Balanced Literacy at Irwin Academic Center October 24,
2013
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Session Objective: Develop a better understanding of the
Balanced Literacy framework and how it is being implemented at
Irwin Academic Center.
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Balanced Literacy is NOT A curriculum A set of materials A
program A kit
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Balanced Literacy is A model for instruction A framework for
organizing instruction in reading and writing. Independent Reading
Writing Balanced Literacy
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Balanced Literacy consists of Balanced Expectations The teacher
provides high expectations, yet the children are able to work on
their individual instructional level. Balanced Content A balance of
activities in reading, writing, and speaking using models from
quality literature. Balanced Responsibility The teacher knows how
to gradually release the responsibility of learning to the
children.
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Balanced Literacy consists of Balanced Variety The teacher
provides a variety of genres and teaches reading and writing across
the curriculum. Balanced Environment The teacher, parents, and
community work together to support the use of reading and writing
across all disciplines Reading and Writing are Essential Tools for
Learning!
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Why Balanced Literacy? a way to meet and exceed Common Core
Standards allows students to work on their individual levels
provides and avenue for teachers to teach learners of ALL abilities
ensures all components of literacy are taught daily
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Comparing Imagine It & Balanced Literacy Imagine ItBalanced
Literacy Teaches reading skills and strategies Teacher models
skills One grade level selection for every student per week from
basal textbook Weekly test used for assessment Teaches reading
skills and strategies Teacher models skills Self-selected texts on
students independent reading level Assessment consists of:
conferencing, daily work, post-its, cold reads and quizzes
Structure of Writing Workshop Mini-lesson (whole group 7-10
minutes) Independent Writing Time (approximately 20-45 minutes
depending on grade level) Continue Independent Writing Time Share
(whole group 3-5 minutes) Students Writing Teachers 1:1
Conferencing Strategy Groups Mid-Workshop Interruption (whole group
1 2 min)
Structure of Reading Workshop Mini-lesson (whole group 7-10
minutes) Independent Reading Time (approximately 20-50 minutes
depending on grade level) Continue Independent Reading Time Share
(whole group 3-5 minutes) Students Individual Reading Partner
Reading Reading Response Teachers Guided Reading Groups Strategy
Groups 1:1 or 1:2 Conferring Mid-Workshop Interruption (whole group
1-2min)
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Architecture of a Mini-Lesson Whole Group,10-15 minutes
Purpose: build a specific skill brief, explicit teaching
opportunity teachers chance to talk 1 teaching point (as concise
& clear as possible) Follow a consistent architecture
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Reading & Writing Conferences 1. Research Begin
conversation using open ended questions, collect prior to or look
at post-its and make observations, easier to do beforehand 2.
Compliment catching kids on the edge of greatness, should lead to
the teaching point, be specific 3. Decide/Teach Think about what
you will teach, plan for how you will teach it, have reader
practice what you taught them, a mini-mini lesson 4. Link Reiterate
what you have taught and encourage students to do this often as
they read
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Word Work Includes: Phonemic awareness Phonics (letter/sound
relationships) Morphemic analysis (using word parts to denote
meaning) Automaticity of sight words Spelling patterns and rules
Vocabulary Decoding Greek and Latin Roots
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What are Irwin Classrooms Using for Word Work? Words their Way:
Developmental Phonics, vocabulary, and spelling instruction
Students move through a continuum Vocabulary their Way: Focus on
content-specific vocabulary Word sorts Vocabulary strategies
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What Can You Expect to See in Classrooms? Meeting area Anchor
charts & explicit examples Classroom library Less whole class
instruction Set routines and procedures Reading and Writing
Conferences
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What Can You Expect to See in Classrooms? Student
Collaboration/Engagement Less worksheets Readers Theater and
Literature Circles Book Clubs Read Alouds and Think Alouds
Independent Reading and Writing More informational/ nonfiction
reading and writing
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How Can You Help at Home? Visit the local library Read with
your child daily Allow them to read aloud to you Read aloud to them
Do a combination and share the responsibility of reading Help them
to select a variety of books Fiction Non Fiction Assorted Genres
Engage in conversation about the books Ask thought provoking
questions Share your thoughts with them Help your child find just
right books.
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Finding a Just Right Book Step 1: Turn to any page near the
center of the book. Step 2: Hold up a finger each time you arrive
at a word that is difficult to read and/or understand Step 3:
Follow the Five Finger Rule! Step 1: Turn to any page near the
center of the book. Step 2: Hold up a finger each time you arrive
at a word that is difficult to read and/or understand Step 3:
Follow the Five Finger Rule!
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How Can You Help at School? Volunteer in your childs classroom.
Read with children. Level classroom library books. Donate materials
and resources. Post-it notes Beanbag chairs Support the PTA.