Balanced Literacy SC Training.pptx (1)

SC Staff PD Day: Balanced Literacy with a focus on the “With”

CSISD Literacy Framework Balanced Literacy is the Foundation on which all other literacy practice is built in CSISD Readers’ and Writers’ Workshop does not take the place of Balanced Literacy but rather serves to strengthen the “BY” or independent component READERS’ & WRITERS’ WORKSHOP THE BIG FIVE

CSISD Literacy Framework • Read To Children • Read With Children • Children Read Independently • Demonstrate Writing • Write with Children • Children Write Independently

Balanced Literacy: A Review TO/ WITH/ BY TO – What we do “to” children. Demonstrations/Mini Lesson WITH – What we do “with” children. Interactive participation between teachers and children BY – What children do “by” themselves. Independent work

Balanced Literacy on the Gradual Release Model BY Teacher WITH Children TO

Balanced Literacy Continuum Teacher WITH BY TO Shared Reading Reading & Writing Guided Reading Independently Interactive Read Strategy Lessons Partner Reading Aloud Shared Writing Book Club Reading Mini Lesson Guided Writing Writing Mini Lesson Conferring with Students Children

READ TO • Read To is not a Read Aloud • Purpose of Read Aloud is for literary enjoyment • Purpose of Read TO is demonstration of reading (interactive read aloud) • Teacher demonstrates what practiced readers do while reading • Teacher interacts with the children before, during and after the reading

READ TO Helpful Resources Read Aloud with Accountable Talk- Thinking and Talking Deeply About Books   Examples of Prompts to Use During Read Aloud & Opportunities for Turn and Talk to Highlight Particular Reading Skills

WRITE TO Writing Demonstrations Writing demonstrations provide an opportunity for the teacher to model for students: •Writing conventions •Text features •All steps in the writing process Through good examples – “live” or mentor texts

READ WITH Shared and Guided Reading Shared and Guided Reading involve varying levels of teacher and student involvement depending on the needs of the students. Shared reading involves more teacher support while guided reading allows the teacher to continue support to students as they become more independent.

WRITE WITH Shared writing involves the teacher and students working together to compose meaningful messages. Interactive/ Shared Writing & Writing Conferences

WRITE WITH Shared / Interactive Writing •Dictation •LEA (Language Experience Approach) •Interactive Writing/ Share the Pen •Innovations

WRITE WITH Writing Conferences Writing conferences are another form of a WRITE WITH where teacher and student share responsibility. •Meet individually or with a small group of students with similar needs. •Work on any ONE teaching point 1. Complement Conferences • Quick conferences that consist of 1-2 research questions, then give the student a “paragraph worth of speech” as a complement. Then, move on! 2. Teach-Only Conference • Drop a teaching point to kids as you work the room. Example: “Oh, don’t forget to do _______________.”

Shared Reading Shared Reading- Eyes pass print with voice support A more practiced reader reads along during a shared reading offering a subtle scaffold for new readers. Shared reading offers an opportunity for children to be in text that is too difficult for them to handle independently. Shared reading mimics lap reading with more than one child at a time.

Shared Reading • Text Children Can See • Enlarged Text or Copy For All • Big Books • Text Books • Poetry • Brochures • Charts • Recipes • Text sets • Reading from an internet source • Reading passages • Pointer • Demonstrate print conventions – emergent readers • Draw attention to text features – emergent, developing and fluent readers

Guided Reading Guided Reading - is an instructional reading strategy designed to be used with a small group of children with like needs. • New books are carefully selected to match readers. • Books are thoughtfully introduced with new teaching points specifically planned for during and after the reading.

Guided Reading Is not traditional round robin reading! Traditional Reading Groups Guided Reading Groups Groups remain stable. Students progress through a specific Groups are dynamic, flexible, and change sequence of stories and skills. on a regular basis. Skills practice follows reading. Texts are chosen at an appropriate level for each group: there is no prescribed sequence. Skills practice is embedded in the reading.

Guided Reading Is not traditional round robin reading! Traditional Reading Groups Guided Reading Groups Teacher is interpreter and checker of Teacher and students actively interact with meaning. the text. Students take turns orally reading. Students read the entire text either silently, whisper reading, or with a partner. May read aloud if asked. Focus is on decoding. Focus is on meaning.

Guided Reading Is not traditional round robin reading! Traditional Reading Groups Guided Reading Groups Readers are dependent on teacher direction Students read independently and confidently. and support. Assessment is ongoing and embedded in Students are tested on skills and literal recall instruction. at the end of each story/unit.

Guided Reading • Provides scaffolded or supported instructional level reading • Fosters comprehension skills and strategies • Supports the development of background knowledge and oral language skills

Reading Conferences Reading Conferences also fall under Read With. • Teacher meets with individual or small groups of students to confer about reading progress • Focus on one teaching point • Collect anecdotal records and formative assessment

When do Guided Reading and Reading Conferences Occur? • Guided Reading may occur during the literacy block – separate from workshop • Guided Reading may occur during the Worktime of Workshop • Reading Conferences occur during the Worktime of Workshop • It is important for the teacher and students to learn to move fluidly between conferring, small group and roving during Worktime. Plan your small groups first, then weave in individual conferences.

What About Stations? 3rd – 4th Grade Kindergarten and 1st 2nd Grade Stations are not necessary at Grade By the middle of the this level as students will be Stations are a necessary year the use of Station reading and writing tool used to extend the should decrease independently throughout time that students are significantly and Worktime. Only on rare working independently continue to decrease occasion may a teacher plan so that the teacher can until students are a Station for an individual or pull small groups. reading and writing small group of children who independently during may need skill reinforcement the entire Worktime. at the upper elementary level. .

READ BY Independent Reading Independent reading is time for students to self-select text and read independent level material. •Provides an opportunity for students to apply strategies taught in mini-lesson •Builds confidence because material is at their independent level

READ BY Independent Reading Materials for independent reading self-selection include: •Books from guided reading groups or book clubs •Books at their independent level (book boxes, bags, library…) •Child authored texts •Class created text •Shared reading selections

WRITE BY Independent Writing Students have time daily to write independently. •Record thoughts on paper • Seeds, drafts, final products… •Approximations accepted and valued •Practice what was demonstrated in the mini-lessons

What Will Your Literacy Block Look Like? Interactive Read Aloud/ Think Aloud Read With Write With Read By NON-NEGOTIABLES Write To Write By Conferring Small Group

Take a Moment of Personal Reflection

Cooperative Learning Time… Cooperative Graffiti Guided Reading Strategy Lesson Shared Reading

(Instructional Strategy Share)-Vote with your feet! It is important for every student to be a part of a guided reading group weekly. Guided reading is a type of differentiated instruction. Every guided reading lesson is the same. It is possible to have good management and ineffective teaching, but it is not possible to have poor management and effective teaching.

Reflections Where would I like to grow? What action(s) is needed to accomplish this goal?