Welcome to the BFS Introduction to Literacy by Design: Reader’s and Writer’s Workshop

Welcome to the BFS Introduction

to Literacy by Design: Reader’s

and Writer’s Workshop

Best Current Practices in Language Arts InstructionGradual Release of Responsibility – like

riding a bike 5 Pillars of Reading InstructionBalanced Literacy – combines reading, writing and phonicsLiteracy by Design's research-based approach to differentiation embeds intervention strategies into the framework of the program as a whole.All students should be successful at college/career-ready skills, so the LBD strategy begins with the Common Core of Standards. This sets clear, high goals for instruction.

1. Demonstration 1. I do, you watch.2. Guided Practice 2. I do, you help.

3. Independent Practice 3. You do, I help.4. Application 4. You do, I watch.

Gradual Release of Responsibility

Research shows that optimal learning is achieved when teachers use the Gradual Release of Responsibility Model of instruction.

Teaching Phase Teacher Behavior Learner Behavior

Demonstration • Initiates • Models

• Explains • Thinks aloud

• Shows “how to do it”

• Listens • Observes

• May participate on a limited basis

Research shows that optimal learning is achieved when teachers use the Gradual Release of Responsibility Model of instruction.

Teaching Phase Teacher Behavior Learner Behavior

Guided Practice • Demonstrates • Leads

• Suggests • Explains • Responds

• Acknowledges • Thinks Together

• Listens • Interacts • Questions

• Collaborates • Responds • Tries out

• Approximates • Participates

Thinks Together

TEACHER HANDS OVER RESPONSIBILITY Teaching Phase Teacher Behavior Learner Behavior

Independent Practice • Applies learning • Takes charge

• Practices • Problem solves • Approximates • Self-corrects

• Scaffolds • Validates

• Teaches as needed • Evaluates • Observes

• Encourages • Clarifies • Confirms • Coaches

• Thinks on My Own

TEACHER HANDS OVER RESPONSIBILITY Teaching Phase Teacher Behavior Learner Behavior

Application • Initiates • Self-monitors • Self-directs

• Applies learning • Problem solves

• Confirms • Self-evaluates

• Affirms • Assists as needed

• Responds • Acknowledges

• Evaluates • Sets goals

• Thinks Alone

The Elements of Reading Instruction

“It rapidly burst out of the holed mountain. You infer a “holed mountain” is like a volcano, and “burst” sounds like an explosion. You create an image of the volcano erupting.” S.R.

Vocabulary Six-Step Process•Explain - terms using a student-friendly explanation of the new term •Restate - the explanation in their own words •Show - a graphic representation of the term •Discuss - periodically to add to their knowledge of the terms •Refine and Reflect - Notebook entries•Apply in Learning Games

Reading: 90 minutes

Build reading skills: 20 minutesRead and comprehend instruction: 20 minutesDifferentiated reading instruction: 45 minutes

(small group/independent/individual conferences)Closing: 5 minutes

Writing: 60 minutes

Build Writing Skills: 20 minutesDifferentiated writing instruction: 35 minutes

(small group/independent/individual conferences)Closing: 5 minutes

Writing Instruction

Eight Levels of Choice for Precise Teaching

•From the Leader in Leveled Texts — Rigby •Eight Levels in Grades 1-5 •Easy Placement •Grade-Level Interest and Content

Built-in Acceleration

Keys for helping ELL Develop Reading Proficiency

Background Knowledge: All readers apply what they know about the world to make sense ofwhat they read. Teachers can draw on ELLs’ background knowledge byusing the preview/view/review technique.Effective Use of Psychological Strategies and Linguistic Cueing Systems As they read, all readers use cues from three language cueing systems: phonics (sounds and letters), syntax (the order of the words), and semantics (the meanings of words). Good readers use all three of these cueing systems to predict and confirm as they read.

Appropriate Materials Students need a variety of texts as they read. ELLs need texts at different levels. Students draw on their background knowledge when they read. Therefore, texts that connect to students’ past experiences or are of high interest to them are more easily read.

Organize Curriculum Around Themes When reading lessons are organized around themes, ELLs are supported in the construction of meaning as they read.

AssessmentDiagnostic - Rigby READS–helps determine placement and growth (beginning of the school year and end of the school year)Ongoing Theme Tests (every two weeks)Comprehension Organizers (daily)Writing Pieces (daily)Spelling Tests (every week)Writing Bridge (daily)

AssessmentPurpose: to improve instructionThe purpose in literacy: to become better readers, writers, and thinkersThe starting point: CLARITY (the year’s expectations)With the end in mind, decide on what evidence will show how the students are progressing towards those expectationsBeginning of the year test is crucial

AssessmentAssessment drives the instructionKeep notes/observations/anecdotal recordsUse checklists/rubricsStrategy: set a goal for how many kids your are going to observe on a given dayAssessment should be part of the instruction on a daily basis (anytime you teach, you are assessing)Single assessment doesn’t give us an accurate picture of the student’s ability

AssessmentLook for evidence as you teach: coordinate benchmarks and instruction (create a staircase curriculum, so the instruction is coordinated across the grade levels)Instruction should include both whole group and small (flexible) groups: assessment focuses instructionRole of students: make it clear of what is expected (show and discuss rubrics/scoring procedures and set goals for them to learn)

AssessmentEvidence Portfolio: selectively choose evidence that match grade level benchmarks (can be used for grades on standards based report cards)Conferencing: student led conference

THANK YOU!