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Balanced Literacy How ALL the pieces fit together?�
Grades 1/2
Kate DiMeo Byron Center Public Schools
8/22/16
BALANCED LITERACY
Reading Read Aloud Shared Reading Reading Workshop
Writing Modeled/Shared Writing*
Interactive Writing* Writing Workshop
Language
Speaking and Listening
*, These are embedded across the week and are not necessarily separate times everyday and in some cases are done in small group verses whole group
To, With, By
Read Aloud • Students are
gathered around the teacher
• Teacher reads to the students
• Text is beyond the students reading level (often frustration/challenging)
�Reading Aloud w/ Accountable Talk and Interactive Read Aloud (and close reading)
Stop and Think Stop and Act Turn and Talk Stop and Jot Stop and Draw
Shared Reading. . .
To, With, By Shared Reading • Students and teacher
are gathered around a common text (all eyes on text)
• Teacher reads with the children
• Text is at the students instructional level
Read Aloud • Students are
gathered around the teacher
• Teacher reads to the students
• Text is beyond the students reading level (often frustration/challenging)
Shared Reading
• Readingandsubsequntrereadingofasmallpor4onofatextfor5days
• Modelsandprac4cesfluencydaily• Layersaddi4onalreadingstrategies• 10minutesperday
• Largegroup(smallgroup)• Textisaround1-ishlevelabovewhatstudentsarereadingindependently(atmoststudentsinstruc4onallevel)
How 5 Days Might Look . . .
Calkins,AGuidetoReadingWorkshop,2015
WordWorkforLevelKRecognizeandwritemanysightwordsUsewhatisknowntoreadnewwordsChangewordstoaddinflec4onalendings(-ing,-ed,etc.)Write/makeafullrangeofpluralsChangewordsbyaPachingsimpleprefixesandsuffixesRead/connecthomophonesandhomographsReadwordsthathavevowelsoundswithrRead/make/writewordswithlongvowelcombina4onsTakeapart/readwordswithsilentconsonantsRead/makethefullrangeofcontrac4ons
WordWorkforLevelLRead/makewordswithinflec4onalendingsWorkwithbasewordstomakenewwordsbychanginglePers,prefixes,andsuffixesRecognizewordpaPernsthatlookthesamebutsounddifferent(dear,bear)andthatsoundthesamebutlookdifferent(said,bed)Make/readwordswithmorecomplexvowelpaPerns(VVC,VVCe,VCCC,VVCCC)Takeapart/readwordswithsilentconsonantsRead/makethefullrangeofcontrac4ons
To, With, By Shared Reading • Students and teacher
are gathered around a common text (all eyes on text)
• Teacher reads with the children
• Text is at the students instructional level
Word Work • Targets where you want
readers to move
Guided Reading • Common text set up/
introduced by the teacher
• Students read independently, kids are coached
• Text is instructional
Read Aloud • Students are
gathered around the teacher
• Teacher reads to the students
• Text is beyond the students reading level (often frustration/challenging)
WordWorkforLevelKRecognizeandwritemanysightwordsUsewhatisknowntoreadnewwordsChangewordstoaddinflec4onalendings(-ing,-ed,etc.)Write/makeafullrangeofpluralsChangewordsbyaPachingsimpleprefixesandsuffixesRead/connecthomophonesandhomographsReadwordsthathavevowelsoundswithrRead/make/writewordswithlongvowelcombina4onsTakeapart/readwordswithsilentconsonantsRead/makethefullrangeofcontrac4ons
WordWorkforLevelLRead/makewordswithinflec4onalendingsWorkwithbasewordstomakenewwordsbychanginglePers,prefixes,andsuffixesRecognizewordpaPernsthatlookthesamebutsounddifferent(dear,bear)andthatsoundthesamebutlookdifferent(said,bed)Make/readwordswithmorecomplexvowelpaPerns(VVC,VVCe,VCCC,VVCCC)Takeapart/readwordswithsilentconsonantsRead/makethefullrangeofcontrac4ons
Guided Reading Group What is Guided Reading?
Fiction NonFiction
Who needs it?
How often? What might that look like?
Text Introduction Teach into the Level Link/Share
To, With, By Shared Reading • Students and teacher
are gathered around a common text (all eyes on text)
• Teacher reads with the children
• Text is at the students instructional level
Word Work • Targets where you want
readers to move
Guided Reading • Common text set up/
introduced by the teacher
• Students read independently, kids are coached
• Text is instructional
Read Aloud • Students are
gathered around the teacher
• Teacher reads to the students
• Text is beyond the students reading level (often frustration/challenging)
Reading Workshop • Students spread
around the room • Students read
independently (teacher offers 1:1 or small group support)
• Text is at the students independent level
To, With, By Interactive Writing • Teachers and students
collaborate to construct text
• Everything written on the chart is 100% correct
Word Work • Targets where you
want readers to move
Modeled/Shared Writing • Teacher does the
writing • Students do the
thinking • Teacher prompts
and supports the students
• Most often done in content areas or as part of mini lesson
Writing Workshop • Students might
spread around the room
• Students write independently (teacher offers 1:1 or small group support)
• Students write on a topic of their choice
To, With, By Interactive Writing • Teachers and students
collaborate to construct text
• Everything written on the chart is 100% correct
Word Work • Targets where you
want readers to move
Modeled/Shared Writing • Teacher does the
writing • Students do the
thinking • Teacher prompts
and supports the students
• Most often done in content areas or as part of mini lesson
Writing Workshop • Students might
spread around the room
• Students write independently (teacher offers 1:1 or small group support)
• Students write on a topic of their choice
To, With, By Interactive Writing • Teachers and students
collaborate to construct text
• Everything written on the chart is 100% correct
Word Work • Targets where you
want readers to move
Modeled/Shared Writing • Teacher does the
writing • Students do the
thinking • Teacher prompts
and supports the students
• Most often done in content areas or as part of mini lesson
Writing Workshop • Students might
spread around the room
• Students write independently (teacher offers 1:1 or small group support)
• Students write on a topic of their choice
Supporting Writing Through . . .
Shared Writing Interactive Writing
Conference
Moving from the one on one conference . . . Compliment Research Decide Teach
. . . . . .to Strategy Groups 1:2, 1:3, 1:4
MovingtoSmallGroup
Strategy Group
• Who needs it? • What does it look like? • How might you use it?
Planning for a Strategy Group
3Days• ToOWenusethereadaloudoravideoclipPromptcardsorvisual• WithGuidedprac4ce/coachingSharedwri4ng/Sentencestarters• ByProgressions,checklists,self-assessment,goalseZng,assessment
ThinkingaboutaSkillAcross3Days
Strategy Groups
What does this author do that can be “copied” by students? What are the craft moves of the author?
Can we use this text for writing too?
What would this learner benefit from? How might I stretch that across 3 days? Day 1�Day 2�Day 3�
What would this learner benefit from? How might I stretch that across 3 days? Day 1�Day 2�Day 3�
Tools that Support Small Group Instruction
For more information about this resource, visit, http://heinemann.com/products/E07816.aspx
What makes this chart effective?
And what’s not so great about this one?
How might a chart work for a small group?
Teachingmyfriends.blogspot.comSubmiPedbyMicheleSmyth
Bookmarks
Student Curated Bookmarks
Macro-Progressions Writing Pathways K-8
May be photocopied for classroom use. © 2014 by Lucy Calkins and Colleagues from the Teachers College Reading and Writing Project. Writing Pathways: Performance Assessments and Learning Progressions, Grades K–8 (Heinemann: Portsmouth, NH).
Learning Progression for Opinion/Argument Writing, PreK–Grade 6Pre-Kindergarten Kindergarten Grade 1 Grade 2 Grade 3 Grade 4 Grade 5 Grade 6
STRUCTURE
Overall The writer told about something she liked or disliked with pictures and some “writing.”
The writer told, drew, and wrote his opinion or likes and dislikes about a topic or book.
The writer wrote her opinion or her likes and dislikes and said why.
The writer wrote her opinion or her likes and dislikes and gave reasons for her opinion.
The writer told readers his opinion and ideas on a text or a topic and helped them understand his reasons.
The writer made a claim about a topic or a text and tried to support her reasons.
The writer made a claim or thesis on a topic or text, supported it with reasons, and provided a variety of evidence for each reason.
The writer explained the topic/text and staked out a position that can be supported by a variety of trustworthy sources. Each part of the text helped build her argument, and led to a conclusion.
Lead The writer started by drawing or saying something.
The writer wrote her opinion in the beginning.
The writer wrote a beginning in which he got readers’ attention. He named the topic or text he was writing about and gave his opinion.
The writer wrote a beginning in which he not only gave his opinion, but also set readers up to expect that his writing would try to convince them of it.
The writer wrote a beginning in which she not only set readers up to expect that this would be a piece of opinion writing, but also tried to hook them into caring about her opinion.
The writer wrote a few sentences to hook his readers, perhaps by asking a question, explaining why the topic mattered, telling a surprising fact, or giving background information.
The writer stated his claim.
The writer wrote an introduction that led to a claim or thesis and got his readers to care about his opinion. The writer got his readers to care by not only including a cool fact or jazzy question, but also by telling readers what was significant in or around the topic.
The writer worked to find the precise words to state his claim; he let readers know the reasons he would develop later.
The writer wrote an introduction to interest readers and help them understand and care about a topic or text. She thought backward between the piece and the introduction to make sure that the introduction fit with the whole.
Not only did the writer clearly state her claim, she also told her readers how her text would unfold.
Transitions The writer kept on working. The writer wrote his idea and then said more. He used words such as because.
The writer said more about her opinion and used words such as and and because.
The writer connected parts of her piece using words such as also, another, and because.
The writer connected his ideas and reasons with his examples using words such as for example and because. He connected one reason or example using words such as also and another.
The writer used words and phrases to glue parts of her piece together. She used phrases such as for example, another example, one time, and for instance to show when she wanted to shift from saying reasons to giving evidence and in addition to, also, and another to show when she wanted to make a new point.
The writer used transition words and phrases to connect evidence back to her reasons using phrases such as this shows that . . .The writer helped readers follow her thinking with phrases such as another reason and the most important reason. She used phrases such as consequently and because of to show what happened.
The writer used words such as specifically and in particular to be more precise.
The writer used transitions to help readers understand how the different parts of his piece fit together to explain and support his argument.
The writer used transitions to help connect claim(s), reasons, and evidence and to imply relationships, such as when material exemplifies, adds to, is similar to, explains, is a result of, or contrasts. The writer used transitions such as for instance, in addition, one reason, furthermore, according to, this evidence suggests, and thus we can say that.
Micro-progression
Learning Progression
Demonstration Notebook
