark. I'll add that grass is green. And I'll repeat that sugar's sweet and washing makes you clean. I'll let you know that snails are slow, and one plus one is two, and then declare that squares are square and state the sky is blue. You see, I'm kind, so I don't mind explaining simple things. And when I do this just for you I love the joy it brings. So take a chair and let me share, and when my lecture ends, I hope you'll try to tell me why I don't have any friends. --Kenn Nesbitt --Kenn Nesbitt

IR, it’s not JUST reading “ You do, I watch. ” Teacher is ACTIVE, not PASSIVE. Teacher is ACTIVE, not PASSIVE. Task connected to mini-lesson Task connected to mini-lesson ie: Find a place in your book where a character’s actions reveal a trait. Share: What is the character’s trait? How do you know? Sticky note evidence in your text. ie: Find a place in your book where a character’s actions reveal a trait. Share: What is the character’s trait? How do you know? Sticky note evidence in your text. Just Right Books Just Right Books Conferencing-meeting the students’ needs Conferencing-meeting the students’ needs Anecdotal notes Anecdotal notes Guiding instruction Guiding instruction

Guided Reading Making groups-strategy groups/reading levels Making groups-strategy groups/reading levels Using formal and informal data to guide individual instruction within the group Using formal and informal data to guide individual instruction within the group Matching text to readers vs. readers to text Matching text to readers vs. readers to text Respond to individual student Foundational skill needs Respond to individual student Foundational skill needs Ask questions to assess students level of understanding of the mini-lesson Ask questions to assess students level of understanding of the mini-lesson

Share End of workshop End of workshop Reading Companions, Whole Class, Individual Reading Companions, Whole Class, Individual

Literature Study in Middle Schools Quarter One: “Pilot” Quarter One: “Pilot”

Guided Reading in Middle Schools Literature Circles Literature Circles

Challenges Professional Development Professional Development Knowing that we don’t know Knowing that we don’t know Teacher buy-in Teacher buy-in Understanding how the elements of readers workshop work in concert Understanding how the elements of readers workshop work in concert Classroom Schedules/Time Classroom Schedules/Time Continued variance in understanding Continued variance in understanding

Next Steps Using the Professional Development Survey to design relevant PD Using the Professional Development Survey to design relevant PD Creating grade level units Creating grade level units Continued analysis of the data Continued analysis of the data Emphasis on writing Emphasis on writing

Questions?