Connecting School to Home: Balanced Literacy, Grades K-4 Roxbury Public Schools

Connecting School to Home: Balanced Literacy, Grades K-4

Roxbury Public SchoolsMrs. Danielle LynchSupervisor of Humanities, PreK-6The longer I write and read, the more I learn; writing and reading are lifelong apprenticeships.Donald M. Murray

Ready, Set, WriteOn your handout, please spend 2 minutes writing at least 4 lines in response to these questions

Why read?

Why write?

Roxbury Public Schools English Language Arts (ELA) VisionTo foster the development of literate individuals who critically read and purposefully write for a variety of interpersonal and intrapersonal purposes, so as to fulfill their need to connect with texts, their lives, and the world.

Fostering Lifelong Readers and Writers

Using assessments to guide and differentiate instruction Teaching and Learning ELA within a Balanced Literacy Approach to Instruction

In order to support our developing readers & writers in the complex tasks of reading and writing, we are

Our Starting Line Assessment Drives InstructionThe Roxbury Public Schools believe that Assessment in a Differentiated Classroom isA collection of evidence that demonstrates progress of student understanding towards established goals.

Benchmark Assessments

Kindergarten: Alternative Assessment Portfolio

Alphabet Recognition (upper and lower case) Letter/Sound Correspondence Phonemic Awareness Concepts About Print Sight Word Recognition Story Retelling Four District Wide Writing Samples (scored with a rubric / in packet) Alphabet Writing

Benchmark Assessments

First Grade: Alternative Assessment Portfolio

Fountas and Pinnell Benchmark Assessment (September/October & March/April)AccuracyFluencyComprehension (within, about, and beyond the text)Writing About Reading Alphabet Recognition Letter/Sound Correspondence Word Awareness Writing Activity Four District Wide Writing Samples (scored with a rubric / in packet)

Benchmark AssessmentsSecond and Third Alternative Assessment Portfolio:

Fountas and Pinnell Benchmark Assessment (September/October & March/April)AccuracyFluencyComprehension (within, about, and beyond the text)Writing About Reading Four District Wide Writing Samples (scored with a rubric / in packet) Pilot: Rigby READS (online assessment) (January)

Benchmark AssessmentsFourth Grade:

Fountas and Pinnell Benchmark Assessment (September/October & March/April)AccuracyFluencyComprehension (within, about, and beyond the text)Writing About Reading Four District Wide Writing Samples (scored with a rubric / in packet)

Fountas and Pinnell Benchmark AssessmentThis assessment tool enables us to determine what kinds of texts are at a childs:

* Instructional Level is what is used in the classrooms to create readiness-based, small-group strategic reading instruction.

Independent, Instructional, or Frustrational Level.

Fountas and Pinnell Benchmark Assessment

Roxbury Year End Instructional Benchmark TargetsGradeF&P Guided Reading LevelKB1H2L3P4S5V6X7Y8Z

Characteristics of TextsWhat determines the level of a text?

Sentence Complexity Vocabulary Kinds of Words Length Print and Layout Punctuation Readers Tools

Benchmark AssessmentsHow will benchmark assessment data be used:

To differentiate instruction based onReadinessNeedInterest To communicate to families a students observed strengths and needs To contribute to a students academic legacy in our schools

Balanced Literacy ApproachHave fully transitioned from a Basal Approach to Instruction to a Balanced Literacy Approach with a focus on

Developing language and word study skills Constructing meaning Building a community of writers

Balanced Literacy ApproachAs a result, we are using a three-block framework for designing and managing the instructional program.Guiding Readers and Writers, 2001.

Language and Word Study Reading Writing

Balanced Literacy ApproachLiteracy by Design

Program materials that support the three-blocks

Designed for TeachersConcrete strategies and resources to help students excel Designed for StudentsA specific plan for differentiated instruction ensures students receive the individual attention they need Designed for ResultsA focus on comprehension, tools to build reading stamina, and ongoing assessment that informs instructionBalanced Literacy ApproachLiteracy by Design

Balanced Literacy Approach

Language and Word Study

Balanced Literacy ApproachLanguage and Word Study:

Vocabulary Phonics & Phonemic Awareness Word Study / Spelling Test Taking Strategies National Reading Panel

Balanced Literacy ApproachLanguage & Word Study: VOCABULARY Step 1: Explain Provide a student friendly description, explanation, or example of the new term Step 2: Restate Ask students to restate the description, explanation, or example in their own words. Step 3: Show Ask students to construct a picture, symbol, or graphic representation of the term. Source: R. Marzano, LbD

Balanced Literacy ApproachLanguage & Word Study: VOCABULARY Step 4: Discuss Engage students periodically in structured vocabulary discussions that help them add to their knowledge of the terms. Step 5: Refine and Reflect Periodically ask students to return to their notebooks to discuss and refine entries. Step 6: Apply in Learning Games Involve students periodically in games that allow them to play with terms.Source: R. Marzano, LbD

Balanced Literacy ApproachLanguage & Word Study: PHONICS & PHONEMIC AWARENESS Is systematic and explicit Scope and sequence becomes more sophisticated Explores how to look for patterns in words, rather than memorizing an abstract set of rules Leads to automatic word identification, so that children develop large store of words that they can read with ease Allows child to build meaningful associations with text so that they are in a better position to use when they know to builds comprehension

Source: M. Opitz, LbD

Balanced Literacy ApproachLanguage & Word Study: SpellingGrades 1 & 2: 10 words Five regular spelling words extension & application of phonics skill Two high-frequency words previously taught high frequency words Two challenge words break the rules of phonics / irregular or contain rule in a different way One personal wordindividualized / sometimes a word that is misspelled in writing

Balanced Literacy ApproachLanguage & Word Study: SpellingGrades 3 & 4: 20 words Ten regular spelling words extension & application of phonics skill Four no-excuse words Words expected to be used in everyday writing Four challenge words break the rules of phonics / irregular or contain rule in a different way Two personal wordindividualized / sometimes a word that is misspelled in writing


Reading

The National Institute for LiteracyReading is a complex system of deriving meaning from print that requires all of the following: the skills and knowledge to understand how phonemes, or speech sounds, are connected to print; the ability to decode unfamiliar words; the ability to read fluently; sufficient background information and vocabulary to foster reading comprehension; the development of appropriate active strategies to construct meaning from print; the development and maintenance of a motivation to read.

Balanced Literacy ApproachReading Workshop

Gradual Release of Responsibility:Modeled ReadingShared ReadingInteractive ReadingGuided Reading Independent Reading


Key at all stages:Engagement with TextActive ListeningTurn and TalkBuddy ReadingReader Response (Type 1 & 2)


Comprehension Strategies:Make ConnectionsQuestionSynthesizeDetermine ImportanceFix-Up StrategiesMonitor UnderstandingCreate ImagesInference

Cross-Content IntegrationLiteracy by DesignBuilds critical science and social studies vocabulary and concepts through content themes.Places an emphasis on non-fiction textsGrades K-2: 50% of selections are non-fictionGrades 3 & 4: over 60% of selections are non-fiction


Writing

Balanced Literacy ApproachBuilding a Community of Writers:

Educational Leadership, April 2007 "If we could institute only one change to make students more college ready, it should be to increase the amount and quality of writing students are expected to produce."


Program being built upon the work and research of:

Writing Workshop (philosophy)L. Calkins, Columbia University Collins Approach to Writing (management system) J. Collins/G. Chadwell 6 Traits of Writing (what we teach) R. Culham, Northwest Regional Educational Laboratory Handwriting Without Tears


Writing Workshop: Guiding PrinciplesStudents Write often; Practice what good writers do; Recognize that writing is a process; Choose writing topics within genre focus; Reflect upon needs and growth as a writer; Support fellow peers in the writing community; Share their writing; Celebrate growth and successes.


Writing Workshop: Guiding PrinciplesTeachers Set clear, high expectations ; Provide formal instruction in the way of mini- lessons (approx. 5 to 15 minutes); Use authors as mentors; Integrate grammar instruction; Allow time for authentic application of what is taught; Facilitate learning / writing through conferences and small group instruction; Differentiate instruction in order to accommodate the learning needs of all students; Acknowledge growth, provide feedback, and celebrate progress; Foster a love for writing.


Writing Across the CurriculumsCollins Writing Approach

Type 1: Capture IdeasType 2: Respond CorrectlyType 3: Edit for FCAsType 4: Peer Edit for FCAsType 5: Publish

Balanced Literacy ApproachCollins Writing Approach: Type 3

Meets up to three specific standards called "Focus Correction Areas" (FCAs) Revision and editing are done on the original by the student One draft Read out loud (One Foot Voice) Assessed ONLY on the FCAs

Balanced Literacy ApproachCollins Writing Approach: Type 4

Read aloud by someone else Edited for FCAs Two drafts Writing is critiqued by a peer and revised by the author

Balanced Literacy Approach 6 Traits of WritingSentence Fluency

Voice

ConventionsIdeas

Organization

Word Choice

Together, these create a focus on the CRAFT of writing!


Mini-Lessons / Teacher ModelingStudent practice transfers into authentic use of skills

Handwriting Without TearsGrades Kindergarten and One (this year)Grade 2 Manuscript ONLY Grades 2 & 3 transition (2011-2012)Grade 2 ManuscriptGrade 3 Script Grade 4 transition (2012-2013)

Writing: HANDWRITING

Units of Study

Kindergarten:First Grade:Building a Writing CommunityConcepts About IllustratingWriting for ReadersList and Label BooksLaunching Writing WorkshopAuthors as MentorsDonald CrewsBook ReviewLaunching Writing WorkshopWriting for ReadersPersonal NarrativeRealistic Fiction / SpeculativeAuthors as MentorsRevisionBook ReviewSecond Grade:Third Grade:Launching Writing WorkshopFriendly LetterPersonal NarrativeText as a Spark for WritingPicture PromptsWriting Non-FictionAuthor Study: Gail GibbonsText as a Spark for Writing Poetry PromptsBiographyFictionAuthors as MentorsCircular StoriesBook ReviewLaunching the Writing WorkshopPersonal NarrativeChoicePromptedPersuasive LetterSpeculativeLiterary Non-FictionAuthors as MentorsPatricia PolaccoPoetryBook Review

Units of Study

Fourth Grade:Launching the Writing WorkshopBiographyNon-fictionAutobiographyFictionFeature ArticleText as a Spark for WritingPersuasive WritingAuthors as MentorsCynthia Rylant

Turn & TalkWith a partner, please spend 2 minutes reacting to this quote and sharing with your partner how you see the Balanced Literacy program, that we are building, supporting these wordsTo read is to empower To empower is to write To write is to influence To influence is to change To change is to live. ~ Jane Evershed ~

What can you do to help? Dialogue with a Text (Scholastic Article) Keep reading material available. Read to your child!Think Aloud! Read with your child. Read by your child. Ask about your childs reading life. Ask about your childs writing life. Make a point to highlight the value of being a reader & writer.

Simply statedThrough balanced literacy, we are moving away fromTeaching storiesAnd moving towards instruction that focuses onTeaching students how to be readers and writers in school and in their everyday lives

We are working to create a program that has relevancy for our students!

I can be reached at: [email protected] (973) 598-8489

Thank you for your time and attention!

Documents

Connecting School to Home: Balanced Literacy, Grades K-4 Roxbury Public Schools