Time Frames Activities

1:00 Introductions & AnnouncementsMyPD & Zone WikiBalanced Literacy School ToursNext MeetingZone Directory

Results from University of Virginia Visit

1:15 Balanced Literacy Presentation

3:15 Small Group DiscussionsShare “Tried and True” Strategies

http://projectlift.cmswiki.wikispaces.net/

Data-driven collaboration efforts are unevenly implemented.Interim assessments, consistent use of pacing guides and deep data dialogues are lacking.The effectiveness of interventions should be evaluated through targeting specific needs and progress monitoring.

Ultimately, there is little evidence across most schools at this point that instruction is changing based on evidence of student progress and that priorities such as Balanced Literacy are being implemented in a deep manner. Balanced Literacy is needed. We believe Project LIFT has established an excellent priority in this area which leverages the expertise of its partners. Nevertheless, most schools do not have the knowledge and resources in place to truly pursue game-changing literacy practices. Most schools have done a solid job of further emphasizing literacy and establishing master schedules that allow for more leveled and guided reading, none of them seemed to have a solid school-wide plan to strengthen literacy to the level of excellence aspired by Project LIFT. Establishing these plans will require focus and an investment in facilitators and lead teachers’ capacity.Professional Development-Aligning professional development around your core areas tightens and clarifies focus on Project LIFT’s priorities for everyone and increases the chances of consistent implementation of practices necessary for success and further innovation.

Time Frames Activities

1:00 Introductions & AnnouncementsMyPD & Zone WikiBalanced Literacy School ToursNext MeetingZone Directory

Results from University of Virginia Visit

1:15 Balanced Literacy Presentation

3:15 Small Group DiscussionsShare “Tried and True” Strategies

• Participants will…..– Define balanced literacy and explain the components– Discuss the importance of moving away from

antiquated instructional practices to the balanced literacy approach and CCSS

– Identify challenges/barriers that all stakeholder may experience as we shift and brainstorm possible solutions

Variety of literacy experiences that …. develop strong independent readers and

writers. Refine students’ speaking and listening

skills. Emphasize differentiated instruction Promote a genuine love for literature

Proficient Readers Clarifying Comparing and contrasting Connecting to prior experiences Inferring (including generalizing

and drawing conclusions) Predicting Questioning the text Recognizing the author’s purpose Seeing causal relationships Summarizing Visualizing

Avid Readers

Proficient Writers • Set purpose and plan

– Identify audience– Determine the best format

• Organize information– Gather information– Determine the best structure– Determine what is important

• Good writers stop to reread often– Communicate ideas and thoughts

clearly and concisely• Good writers revise

– Correct convention and grammar errors

– Choose best words/illustrations

• When children read extensively they become better writers.

• Reading a variety of genres helps children learn text structures and language which is transferred to their own writing.

• We read to learn and transmit our knowledge in print.

Text Structures• Please don’t call cursing and questioning, Sir!

Problem/Solution

Description

Cause/Effect

Compare/Contrast

Question/Answer

Sequence

Text Structure

Math Science/Social Studies

Problem/Solution

At the end of October 2012, the U.S. public debt was approximately $11.411 trillion. How can we reduce this balance significantly?

DescriptionDescribe a shape. Describe an elephant’s features.

Compare/ContrastCompare and contrast a cube and a rectangular prism.

Compare and contrast an elephant and a giraffe.

Cause/Effect 4 12 5 15 6 18

Why are elephants endangered?

Question/AnswerHow are the math concepts you learn in class connected to real-world experiences?

What are scientists doing to protect elephants?

SequenceExplain the steps you took to solve this problem?

Explain the life cycle of an elephant.

Input Output

• Student are better able to make sense of selections when they consciously identify the text structure or pattern of thinking developed by the author.

• When students can consciously identify the thinking pattern and map it out (in their head or on paper), they are then able to remember, analyze, synthesize information into meaningful understandings.

Writing and Reading

WWord Structure

Prefixes and suffixespre- (before) preheat (heat before)

AApposition

He was perplexed or confused.Perplexed and confused are synonyms.

CContext Clues

Experience: I overslept this morning. I had to eat my bowl of poof-poofs very quickly, and I almost missed the tramzam.

Antonyms:You are young and strong, but we are old and frail

Synonyms:Thomas went to the apex of the mountain, and because it was so high, he had to take a tank of oxygen with him.

Examples:This third grade was full of precocious children. One child had learned to read at two and another could do algebra at age 6.

PPart of Speech

noun, verb, adjective or adverbHow is the word used?

Planning

Genres and Texts

Group Configurations

Assessments

Materials

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1. Divide into five groups.2. Read the article on the balanced literacy component that is assigned

to your group.3. Discuss the article as a group.4. Create a poster that features the main points of the component.

• Include any mental models (illustrations, graphic organizer, movements, mnemonic device, etc.) that will help others remember the content.

• Include a list of “Look Fors & Listen Fors” that you can use when you visit classrooms.

5. Choose a group representative(s) to share your poster with the whole group.

Teacher Read Aloud

Modeled Reading

• Models proficient reading• Expands access to text that

is beyond child’s ability• Exposes children to a

variety of genres

Write AloudModeled Writing

• Models proficient writing• Expands access to writing

that is beyond child’s ability• Exposes children to a

variety of genres

Teacher and StudentsShared Reading

Interactive Reading

• Choose text• Share reading• Teacher gradually releases

reading to students

Shared WritingInteractive Writing

• Choose topic• Share pen• Compose together

Teacher and StudentsGuided Reading

• Teacher reinforces skills• Teacher engages child in

questioning and discussion• Teacher acts as guide and

child does the reading• Child practices strategies

and builds strategies

Guided Writing• Teacher reinforces skills• Teacher engages child in

questioning and discussion• Teacher acts as guide and

child does the writing• Child practices strategies

and builds strategies

Student

Independent Reading• Child chooses text • Child practices at his/her

independent level• Time to practice

demonstrates the value of reading

Independent Writing• Child chooses topic • Child practices at his/her

independent level• Time to practice

demonstrates the value of writing

•Addresses word recognition, vocabulary, and phonics as well as spelling•Spelling patterns and generalizations are discovered by students•Avoid teaching in isolation•Monitor the transfer of concepts into reading and writing•Make word walls interactive•Teach content specific vocabulary

Word Study

Mini-Lesson (5-10 min)•Connection•Teach•Engagement•Link

Independent Reading (30-40 min)Students reading and respondingConferring

•Compliment•Teaching Point•Next Step

Small groups•Guided Reading•Partner Reading•Literature Circle•Book Clubs•Skills/Strategy/Intervention Group

Partner Time (5 min) Teacher share (5 min)

Mini-Lesson (5-10 min)•Connection•Teach/Mentor Text•Engagement•Link

Independent Writing (30-40 min)Students reading and respondingConferring

•Compliment•Teaching Point•Next Step

Small groups•Guided Writing•Peer Editing•Skills/Strategy/Intervention Group

Partner Time (5 min) Teacher share (5 min)

• Connection

• Teach

• Active Engagement

• Link

• Connection

• Teach

• Active Engagement

• Link

Mini LessonAbout 5-10 minutes

Questions and/or Wonderings

I already knew this information from …

I can connect this information to ….

This is very interesting because …

I agree with … I disagree with …

My Mini LessonReaders, remember how we talked about books and why they are so special and interesting during our lesson yesterday? We learned that books are special because they are a recording of other people’s ideas and thoughts ..

Today we are going to re-read Seven Blind Mice by Ed Young, the story about the mice and elephant. Today I want you to listen to my thoughts and watch how I interact with Ed Young’s ideas by using symbols to record my thoughts.

When you’re reading, do you ever have specific thoughts? Turn to a partner and share a time when this happened.

Today when you are reading, readers, I want you to practice using some of the symbols to record your thoughts.

Note TakingThe teacher monitors individual student’s progress towards

specific reading goals and “teaches the reader, not the reading”.

• Compliment • Teaching Point

• Next Step(Child’s name, date, what you taught, …)

Conferring with students is very important……Spend time with students one-on-oneAddress students’ individual needs (differentiation and intervention)Send message to students that they are valued and the teacher is interested in their personal thoughts.

Cause/Effect: Why do you think Jay want to be like Ray? What’s causing this?

Character Traits/Vocabulary: What words does the author use to describe Jay and Ray?

Main Message/Lesson Learned: If you could become a character in this story, what advice would you give Jay? Is it ever okay to copy another person’s mannerisms or ways?

Guiding Questions for Student Conferences

1. Choose an index card.2. Read the quote on the card and form an opinion/reaction.

This is an independent task. Please do not talk to anyone.

3. When you hear the music, form a group in the shape of a circle with people who have the same color.

4. When the music stops, discuss your opinion/reaction to the quote. Each group member must share.

5. When the music starts, form a rainbow group in the shape of a circle. Each color must be represented in each group.

6. When the music stops…..a. One person will read his/her quote. b. Then each person in the group will respond to it.c. Finally, the reader of the quote will share his/her

opinion/response.d. Repeat the cycle. Read every quote and each group

member must respond to each quote.

Students in L.I.F.T schools love reading and writing, and they have the literacy skills that empower them to choose their life path. The combination of their unique gifts and talents and strong academics will position them to be the next generation of leaders.

Stakeholders ImplicationsFor Change Barriers Solutions

Administrators

Teachers

Students

Parents

Community

• Participants will…..– Define balanced literacy and explain the

components– Discuss the importance of moving away from

antiquated instructional practices to the balanced literacy approach

– Identify challenges/barriers that all stakeholder may experience as we make educational shifts and brainstorm possible solutions

• Graphic of Balanced Literacy Componentshttp://part2part3.wikispaces.com/Balanced+Literacy

• Essential Skills of a Proficient Reader Informationhttp://www.heinemann.com/shared/onlineresources/E01002/chapter2.pdf

• Components of Balanced Literacyhttp://www.k12reader.com/category/balanced-literacy/

• Reading, Literacy, and Education Statisticshttp://www.readfaster.com/education_stats.asp

• Creating a Culture of Literacy: A Guide for Administratorshttp://www.nassp.org/portals/0/content/52924.pdf

• Hart & Risley Vocabulary Studyhttp://reading.uoregon.edu/big_ideas/voc/voc_what.php• Zone Wikihttp://projectlift.cmswiki.wikispaces.net/

Time Frames Activities

1:00 Introductions & AnnouncementsMyPD & Zone WikiBalanced Literacy School ToursNext MeetingZone Directory

Results from University of Virginia Visit

1:15 Balanced Literacy Presentation

3:15 Small Group DiscussionsShare “Tried and True” Strategies

I learned….. I have questions about …

I am interested in ….. My comments for the presenter … 1 2 3 4 5