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Jennifer EvansAssistant Director ELASt. Clair County RESA
[email protected]://www.protopage.com/evans.jennifer#Untitled/Home
One of the most important things we can do as educators is to provide students with ample time for reading and writing.
It is necessary to have a classroom structure in place that supports the other students in their literacy learning.
Management and routines are key!
Work with a partner and develop a list of what you believe balanced literacy is.
What is Balanced Literacy?
A comprehensive, differentiated approach to reading and writing instruction.
A Balanced-Literacy Program “combines explicit instruction, guided practice, collaborative learning, and independent reading and writing” (Tompkins, 2010) on a daily basis.
Teachers differentiate instruction based on student needs.
An approach for teaching literacy that is widely used in classrooms.
Balanced literacy incorporates all reading approaches realizing students need to use multiple strategies to become proficient readers.
What is a Balanced-Literacy Program?
Reading Workshop Writing Workshop Mini-lessons – Modeled
Reading/Writing Shared Reading/Shared Writing Read Aloud Small Group Instruction (guided
reading/writing, conferring) Independent Reading/Writing Word Study
Components of a Balanced Literacy Framework:
http://www.youtube.com/watch?v=8nhZ7g0955Q
The Components of Balanced Literacy
In order to create a literacy environment within your classroom, what things must be considered?
Think – Pair - Share
* traffic flow * rich language environment *rule/procedures * management of materials *good lighting * preferred seating *interests levels
* leveled library* noise level*relevant activities * file folder games at level
*trust * comfort * safety*vision* work to keep engaged*goal setting
In order for a guided reading group to be successful, the rest of the students in the class need to be involved in meaningful literacy activities.
Why is structure important?
Whole-Class Meeting Area (This includes my
easel, rug, directors chair, etc.)
Book Shelves for My Classroom Library
My Bulletin Boards (My CAFE board,
Homeworkopoly, 6 Traits Board, Writer's & Reader's
Workshop, All About Me Board, etc.)
Check In/Paper Work Area for Students Computers Materials/Supplies Set
Up
Desks/Tables
Plan Your Space
The sisters – setting up your classroom: (6 min. )
http://www.choiceliteracy.com/books-dvds-detail.php?id=57
Classroom set-up: (pictures)
http://workshopteaching.weebly.com/classroom-set-up.html
Setting Up Your Classroom
At your table, take turns sharing examples of
meaningful activities for students to do.
Each time you share, place your chip in the
center.
Everyone must share before you share again.
Take notes of meaningful activities you would like to use.
Chips in:
Students are actively engaged
Concepts and strategies are
reinforced
Collaboration and
independence are
promoted
Meaningful literacy activities are ones in which:
Literacy develops best through social
interaction and dialogue with
others.
Guided reading is essentially a
carefully managed “social occurrence”.
Research tells us that:
Reading
Traditional Reading Groups◦ Groups remain stable in
composition.◦ Students progress through a
specific sequence of stories and skills.
◦ Introductions focus on new vocabulary.
◦ Skills practice follows reading. ◦ Focus is on the lesson, not the
student. ◦ Teacher follows prepared "script"
from the teacher's guide. ◦ Questions are generally limited to
factual recall. ◦ Teacher is interpreter and checker
of meaning. ◦ Students take turn reading orally. ◦ Focus is on decoding words. ◦ Students respond to story in
workbooks or on prepared worksheets.
◦ Readers are dependent on teacher direction and support.
◦ Students are tested on skills and literal recall at the end of each story/unit.
Guided Reading Groups ◦ Groups are dynamic, flexible, and
change on a regular basis. ◦ Stories are chosen at appropriate
level for each group; there is no prescribed sequence.
◦ Introductions focus on meaning with some attention to new and interesting vocabulary.
◦ Skills practice is embedded in shared reading.
◦ Focus is on the student, not the lesson.
◦ Teacher and students actively interact with text.
◦ Questions develop higher order thinking skills and strategic reading. Teacher and students interact with text to construct meaning.
◦ Students read entire text silently or with a partner.
◦ Focus is on understanding meaning.
◦ Students respond to story through personal and authentic activities. Students read independently and confidently.
◦ Assessment is ongoing and embedded in instruction
Comparison of Traditional and Guided Reading Groups
Mini-Lesson (10-15 minutes): explicit
instruction of skills and strategies
Read Aloud
Think-Aloud
Shared Reading
Modeled Reading
Review
Assessment
Independent and Small Groups (45-
60 minutes):
Independent Reading
Collaboration
Discussions
Guided Reading
Assessment
Conferences
Reinforce/Extend/Re-teach skills
Centers/Menus
Shared Learning (10-15 minutes): time to share and talk about reading
Sharing Projects
Author’s Chair
Assessment
Status check
Review
Essential Components of a Reading Workshop
Goal: Reading Process for the Strategic Reader
http://www.scholastic.com/teachers/top_teaching/2009/10/reading-workshop (5:49 Typical Reading Workshop Structure)
Workshop Video
Read AloudTeacher reads selections aloud to students.
Benefits:
•Students are introduced to a variety of texts
•Students hear fluent reading
•Teacher shares her thinking (Think Alouds)
•Students are provided with quality writing models
•Creates a sense of community
What it Looks Like: All Eyes on One Text
Reading Together Repeated Readings
of New, Familiar and Favorite Texts
Supported Skills Fluency and
Phrasing Love for reading Comprehension Word familiarity Phonemic
awareness/phonics Safe environment
Shared Reading
Guided Reading
Guided Reading Small Group Strategy Lessons
Small groups at the same reading level
Prepares students for the next reading level
Teach the skills within their instructional level
Books match their instructional reading level
Small groups that are skill based
Students may or may not be at the same reading level
Differentiated Instruction
Books match their independent reading level
Teacher works with small, flexible groups of children who have similar reading strengths & needs.
Students read texts that they have chosen.
Books should be “Good Fits”◦ Meet their need (to inform,
entertain, or persuade them)
◦ Match their interests◦ At an appropriate reading
level Students are given time
to actually read. Students are encouraged
to get comfortable.
Independent Reading
Independent Level 96%- 100% Accuracy with good comprehension and fluency
“Just Right”
Instructional Level 90-95% Accuracy Students can read with teacher support and instruction
Frustration Level < 90% Accuracy “Too Hard”
“Just Right” Books
http://www.ourclassweb.com/center_activities/readers_workshop/rw_poster_goldilocks_rules.pdf
Five Finger Rule
Choosing Just Right Books
Individual Instruction for Readers and Writers
Take place between the teacher and student Differentiation at its Best!
Conferring
Rules and Procedures are Clearly Established
Relevant tasks are prepared at each center
Literacy Centers
90 Minute Reading Block Example
Amount of Time Grouping Types of Activities
15 minutes Whole group SpellingBasal storyComprehension strategies/skillsVocabularyPhonicsCooperative learning
15 minutes Individual Self-selected reading/journaling
30 minutes Small groups Guided readingLeveled readersMini-lessonsWord work
30 minutes Literacy Centers or Literature Circles
FluencyComprehensionVocabularyPhonicsSpelling
Read and response
105 Minute Reading Block Example
Amount of Time Grouping Types of Activities
10-15 minutes Whole group Mini-Lesson
15 minutes Individual Self-selected reading/journaling
10-15 minutes Whole group Mini-lesson
30 minutes Small groups Guided readingRead to SelfWord workRead to PartnerWrite about Reading
10-15 minutes Whole group Mini-lesson
30 minutes Literacy Centers or Literature Circles or Guided Reading
ConferringRead to SelfRead to PartnerWord WorkListen to ReadingDiscussionsGuided Reading
When trust is combined with explicit instruction, our students acquire the skills necessary to become independent learners. Students will continue their learning even when they are not being “managed” by the teacher. (p. 18)
Providing choice Establish routines Explicitly explain why Build Stamina Good-fit books Anchor Charts Correct Modeling
Key to success:
http://www.youtube.com/watch?v=cgN2WUMW6zM (Calkins – Structures of a Reading Workshop– 5min)
Rick’s Reading Workshop Overview: https://www.teachingchannel.org/videos/reading-workshop-overview
Structures of a Reading Workshop
Reading/Writing Workshop Comparison
Writing
Current Research
70% of all students in grades 4-12
are low
achieving
writers.
9th grade students in the
lowest 25%
of their class are
twenty
times more likely
to drop out.
50% of
high school graduates are not
ready for
college
level compositio
n cours
es.
Kelly Gallagher, Author and Teacherhttp://www.kellygallagher.org/index.html
“Assigning writing is easy. Teaching writing is really hard.”“We need to teach our students to read like writers and write
like readers.”
The most effective strategy to improve writing…
Increase the amount and quality of writing.
WriteWell© Follows Writer’s Workshop Format
Mini-Lesson(10-15 min.)
Independent
Practice with
Conferring
(30-40 min.)
Sharing( 5-10 min.)
Successful Implementation of Writer’s Workshop
How Often
• Everyday
• Everyday
• Everyday
How Long• KDG – 45 minutes
• 1st Grade – 45 minutes extending to 60 minutes
• 2nd – 12th Grades – 60 minutes
When• Beginni
ng the first day of school
• A single block of time at the same time everyday
Management• Same
format used everyday
• Same rules and procedures used everyday
• Keep it simple
Why
• Consistency
• Consistency
• Consistency
Grades 1-5 K staple small unit booklets for their
notebook Specific directions for grades 2-5 in
WriteWell Write everyday
Start with Notebooking
The teacher writes in front of the students demonstrating a writing strategy, skill or convention of written language
Teacher often shares her thinking as she goes through the writing process.
Modeled Writing
Teacher & students collaborate to write
text
Shared Writing
Guided Writing
Teacher works with a group of students
with similar strengths & needs.
During interactive writing, the teacher and the students may “share the pen.” The class may share ideas and write a piece together. Or, the students and teacher may write back and forth with one another, possibly in journals, on charts or sticky notes.
Students are expected to choose their own topics.
Students go through the writing process at their own pace.
Published pieces are assessed using a rubric.
Independent Writing
Conferring
Research
• Ask “What are you working on as a writer?”
• Have the student read aloud his/her work
Decide•Synthesize what is learned •Decide what to compliment: “What has this child done that I can name and make a fuss over?”•Decide what to teach: “What does this child use but misuse? or “What is nearly there in his or her writing that I can help them with right now?”
Compliment
• Point out writing strategies the child used well
• Say “I like how you…”(give specific example)
Teach• Teach only
one thing• Teach to
the compliment
• Teach to today’s teaching point
• Negotiate a strategy
When choosing your teaching point think: Of all the options I have, what can I teach that will make the biggest difference for this writer?
Conferring Look ForsWhat to look for when deciding what to confer
about…
• Structure– Focused– Beginning, middle, end– Moves across time or space
• Meaningful– Writer cares about it– Reader learns from it
• Narrative strategies• Conventions that enhance
– All caps – WOW– Bold – Wow– End marks – Wow!!!– Italics – Wow!– Stacked Words - One!
Two! Three!
http://sccresa.org/toolsforschools/curriculumtools/writewell/introductiontowritewell/writewell3rdgrade/
WriteWell follows Writer’s Workshop
Sharing5-10 Minutes Notice Question Personal Connection Compliment and Suggestion (glow & grow)
Partner
Small Group
Whole Group
◦ Teaching Kids About Revising (Writing Workshop Lesson)
http://www.youtube.com/watch?v=RBKqgOvmJ8w
Student Sharing Video
Mini-lesson : Teacher explicitly teaches a skill in phonics, spelling, vocabulary, reading, or writing
Practice: Students practice the skill independently or with a partner
Sharing: Students share what was learned and how it will help us in everyday reading and writing
Word Study
Components of Language/Word Study
Phonemic Awareness
Phonics Instructions
Vocabulary Instruction
Spelling Instruction
Interactive Edit
Vocabulary
Handwriting
Test Reading/Writ
ing
Current Events
Modeled or Shared
Reading/Writing
Interactive Read Aloud
Assessments
Informal Assessments
Listening In
Turn and Talk
Teacher/Student Conference notes
Running Records
Notes From Small Group Instruction
Observations
Hand Signals
Rubrics
Journals
Self-Evaluations
On Demand Writing
Formal Assessments
DIBELS
Pre/Post Assessments
MEAP/NWEA/STAR Reading-Math
DRA
Comprehension Tests
Published Writing
Presentations
Rubrics
Rubrics are often used to evaluate students’ academic achievement and growth.
Small GroupsGuided ReadingAbility groupingLiteracy centers
Whole GroupRead-aloudsModeled reading and writingMini-lessonsShared reading/writing
IndependentIndependent reading and writing activities
Teacher-StudentReading/Writing workshopReading/Writing conferences
Types of Groups
The teacher's role is:◦ to guide and model literacy behavior for children to
emulate.◦ to meet the needs of all the children in the classroom
which include physical, emotional and intellectual growth. ◦ to create an environment filled with meaningful, inviting
and authentic activities, employing developmentally appropriate teaching techniques.
◦ to engage students in experiences that make literacy events meaningful and help the students make connections and build on their prior knowledge.
◦ to maintain an environment that places an emphasis on meaningful dialogue, negotiated meaning, and understanding facilitates authentic literacy experiences.
◦ to create a classroom environment that supports emerging readers and writers through modeling, scaffolding, monitoring, and facilitating classroom talk .
◦ to encourage students to develop their own unique interest and abilities.
◦ to create an accepting and inviting atmosphere for learning.
Teacher’s Role
ELA Look-fors
1. Plan and Organize Your
Classroom
2. Develop Your
Schedule
3. Establish Clear Routines
and Expectations
6. Prepare Relevant
Activities at Level
4. Use Data to Group Students
5. Determine Instruction
7. Progress Monitor
8. Readjust and Plan
Instruction
Recap
1. What your classroom will look like (sketch it out)
2. What your schedule will look like (write it out)
3. List your routines and procedures to
explicitly teach
Questions? / Planning Time
Work by yourself or with a partner to develop:
Or… Online WriteWell Exploration
