1. BALANCEDLITERACYHelping Students AchieveSuccess

2. BALANCED LITERACY DEFINED How you teach is equally important as what you teach! Focus is on the connection between reading, writing, word study,and active communication. Gradual Release of Responsibility (sometimes known as OptimalLearning Model) Teacher Modeling I Do Guided Practice We Do Independent Practice You Do 3. Why Balanced Literacy? Differentiated instruction for ALL learners. Research-based Best Practice Creates connections across all content areas. Students become independent lifelong thinkers and learners. 4. WHAT DOES IT LOOK LIKE? InterventionInterventionDaily DailyIndependentIndependentReading You Writing You DoDoApplication of Developmentally Skills and AppropriateStrategies We Writing I/We DoDo Reading:Writing: Learning Learning Skills &to Write I/We Strategies I DoDo 5. BREAKING DOWN THE BLOCKS 6. WRITING BLOCKLearning To Write & Developmentally Appropriate Writing Core whole group instruction: The writing process and conceptsare introduced for effective writing. Word study and grammar areintegrated into the lessons. Write alouds, shared, guided, and collaborative writing are allforms of instruction that are used to enhance the teaching andlearning experience.Independent Writing Students work independently to implement new skills or conceptsinto their writing. Teacher conferences one-to-one or small group. 7. READING BLOCKLearning Skills & Strategies Core Whole Group Instruction: New strategies, units of study, andskills are introduced and modeled by the teacher.Application of Skills & Strategies Guided practice of previously learned skills with the whole group,small group, or in pairs.Independent Reading Students work independently to apply new skills to their ownreading. Books are self-selected. Teacher conferences one-to-one or small group. 8. INTERVENTIONSTier III: Targeted SkillInstructionTier II: AdditionalGuided SupportTier I: Whole GroupDifferentiated Instruction 9. TIER I Research-based curriculum and instructional methods. Ongoing assessments of student learning strengths. Teaching strategies are targets on academic needs, interests, andlearning strengths. Differentiated instruction. Flexible Grouping. 10. TIER II Research-based interventions designed to supplement, enhance,and support Tier I. Small group instruction based on skill needs. Progress monitoring weekly or biweekly. 11. TIER III Research-based programs and/or strategies aimed to supportefforts and skills learned in Tier I and Tier II. Small group or individual instruction. Weekly progress monitoring. 12. Whats everybody elsedoing? Additional practice of skillsacquired. This may be smallgroup, in pairs, orindependent work. Enrichment activities.Extending learning for thosethat have mastered gradelevel skills. Writing & Book Clubs 13. DAILY SCHEDULE8:30 Arrival/Morning Work 1:00 Literacy Block Morning work can be practicing 1:00-1:45 Writing previously learned skills in reading, writing, math, etc. I Do/We Do: Learning to8:45 Units of Study Write/Developmentally(Science/Social/Technology) Appropriate Writing9:25 Snack Break You Do: Independent Writing9:35 Specialist 1:45-2:30 Reading10:30 Math I Do/We Do: Learning &11:35 Recess/LunchApplication of Skills and12:25 InterventionStrategies(Support/Practice/Enrichment) You Do: Independent Reading Interventions are not just for struggling learners. The purpose is to continue 2:30 Read Aloud and enhance every childs learning experience.2:50 Planners/Pack Up/Dismissal 14. What can you do?PARENT RESOURCES 15. EncouragementDiscussRead what they Together are reading. Check your Talk about Talking aboutchilds planner what theywhat theylearned helpsthem developor the learnedantoday. website.understanding. Have them Write akeep a storyjournal at together!home. 16. SUGGESTED BOOK LIST TO READTOGETHERThe Chocolate Touch, by Patrick Skene Catling. Level N A boy acquires a magical gift that every thing his lips touch turns tochocolate.Busybody Nora, by Johanna Hurwitz. Level N Nora wants to know all 200 people that live in her building. Naturallyshe asks everyone, Whats your name? One day she has a greatidea on how to get to know everyoneshell have a party!Ralph S. Mouse, by Beverly Cleary. Level O Things arent going well for Ralph at the Mountain View Inn. He justwants to get away from it all so he convinces his friend Ryan to takehim to school. He soon finds out that school isnt exactly the escapehe was looking for. Will Ralph find a way to turn his luck around? 17. Tornado, by Betsy Byers. Level O Storms can be scary. When a tornado appears in the distance,Pete, the farmhand, acts quickly to get everyone in the stormcellar. To get everyones mind off the storm he tells wonderfulstories about his dog from his childhood that was dropped downby a tornado.Stone Fox, by John Reynolds Gardiner. Level P Willy is a little boy with a big job. When his grandfather falls ill, itis up to Willy to save the farm from the tax collector. Willy entersa National Dogsled Race where he has to race against thereigning champion.Fantastic Mr. Fox, by Roald Dahl. Level P Mr. Fox is surrounded. He will have to come up with a clever planto get out of this predicament. 18. Superfudge, by Judy Blume. Level Q In, Tales of a Fourth Grade Nothing, Fudge ate Peters turtle!What mischief will he get into this time? Get lost in the hilariousantics of Fudge and the quick wit of his older brother Peter (whofudge fondly calls Peetah)!The Lucky Stone, by Lucille Clifton. Level Q Tee has heard amazing stories about the lucky stone. Shewonders what the stone has in store for her. The only problem is,the stone doesnt belong to her. She could sure use some luck onValentines daydo you think her wish will come true?Charlottes Web, by E.B. White. Level R Wilbur had it tough from the get go. He was born a runt and Fernsaved him from an untimely death. Soon Wilbur is a full grownpig and fed very well. Wilbur was happy until he found out why hewas being fed so well. It is the help of a small spider that helpshim become famous and saves him from uncertain death onceagain. 19. Frindle, by Andrew Clements. Level R Nick is not one to blend into the background at school. One day he learns how words are created so he comes up with the best plan ever! He is going to try and change the word pen to frindle. Soon the word catches on all over the the town and then the country!A Dogs Life, by Ann M. Martin. Level S Squirrel and her brother Bone have their mother taken away from them too early. Two puppies are suddenly on their own trying to make sense of the world (the good and the bad). Suddenly Squirrel finds herself separated from Bone and must fend for herself. She makes two unlikely friends that have a profound impact on her life.Tiger Rising, by Kate DiCamillo. Level T Rob is a young man that is trying to make sense out of his world. His mother has passed, he gets picked on at school, and his father is emotionally unavailable. Rob makes an unlikely friend in Sistine who helps him come to terms with his past. 20. INTERNET RESOURCES Check out the ISD 192, Farmington Website *Excellent resourcesunder the Learning/Literacy tabs. http://www.readingrockets.org/blogs/This webpage has two links to blogs that are geared towardsteachers and parents. The first is, Sound It Out, Joanne Meier isa professor, researcher, writer, teacher, and mom! Along with herextensive background in education, she shares a personal side toraising young readers. The second is, Page by Page. This blog is written my MariaSalvadore, a literature expert for Reading Rockets. She sharesways kids books can be used inside and outside of theclassroom. 21. http://kidsblogs.nationalgeographic.com/dogeared/about-this-blog.html This block is geared towards kids and the book reviews arewritten by kids! Who better to recommend a good book then apeer. Check out my website for more great resources! 22. MONICA MILLERmmiller@farmington.k12.mn.us651-460-1675