BALANCED LITERACY AND THE COMMON CORE: PART 1

Pender County Schools 2013

PLANNING FOR GUIDED READING

Design your Guided Reading Binder using these tabs:

Balanced Literacy Framework/PD documents Assessment Data Resources for Planning (Ex: reading behavior

checklist, group rotation schedule, lexile conversion chart, reading prompts, before/during/after strategies)

Lesson Plans Notes/Observations Forms/Templates

COMPREHENSIVE NEEDS SURVEY(2012-2013 SCHOOL YEAR)

Unfamiliar

Somewhat Familiar Familiar Very

Familiar

Guided Reading

2.5% (2) 14.8% (12) 45.7% (37) 37% (30)

Running Records

1.2% (1) 13.6% (11) 40.7% (33) 44.4% (36)

K-2 RESULTS:

COMPREHENSIVE NEEDS SURVEY(2012-2013 SCHOOL YEAR)

Unfamiliar

Somewhat Familiar Familiar Very

Familiar

Guided Reading

9.5% (8) 25% (21) 46.4% (39) 19% (16)

Running Records

17.9% (15) 28.6% (24) 35.7% (30) 17.9% (15)

3-5 RESULTS:

BALANCED LITERACY (CHAPTER 3) PG.22-23

Matching Activity

Elements of Balanced Literacy:

Word Study

* Lesson Plans & Walkthroughs

The Ohio State University

Literacy Collaborative Framework

Interactive Read AloudShared ReadingGuided ReadingIndependent Reading

Shared Writing

Interactive WritingGuided WritingIndependent Writing

Times for Balanced LiteracyGrades K-2Read Aloud 20-30 minShared Reading- 15-20 minIndependent Reading 10-30 minGuided Reading 90 min. (work stations) is a bare minimum. Recommend 120.

Times for Balanced LiteracyGrades 3-8Read Aloud 15-20 min.Mini Lesson 15-20Shared Reading- ??Independent Reading 20-30 minGuided Reading- 90 min.

 Handout #1 – Balanced Literacy Framework

STUDYING FIGURE 3-2, FIGURE 3-3 & 3-4 PG.26-28

Relationship Between Teacher Support

and Child Control

Four Kinds of Reading/WritingLevels of Support

Let’s look at an example of how to reinforce one strategy/skill throughout the balanced literacy framework…

Skill: Asking Questions

Handout #2 Skill throughout the framework

EXAMPLE: ASKING QUESTIONS Reading Aloud – Using David Wiesner’s, Tuesday,

students will be prompted to ask questions based on illustrations.

 

Shared Reading – Using Gail Gibbon’s, Frogs, model questioning based on illustrations and text. The focus is asking questions based on the key details (determining importance).

 

Guided Reading – Using Level G, Sometimes Things Change, by Patricia Eastman, do a picture walk and ask students before reading to ask questions about the text (text evidence). Document questions on chart paper and evaluate questions for their importance to the text after reading.

 

Independent Reading – Using self-selected texts, students will write questions on sticky notes and share questions with teacher/partner

 

EXAMPLE: ASKING QUESTIONS Shared Writing– Teachers will use a variety of mentor texts (ex: Magic

School Bus, Whose Tail is This?, What Do You Do With a Tail Like This?, etc.) to demonstrate how authors use questions in writing.

 

Interactive Writing– Teachers will model writing questions and answering them using a “What’s in the bag?” activity. Students will generate questions about what is in the bag. (Ex: What does it feel like?) Another student will come up and look in the bag and answer the question. Teacher will write questions/answers on chart paper. Noting different question stems and what makes a good question vs. a poor question.

 

Guided Writing– In a small group setting, teachers will work with students on asking a greater variety of questions and improving vocabulary/punctuation/ capitalization.

 

Independent Writing – Students will each receive their own mystery bag for creating their own “What’s in the bag” questions. They will later use these with a partner to determine the mystery object using their ask/answer question strategies. Or students will create their own book using the question pattern in the mentor text.

*Eventually, consider how you might integrate content area throughout the balanced literacy framework.

IMPORTANCE OF THE MINI LESSON Explicit strategies (how to…) Anchor charts that students can refer to with each

step Think aloud through strategies… Model thinking

through the strategies on your chart Narrow focus and repetition throughout the week-

don’t do too many focus skills and try to weave skill throughout the Balanced Literacy Framework

Guided practice of skill/strategy Independent practice of skill/strategy

*Let’s talk about different classroom structures for mini lessons Handout #3 Mini lesson

importance

(K-2)CHAPTER 4: DESIGNING AND ORGANIZING THE CLASSROOM PG.51

(3-5) CHAPTER 6:MAKING IT WORK: ORGANIZING AND MANAGING TIME, SPACE, AND RESOURCES

“Designing and Organizing the Learning Environment”

Analyze YOUR classroomLeft side of T chart-describe which elements you have in

your class

Right side of T chart-make a list of things you would like to

work on your classroom

Let’s Share Your T-Charts

Handout # 4 - T-charts

SELF REFLECTION

Evaluate your “structure” using rubric/checklist

Create a goal statement for your classroom using your T-Chart and rubric/checklist.

Handout # 5- Structure Self-Assessment

CHAPTER 8: DYNAMIC GROUPING

SortingActivity

Comparing Traditional Small Groups and Dynamic Guided Reading Groups

Handout #6 – Traditional vs. Guided Reading answer sheet

LET’S TALK ABOUT FORMING GROUPS

How do you use data to form groups and guide

instruction?

CHAPTER 6: USING ASSESSMENT TO INFORM TEACHING

What will we have right away?! mClass Reading 3D

K-3 current and 4th Grade EOY from 3rd Grade4-5 Running Records (more training coming

soon), Reading Behavior Checklist AIMSweb

4th -5th Grade R-CBM and MAZE HOMEBASE Benchmarking

3-5 BOY (ClassScape) Teacher Created Formative Assessments Conferencing/ Anecdotal Notes

Handout #7 – Conversion Chart(s)Handout #8 Reading Behaviors/Skills

NEXT STEPS Creating groups based on data

Six or less in a group Keep groups between 4 and 5 if possible Be flexible – changes will happen after rollout

Creating rotation schedule How many rotations per day?

How often will you see groups? Low group everyday

How long for each group? K-1: 10-15 minutes 2-5: 15-20 minutes

Using your current data, let’s form/refine your groups and create a rotation schedule

NEXT STEPS CONTINUED Selecting text levels for each group

We are teaching the student, not the text! Focus on level and skill, not topic Choose lower levels for groups with a range of

reading levels (Ex: D, E, F – start with D) With more complex skills, go down a level in text

NEXT STEPS CONTINUED: LESSON PLANS

Select lesson plan template with before, during and after sections

 Include the following in your lesson plan: Title/Publisher of text/Level

 Save lesson like this: Magnets level L Decoding.doc & email to Candace or Lisa

 Note materials needed  Write in Focus skill/Strategy like this: Today I am going to show

you how good readers… *the focus should link to mini lesson and student’s specific needs based on assessment

and observations (see also reading behaviors)  Stopping points page# (aim to stop 2-3times or more if you

want to use lesson for multiple days)  Maintain lesson with a 50/50 balance of NF/F Use a variety of text types (poetry, technical texts, news articles, etc.)

Extensions-that focus on writing or vocabulary Use lesson template, sticky notes, or another form to take notes

during session Students and group names should be written on notes and

lesson Handout #9 Lesson plan templates/samples

LET’S TAKE A LOOK AT A FEW EXAMPLES

Which lesson plan example fits your teaching style?

LET’S CONNECT

o Watch video and follow along using your lesson plan template.

Using Jan Richardson’s Next Steps

LET’S DIG IN TO OUR RESOURCES!

Our new county resources:http://teacher.scholastic.com/products/guidedreading/

Also, don’t forget about your additional school resources.

LET’S APPLY

o Create one guided reading lesson for one of your classroom groups

PREPARING FOR GUIDED READING

1. Guided Reading Table/Area Paper and writing materials Dry erase board, markers, erasers Guided Reading binder Sticky notes/observation note sheet Running records Materials for quick word study (K-2) Basket with leveled texts/lesson plans

2. Structure/Routines Consistent/Daily Students are Independent

3. Mini Lesson (whole group) Teach a strategy using anchor chart with explicit steps (ex:

decoding, phonics, main idea, grammar) Consider using carpet or a designated “special” area

Handout #10 Preparing for Guided Reading

PREPARING FOR GUIDED READING

4. Guided Reading Binder Balanced Literacy Framework/PD documents Assessment Data Resources for Planning (Ex: reading behavior checklist,

group rotation schedule, lexile conversion chart, reading prompts, before/during/after strategies)

Lesson Plans Notes/Observations Forms/Templates

5. Management/Check In Board/Schedule Posted in classroom and attached to lesson plans Teacher choice or student choice? Homogeneous or Heterogeneous Accountability (ex: Daily 5 teacher chart/student chart)

PREPARING FOR GUIDED READING

6. Literacy Areas/Stations/Rotations Location Grading/Feedback/Accountability CCSS aligned/rigor Differentiation Integration of content

How many minutes are students spending on independent reading DAILY?

Guided Reading Table/Area • Paper and writing materials• Dry erase board, markers, erasers• Guided Reading binder• Sticky notes/observation note sheet• Running records • Materials for quick word study (K-2)• Basket with leveled texts/lesson plans

LITERACY RESOURCES AT YOUR SCHOOL (INCLUDED WITH SCHOLASTIC KITS)

• Guided Reading in Grades 3-6 by Mary Browning Schulman

• Guided Reading: Making it Work by Mary Browning Schulman and Carleen DaCruz Payne

• The Next Step in Guided Reading by Jan Richardson

• Teaching Comprehension in Reading Grades K-2 by Gay Su Pinnell and Patricia L. Scharer