literacy lunch 2 version final

8/3/2019 Literacy Lunch 2 Version Final

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1

AUSL Balanced Literacy

Phonemic Awareness Phonics

Morphology

Vocabulary

WordStudy

Interactive Read Aloud w/mini-lesson Shared Reading

Small Group: Strategy Groups and Book Clubs

Independent Reading w/conferring

ReadingWorkshop

Interactive Writing w/mini-lesson

Small Group Support

Independent Writing w/conferring

WritingWorkshop

Copyright 2011 AUSL and Uncommon Schools, Inc. Taxonomy of Effective Teaching Practices

Real change for the children of Chicago


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Become a champion literacy teacher and save a childs life.


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Two-thirds of students

who cannot readproficiently by the end

of the 4th grade will

end up in jail or onwelfare. The fourth

grade is the watershed

year.

(National Center for

Education Statistics)


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Push to be a

Champion Literacy

Teacher. Use all

your resourcesNLU, AUSL,

Literacy Lunches,

and anything else

that helps you grow.

d f h b li


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6

A great school teaches students how to:

Read for enjoyment and to satisfycuriosity

Employ strategies and skills to readincreasingly complex materials

Read a broad range of genres, diverse

perspectives, and academic disciplines Critically consume and produce text

and media

AUSL Literacy Vision Students WillCopyright 2011 AUSL and Uncommon Schools, Inc. Taxonomy of Effective Teaching Practices


Stand up for what you believein


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A reading strategy that helps students to organize their thoughts as

they move from considering whats in the text to connecting that to

their prior knowledge. (Make inferences).

7

It Says I Say (Beers) andTeacher Will of the AUSL Literacy Framework



It Says I Say And So

Students

read the

text

I use my

prior

knowledge

I use thesepieces to

make an

Inference

Why do you think this

statement is a part of

the Vision?


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Agenda

Welcome & Activator Journal Writing , TPS

Review of AUSL Balanced Literacy Framework

Reflect & Share Out: How does your experience, so

far, relate to the framework? Talking to the Text: Fountas & Pinnell, Chapter 16

Creating a Literate Culture Through Interactive ReadAloud: Shared Talk About Texts

Break The Architecture of the Read Aloud with a Mini-lesson

Small Group Activity

Reflection




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Outcomes

Analyze key similarities and differencesbetween ones current experience inliteracy instruction to the expectations ofAUSL literacy framework

Construct an interactive read aloud withmini-lesson.

Analyze the effectiveness of yourinteractive read aloud




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Activator

Journal Writing

What has your experiencebeen with literacy as aresident?

What are you learningabout your students asreaders?

How does your mentorteach literacy?




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Talking to the Text

Chapter 16, pp 237 - 239



Talking to the Text

Make personal connections

Questions, confusion,disagreement

Insight, validation,agreement


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AUSL Balanced Literacy

Phonemic Awareness Phonics

Morphology

Vocabulary

WordStudy

Interactive Read Aloud w/mini-lesson Shared Reading

Small Group Instruction/Strategy Groups/Book Clubs

Independent Reading w/conferring

ReadingWorkshop

Interactive Writing w/mini-lesson

Small Group Support

Independent Writing w/conferring

WritingWorkshop




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14

Reading Workshop

Interactive Read Aloud (mini-lesson):Teacher reads a text aloud. Teachermodels thinking and guides studentpractice of lessons objective (I do,

We do).

Shared Reading: Together,teacher and students practice

a specific objective using a

shared text (We do). Allhave access to text.

Small Group Reading: Teacherdelivers targeted instruction to

small groups of students at similarlevels.

Independent Reading andConferring: Students read

independently self-selected texts ontheir level. Teacher moves around the

room working 1-on-1 with selectedstudents.

Components




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15

Power Standards

GradesK-2

Main Idea, Summarize

Inference

Text Structure

Genres (poetry)

Theme

Literary Elements

Prediction

Make Connections, Question

Habits of a Good Reader

Story Elements

Grades3-5


Infer to Draw Conclusions and

Make Generalizations

Text Features and Structure (Fact &Opinion)

Author's Purpose

(Infer, Fact & Opinion)

Literary Elements

Monitor and Clarify forComprehension

(Context Clues, Predict, Question, Make Connections)

Cause & Effect, Sequence

Grades6-8


Inference

Text Features and Structure (Visual

Representation)

Literary Devices and Techniques

Message, Theme

(Author's Purpose)

Literary Elements

Prediction

Draw Conclusions, MakeGeneralizations

Make Connections, Question
http://../Desktop/Reading%20Pacing%20Guide%20-%20GRADE%203'.docx


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Quarter 1 Unit: IdentityEssential Questions: What forms your identity? How does your identify effect your everyday actions? How do you define yourself and determine your identity?

READINGWeek 1

Benchmark Objective(s) Assessment

Minilesson Topics: SWBAT

(Students will be able to) Common Texts ResourcesMonitor andClarify for

Comprehension

1A2bS/U

(1.3.07) Usecontext cluesto determinethe meaning ofan unknownword orphrase(including

commonidioms)

Reading CDAS1A2b: #4, 6, 7

Use Word Attack Strategiesto help when they comeacross a word they do notknow

Use context clues to helpunderstand a text and use asa Comprehension Fix-upStrategy

Alexander Who Usedto be Rich Last Sunday(RS, p. 68, GL)

Chrysanthemum byKevin Henkes (BL)

You Are Special by

Max Lucado (AL)

Bad Case of StripesDavid Shannon (GL)

First Day Jitters JulieDanneberg (BL)

Miss Nelson Is MissingHarry Allard (GL)

Word Attackstrategies sheetComprehensionFix-up Strategiessheet

Month by MonthPhonics

1A2bR

Explain howcontext clueswere used todetermine themeaning of anunknownword or

phrase.

Exit Slip:UsingContext Cluessheet

IndependentWork: ContextClues graphic

organizer

Use a graphic organizer tofind clues and infer themeaning of the unknownword

TheComprehensionToolkit byStephanie Harveyand AnneGoudvis

1A2bS/U

(1.3.11)Determine theword that bestfits a context.

Exit Slip: StudyIsland ContextClues

Good readers are worddetectives. We candetermine what word wouldfit by looking at clues.

Study IslandCover commonwords with post-its and writing amade-up word.
http://../Desktop/Reading%20Pacing%20Guide%20-%20GRADE%203'.docx


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Interactive Read Aloud with Mini-lessonBasicsFountas & Pinnell, Chapter 15

Defined

Teacher reads aloud tostudents

Both the teacherand thestudentsthink about, talkabout and respond to thetextA ConversationBetween You and YourStudents.

Both the reader and thelisteners have active roles.

Occurs daily.

FundamentalComponents

Fiction or non-fiction

Planned and often sequencedfor particular purposes

Read expressively Prepared for with some

learning opportunities (a fewbrief pauses), but with roomfor spontaneous discussion

Always includes a discussion/Focused Text Talk

Written or Artistic Response isoptional




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Benefits

Content

Contributes to other literacylearning activitiesparticularlyindependent reading and criticalthinking.

Supports thinking Within,Beyond and About texts ands t r e t c h e s students thinking.

Contributes to Comprehension,Inquiry, and Use of Oral and

Written Language. Broadens students world view,

making comprehension of new,unfamiliar ideas possible.

Culture and Climate

Create a sense ofcommunityteacher andstudents get to know eachother in a deeper way.

Levels the playing field for alllearners.

Ideas and images from textscan shape students values

and provide personalinspiration.

Enables students to makeconnections to their own lives.




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Architecture of a Mini-lesson

Connection/OpeningExplicit teaching pointBuild on prior workHook, set purpose

We have been working on

Teach/Reading AloudDemonstrateInquiry

CoachExplanation

Today I am going to show you how

ActiveInvolvementStudents tryQuick practice

LinkToday and every day inyour independentreading lifeOff you go!

Today when you are reading on your own Off you go!



BEFORETHEREADING

/PLANNING

After the Reading


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Breakout Session

Room 5003

Primary (K-2) w/ Michael Whitmore

Room 5005

Intermediate (3-5) w/ Kathy Barabasz

Room 5006

Middle School (6-8) w/ Judith Parker Mastin


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Small Group Activity

Select a book and read it with a partner (5 min)

Using your book, plan an interactive read aloud. (20 min)

RPG Objective: How does the character change?

Use page 221 in Fountas & Pinnell, character traits, and graphic organizer

as a resource to generate teaching points for post-its See pages 226-233 for examples of Openings and teaching points to

engage your students in Intentional Conversation

Remember to create Post-Its with questions and opportunities for studentinvolvement

Residents teach IRA with another group and share (10 min each)

Reflection (10 min)




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Interactive Read AloudReflection

What worked well during your interactive read aloud?

What did you struggle with the most?

Did the conversation stay grounded in the text?

Explain. What did you learn by being the student during the

IRA?

Do you think this would be a successful IRA with yourstudents this year?

What do you think will be your greatest challengeplanning IRAs next year?




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Quick Hits on Text Selection

Select texts that:

Students will enjoy

Connect curriculum

Highlight language Use poetic language

Connect to childrens

lives

Reflect our diverseworld

Teach about genre

Expand thinking

Excite you about sharingthe authors message

For the Guidelines of TextSelection, see Fountas &Pinnell, 222-225




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Next Time

November 23 andDecember 14

November 23 All

Residents Literacy Lunch Classroom Library

November 23 Day beforeThanksgiving Break

December 14 DuringTrack E break

Assessment

Wh t Fi d T d


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Where to Find TodaysResources

Coaching Framework on the ChicagoTeacher Residence Site (CTR)

PD Deck

Todays content comes from Fountas &PinnellsTeaching for Comprehension andFluency (2006)

Chapter 15: Engaging Readers in Thinking andTalking about Text Through Interactive Read-Aloud

Chapter 16: Creating a Literate Culture ThroughInteractive Read-Aloud: Shared Talk About Texts

literacy lunch 2 version final

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