balanced literacy bergenfield ii
DESCRIPTION
A day spent on Balanced Literacy ComponentsTRANSCRIPT
Balanced Balanced LiteracyLiteracy
and the CCSSand the CCSS
July 2014Patty McGee
Outcomes for TodayOutcomes for Today
0 Research-supported Literacy Practices
0 Writing Instructional Components0 Reading Instructional Components
0 Word Study
• Engage fully • Inquire and dig
deeply into challenges
• Respect the knowledge and experiences of others
• Expect curiosity
Tenets
0Practice: Pencil to paper, eyes on print0Learning is messy, teaching must be flexible0Formative Assessment0Feedback0Approximation0Transfer is the Key
Components of a Components of a Comprehensive Literacy Comprehensive Literacy
ApproachApproach
Interactive Read AloudShared Reading
Reading WorkshopGrammar
Shared WritingWriting Workshop
Word Study
Purpose of Purpose of ComponentsComponents
Word StudyWord Study
Reading and Writing Workshop
Shared WritingShared Writing
GrammarGrammarShared Reading Shared Reading
Read AloudRead Aloud
Gradual Release of Responsibility
ExplicitlyTaught
Demonstrated
Shared and
Guided
Collaborative
Independent
Cambourne’s Seven Conditions of Learning
Writing
Five Qualities of Good Writing
0 Focus/Content0 Elaboration0 Voice0 Structure0 Mechanics
Shared WritingShared Writing0Separate from Writing Workshop, rarely used
in a minilesson0Share– create it together, teacher does the
writing0Preparation and skill introduction and
practice
Sample of Direct Grammar Instruction Across Units
Grammar and MechanicsGrammar and Mechanics
Practice like a word study but set up for (and expect) transfer
Grammar and MechanicsGrammar and Mechanics0 The difference between conventions and grammar:
Grammar refers to the structure of a language: the parts of speech and their functions, their relationship to each other, word order in sentences, the parts of a sentence and how they are put together, e.g., subject, predicate, objects, etc. Mechanics refers to the conventions of written language: punctuation, capitalization, spelling, etc.
0 Language of literacy0 Students along the way are going to understand, and
then mess it up again. This using and confusing is important and a natural progression in grammar acquisition!
If we only fix students’ writing, or
tell them to be correct, then they
may revert to simpler vocabulary
and sentence structure that they
are sure how to punctuate.
Mentor SentencesOne Technique for Teaching Grammar for Usage
Stages of Development in Grammar
1. Unfamiliarity2. Familiarity3. Experimentation4. Using and confusing5. Mastery and control
The Writing WorkshopA place for feedback, transfer, and lots and lots of
writing!
Writers Need
0Time0 Choice0 A variety of strategies to access
learning
Minilesson
Writing Workshop Structures and Routines0 Minilesson0 Independent Writing and Small Group Teaching0 Conferring0 Small Group Strategy Work0 Mid Workshop Teaching Point
0 Share
Writers Need0Time0Choice0A variety of strategies to access
learning0 Models0 Modeling
Nothing a teacher can do can have a greater
effect than this combination—
giving students crystal clear goals,
opportunities for engaged work, and the feedback that includes compliments and steps
for more progress.
Teachers must also ensure that children have access to reading materials that are relevant to
the kind of writer they are interested in becoming at that particular moment. Teachers must also
recruit the authors who will become the children’s unwitting collaborators.
Frank Smith on Mentor Texts
Writers Need0Time0Choice0A variety of strategies to access
learning0 Models0 Modeling0 A Writer’s Notebook
A Writer’s Notebook: Building a Writing Life
A Writer’s Notebook0 Not a journal0 A place for practice0 A place for feedback0 A place for planning 0 A place to collect minilessons or teaching
strategies0 Filled with all different genre0 A place to collect ideas, pieces of stories,
inspiration for writing0 A place to live like a writer0 Teacher comments in post its0 Graded differently than other writing
#PWI12
#PWI12
#PWI12
Whether it is with a group of characters or an idea for the plot,
begin to write. Everything develops under the pencil as you begin to
write.Roald Dahl
Assessment of Notebooks
0 Volume0 Variety0 Thoughtfulness0 Maintenance
The Writing Process
Assessment
0Assessment for Learning: This is what you did well, here are my questions, here are my suggestions to improve your writing
0Assessment of Learning: Process, content, conventions grades
Reading
Reading Requires…
0 Decoding0 Comprehension0 Fluency
EssentialsEssentials
0 Read-ability
First, a little reading…Pa XXXX Joanie with his dirty XXXX. Spoon rose to
follow Pa, but one of the XXXX XXXX in the window caught the light of the real XXXX and sent off pure white XXXX directly at Spoon. He sat down again, XXXX by the XXXX orb, feeling as if he was on the brink of a meaningful XXXX, on the verge of XXXX his XXXX.
His eyes darted from one XXXX to the next. Something of Gram’s.
Thinking, thinking.5th grade reading level, GRL R85% accuracy
Let’s try that again at 90%...
Pa followed Joanie with his dirty XXXX. Spoon rose to follow Pa, but one of the XXXX suns in the window caught the light of the real XXXX and sent off pure white XXXX directly at Spoon. He sat down again, XXXX by the XXXX orb, feeling as if he was on the brink of a meaningful thought, on the verge of XXXX his XXXX.
His eyes darted from one XXXX to the next. Something of Gram’s.
Thinking, thinking.A little betterStill not “just right”
This is what it should sound (and feel) like…
Pa followed Joanie with his dirty dishes. Spoon rose to follow Pa, but one of the stained-glass suns in the window caught the light of the real sun and sent off pure white flashes directly at Spoon. He sat down again, mesmerized by the gleaming orb, feeling as if he was on the brink of a meaningful thought, on the verge of solving his problem.
His eyes darted from one sun to the next. Something of Gram’s.
Thinking, thinking.So what does that show?
From Sun and Spoon by Kevin Henkes
This shows…
0Reading a book that is too hard is equivalent to not reading at all.
0Reading at 98% or higher accuracy is essential for reading acceleration.
0Anything less, slows the rate of improvement and anything below 90% accuracy doesn’t improve reading ability at all.(Allington, 2012; Ehri, Flugman & Gross, 2007)
0 In order for students to make the necessary progress to become better readers they need 57 minutes a day to read books they can read with accuracy, fluency and comprehension.
EssentialsEssentials
0 Read-ability0 Volume0 Choice0 Timely, Explicit, Strategy
Instruction
0 Literate Talk
Reading Workshop
0Minilesson0 Independent Reading with Small Group
Teaching0 Conferring0 Small Group Strategy Work0 Mid Workshop Teaching Point
0Share
Guided ReadingGuided Reading
0 Powerful vehicle to differentiate instruction0 Features vs. Comprehension Skills– balance
changes as levels become more difficult0 Text considerations (Independent, Frustrational,
Instructional)0 Guided reading can strengthen strengths as well
as help move levels0 Should be viewed as a support to transfer reading
skills
“A child's reading level doesn't catch up to his listening level until eighth grade. You can and should be reading seventh-grade books to fifth-grade kids.”
“You have to hear it before you can speak it, and you have to speak it before you can read it. Reading at this level happens through the ear.”
“The single most important activity for building the knowledge required for eventual success in reading is reading aloud to children.”
~ Becoming a Nation of Readers, 1985
Read Aloud
Instructional Read Aloudwith Accountable Talk
0Practice strategies learned in other reading modalities
0Practice talking about reading
0Removes the decoding to allow for comprehension work
Shared ReadingShared Reading0Chance to practice
skills and strategies together in a shared text
0All students can see the words
0Link to your unit plans, records, and assessments– often as a preparation and practice for the more difficult skills of a unit
Word Study
0Word patterns (Letter-sound, Affixes, Common Greek and Latin roots)
0Vocabulary (inside and outside)
0Sight Words (High frequency words)
Tiers of Vocabulary
0Tier 1: Oral Language0Tier 2: Literary Language (AKA
Academic Vocabulary)0Tier 3: Content Specific Language
(AKA Domain Specific Vocabulary)
Spelling
High Frequency Words0Trends become Whole
Class teaching0 Individualized or
small group instruction
Word Patterns
0Trends become Whole Class teaching
0 Individualized or small group instruction
Student Writing
Instructional Moves
0Assessments0Word Walls
0Personal Word Walls0Sorts/games
0Chart Chanting and Writing Application