are you #ready2lift? balanced literacy every child, every day. for a better tomorrow

Are you #ready2LIFT?

Balanced Literacy

Every Child, Every Day. For a Better Tomorrow


Participants will…↑Deepen their understanding of BL.↑Explain how the components of BL align to the Gradual Release of Responsibility Model.↑Explain how literacy is connected to all content areas.↑Brainstorm solutions to challenges they are facing currently and barriers they anticipate occurring.

Objectives


Balanced LiteracyVariety 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 Clarify Compare and contrast Connect to prior experiences Infer (including generalizing and

drawing conclusions) Predict Question the text Recognize the author’s purpose See causal relationships Summarize Visualize

When Kids Can’t Read: What Teachers Can DoBy Kylene Beers


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


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


• When children read extensively they become better writers.

• Reading a variety of genres helps children learn text structures.

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


↑ When students can identify the thinking pattern and map it out (in their head or on paper), they are then able to remember, analyze, and 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.

C

Context CluesExperience: 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?


The L.I.F.T. Literacy Way

Are you #ready2LIFT? SocialStudies

Literacy

Science

EC

SpecialAreas

Math


Math

Social

Studies

Literacy

SpecialAreas

Science

EC

ParentsCommunity


2.H.1 Understand how various sources provide information about the past. Concept(s): Change, Patterns 2.H.1.1 Use timelines to show sequencing of events. The student will understand: Events are often put in order by time to help describe the past.

The student will know: Detailing important events that have occurred can be identified by using a timeline. How events are organized on a timeline to understand recent, past, present and past.

The student will be able to: Make a timeline detailing important events in his/her life (e.g., birth, first day of school, etc.). Make a timeline detailing important events from the lives of famous people such as Rosa Parks, Pocahontas, George Washington, etc. Demonstrate chronological thinking by distinguishing among years, decades, etc. using a timeline to provide historical information showing sequencing of events.

6.H.1 Use historical thinking to understand the emergence, expansion and decline of civilizations, societies and regions over time. Concept(s): Historical Thinking 6.H.1.1 Construct charts, graphs, and historical narratives to explain particular events or issues over time.

The student will be able to: Create their own charts, graphs, and historical narratives to explain events or issues.

For example: Students could use data from various sources (tax records, maps, military accounts, letters written by Roman soldiers, etc.) to create a timeline explaining the fall of the Roman empire.


Gradual Release Responsibility Model


Genres and Texts Group Configurations

AssessmentsMaterials


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.


Read AloudModeled Reading

Write AloudModeled Writing

↑ Models proficient reading↑ Expands access to text that

is beyond child’s ability↑ Exposes children to a

variety of genres

↑ Models proficient writing↑ Expands access to writing

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

variety of genres


Shared ReadingMini Lesson

Shared WritingMini Lesson

↑ Models and explicitly teaches reading strategies

↑ Extends understanding of reading process

↑ Teacher reads

↑ Models and explicitly teaches writing strategies

↑ Extends understanding of writing process

↑ Teacher scribes


Guided Reading Guided Writing↑ 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

↑ 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


Independent Reading Independent Writing↑Child chooses text ↑Child practices at his/her independent level↑Time to practice demonstrates the value of reading

↑Child chooses topic ↑Child practices at his/her independent level↑Time to practice demonstrates the value of writing


Word studyDeveloping phonemic awareness, phonics, spelling, and vocabulary skills

↑segmenting phonemes and syllables↑Determining rhyming words↑Manipulating onsets and rimes↑Learning sound-spelling-patterns↑Identifying root words and affixes (word structure)↑Using context clues ↑Playing games (Scrabble, Boggles, word ladders, word scrambles…)

Word Work


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

• Independent Reading (30-40 min)• Students reading and responding• Conferring

• 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)


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.


Participants will…↑Deepen their understanding of BL.↑Explain how the components of BL align to the Gradual Release of Responsibility Model.↑Explain how literacy is connected to all content areas.↑Brainstorm solutions to challenges they are facing currently and barriers they anticipate occurring.

Objectives


↑Bring a text that you might use to teach a grade-level standard(s)↑Be prepared to share your text and explain how and why you will use it:

What component(s) of balanced literacy?What concepts will you teach?Lexile level of text?

Math: Measurement (days of week), positional words, color words, fractions (part/whole)Science: Inquiry, InvestigationSocial Studies: Various perspectives and respectful conversationsLanguage Arts: Inferring, vocabulary, character traits, main message, sequencing, description, compare/contrast


Engaging

Informative

Pacing


Balanced Literacy

Every Child, Every Day. For a Better Tomorrow


1. What color is it?2. What shape is it?3. What sound is it?4. What flavor is it?5. What place is it?6. What animal is it?

7. What quote is it?8. What story is it?9. What song is it?10.What movie is it?11.What building is it?12.What organization

is it?


Participants will…↑Experience the BL framework and discuss logistics needed for implementation.↑Brainstorm solutions to challenges they are facing currently and barriers they anticipate occurring.↑Explain how BL is aligned to the goals of CCSS and 21st Century Skills.


Engaging

Informative

Pacing


Who Will Take the Son?


We can preparestudents forthe stateassessmentthroughout theyear whilereadingmeaningfultext!


Classroom Libraries

1. Each class has books representing various genre types, student interests, and reading levels.

1 2 3 4

2. Books are organized and labeled by level. 1 2 3 43. A system notifying students of their independent reading level and/or how to

independently select an appropriate book is in place.1 2 3 4

4. Room set-up promotes literacy and engagement. 1 2 3 4School Bookroom

5. A variety of books representing all genre types and reading levels is available. 1 2 3 4

6. Books are organized and labeled by level, genre, and/or content. 1 2 3 47. A system for checking out and returning books is in place. 1 2 3 48. Professional and instructional resources are available to teachers and support staff. 1 2 3 4

Balanced Literacy Components

9. Facilitators are knowledgeable of components (reading and writing) and can model them for teachers.

1 2 3 4

10. Teachers are knowledgeable of components (reading and writing) and can implement them.

1 2 3 4

11. The schedule is conducive to implementing components effectively. 1 2 3 412. Classroom arrangements are conducive to implementing balanced literacy

effectively and classroom essentials are present.1 2 3 4

Data Analysis and Usage

13. Teachers are aware of the school’s data sources that inform instructional decisions in literacy and understand their purpose.

1 2 3 4

14. Common assessments are developed by teachers and administered periodically. 1 2 3 4

15. Data protocols are used to analyze data, identify areas of focus, and determine appropriate action steps.

1 2 3 4

16. Data is used to support teachers’ instructional decisions (differentiation, response to interventions, upcoming lessons, etc.)

1 2 3 4

1 2 3 4Getting Set We’re On Our Way Almost There We Got It!


Community MeetingBook Talk & Mini

LessonShared Reading

IndependentReading

GuidedReading

Literature Study

Reading

Conferring

1st Guided Reading Group

2ndGuided Reading Group

BookClub

Conferring

BookClub

Group ShareTeacher Analysis/Evaluation of Students Understanding


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

• Independent Reading (30-40 min)↑ Students reading and responding

• Conferring↑ Compliment↑ Teaching Point↑ Next Step

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



• Connection

• Teach

• Active Engagement

• Link

• Connection

• Teach

• Active Engagement

• Link


1 2 3 4 5

6 7 8 9 10

11 12 13 14 15

16 17 18 19 20


Reading Level(Fountas &

Pinnell)

How many just right books shall the student

choose each week?(recommended)

A – G(ish) 8-10 books/week

H - L 5 books/week

L - higher 1-2 books at first

Any Levels 1-2 books of interest(may or may not be ‘just-right’

texts)


Suggested Time Frames for Reading Workshop across the Year

Early September December May

K 5-10 minutes*(10-15 min.)

15 minutes(10-15 min.)

20-25 minutes(10-15 min.)

1 15 minutes(10-15 min.)










Reading Level(Fountas & Pinnell)

How many just right books shall the student choose each week?

(recommended)

A – G(ish) 8-10 books/week

H - L 5 books/week

L - higher 1-2 books at first

Any Levels* 1-2 books of interest(may or may not be ‘just-

right’ texts)


The teacher monitors individual student’s progress towards specific reading goals and “teaches the reader, not the reading”.

• Observe• Compliment • Teaching Point• Next Step(Child’s name, date, what you taught, …)


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


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?

Compare/ContrastHow are the twins alike/different?

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?


↑Guided Reading↑Partner Reading↑Skills/Strategy↑Intervention↑Word Study↑Frontloading


↑Literature Circles↑Book Clubs↑Book Talks


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

• Independent Reading (30-40 min)↑ Students reading and responding

• Conferring↑ Compliment↑ Teaching Point↑ Next Step

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



Reading Workshop AssignmentsMini Lesson

Create a mini lesson for your book.

Genre TypeThis is a ________ book. I know this because _____.

Journal ResponseRespond to at least two questions.Write in complete sentences.

Logo GraphicsReread Who Will Take the Son.Record your thoughts using the symbols.


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

Independent Writing (30-40 min)↑Students reading and responding

Conferring↑Compliment↑Teaching Point↑Next Step

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

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


Participants will…↑Experience the BL framework and discuss logistics needed for implementation.↑Brainstorm solutions to challenges they are facing currently and barriers they anticipate occurring.↑Explain how BL is aligned to the goals of CCSS and 21st Century Skills.

are you #ready2lift? balanced literacy every child, every day. for a better tomorrow

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