Balanced Literacy K5 2016 2017 Reading Specialists ECISD

Balanced Literacy K-5 2016 -2017 Reading Specialists ECISD

What is Balanced Literacy? In a balanced approach to literacy instruction, teachers integrate instruction with authentic reading and writing and experiences so that students learn how to use literacy strategies and skills and have opportunities to apply what they are learning.

WORD WORK WRITER’S WORKSHOP BALANCED LITERACY GUIDED READING READER’S WORKSHOP

Balanced Literacy: Daily Routine • Word Work: 15 -20 min. – Phonics (K-2): 20 min. – Word Study (3 -5) 15 min. • Readers Workshop: 40 min. – Mini Lesson/Hook: 10 min. – Read Aloud and/or Shared Reading: 10 -15 min. – Independent/Conference: 15 -20 min. – Debrief/Share: 5 min. • Guided Reading/Workstations: 60 min. • Writers Workshop: 30 min. – Mini-Lesson: 10 min. – Independent/Conference: 15 -20 min. – Debrief/Share: 5 min.

Word Work Phonics (K-2) http: //www. phonictalk. com/

http: //www. phonictalk. com/

Word Work Word Study (3 -5) What is Word Study? Word Study is the teaching of word patterns, orthography, derivations of English words, and the strategic use of word knowledge to decode unfamiliar words while reading and support student writing activities. (Bear & Templeton, 1998) What does Word Study look like in my classroom? *Word derivatives *Homographs *Prefixes *Homophones *Suffixes *Patterns *Greek/Latin Roots *Base words

Why is word study important to Reading Instruction? As a component of balanced literacy, word study achieves two goals; FIRST to help students become fluent readers with a strong vocabulary, and SECONDLY, to give students the opportunity to fully explore and manipulate words. • Word study isn’t about memorizing spelling words, but about understanding spelling patterns. • It isn’t about manipulating a random group of words, but comparing words that are phonetically similar. • It isn’t just another activity, but is a purposeful look at word analysis.

Mini Lesson Rationale • Teachers identify and choose effective mini-lessons as anchors for students to remember what they learned and to deepen their understanding. • Teachers and students co-construct thinking about a text, lesson, or strategy so that they can return to it so remember the process. -Adapted from Harvey & Goudvis, Strategies That Work, 2007

How do we know what we have to teach and model during our reading lessons? • • TEKS/ELPS/Figure 19 District Scope and Sequence/TEKS Resource System Analyzing the data Istation Benchmark, Unit, and Teacher Made Assessments Running Records Anecdotal Notes

Mini Lesson Components • • Routines & Procedures Think-Turn-Talk Comprehension Purpose Questions (CPQs) Anchor Charts Elements of Understanding Imagine It Mentor Texts

Guided Practice Read Aloud • Individual copy of book • Teachers selects and reads book to students • Students converse as they think together through the text • Favorite texts read repeatedly Shared Reading • Enlarge text or multiple copies of the text • Occasional choral reading • Group problem solving • Rich in meaning and vocabulary • Lots of conversation about the meaning of the story • Think Alouds • Readers support each other • Metacognition Skills • Think Alouds • Metacognition Skills

Guided Practice with students allows the teacher to: Model fluent and expressive reading. Think aloud. Model the reading process. Review text structure. Facilitate comprehension to beginning (newcomer) and intermediate English Language Learners. • Provide scaffolding for struggling readers. • Provide interactions with a variety of texts. • Make connections. • • •

What types of text can I use during Read Alouds? • Fiction – Novels – Short Stories – Poetry – Picture Books • Student authored writing High interest selections with absorbing plots, lively characters, and multiple layers of meaning. • Magazine articles • Newspaper articles • Non-Fiction • Informational Text • Biography • Autobiography • Speeches • Content area selections • Historical documents

Independent Reading • • • Students select just right books(at their reading and interest level)-AR books, browsing books, familiar reading books, etc. Students apply and demonstrate skills and strategies to their own books. Students leave “tracks” of their thinking on post-its Build up reading stamina Students can read alone, in pairs, or in small response groups

Conference • Teachers are conferring with individuals, partners, or small groups during independent reading and response time. • Conferences allow time for the teacher to clarify the text for students, encourage connections with the text, assess student comprehension, and individualize instruction.

Readers Response Journals - Students can keep a readers’ response journal that will reflect evidence of their learning and thinking. - This journal is used to record student responses to literature in terms of what they think or how they feel about what they are reading. Teacher can provide students with prompts. - Teachers can also bring in graphic organizers and foldables.

Guided Reading S N E P P A H C I G A M E L B A T E H AT T

“Do I really need to do the First 14/21 Days? ”

CPQ-Comprehensive Purpose Question Why and how are routines and procedures implemented to prepare for small group?

Critical Components for Getting Started: 1) Allot a specific amount of time to establish routines. (2 -4 weeks) 2) Provide explicit teaching of rules and procedures. 3) Model and reinforce self-regulating skills. 4) Organize classroom to accommodate different activities. 5) Phase in differentiated small group work and independent activities. 6) Monitor students’ progress.

Four Phases of the First 14/21 Days What are the important points of each phase?

Phase I - Rules and procedures for small groups are introduced. - Materials at the students’ independent work levels are used and explained. - A specific time frame for small groups is established. - Teacher monitors the room, but does not engage with students…at all! - Teacher debriefs with group at end of session.

Workstation Rules • Speak in a quiet voice. • Share materials and ideas with others. • Be polite. • Take turns with materials and put them away. • Keep student and teacher time special.

DEBRIEF • What went well today? • What were the problems today? • How might we change things to be more successful?

Phase 2 of 4 What are the important points of each phase?

Phase II - Rules and procedures are revisited. - Introduce the menu management board/format. - Introduce concepts of Must Do activities and -May Do choices. - Students experience one to two Must Do activities. - Students are expected to transition independently. - The teacher monitors, taking notes to help guide the debriefing session.

Management Boards

Management Boards

Workstation Task Card

Mandatory Workstations Grades 1 -2: Grades 3 -5: • Vocabulary • Comprehension • Word Work/Phonics • Comprehension • Word Work • Word Study • Fluency • Phonemic Awareness • Writing Grades K-1:

Exit Slips Ways to hold students accountable at workstations: • Interactive learning journals (spirals) • Teacher made forms to be turned in • Sharing time • Pocket folder for each child for finished and unfinished work

Phase 3 of 4 What are the important points of each phase?

Phase III • No interruption concept is introduced. • Menu is fully in place with one to two Must Do activities and one May Do choice. • Teacher pulls one group for re-teaching or preteaching. • Five to ten minutes of intervention takes place. Then the teacher monitors the whole group before ending or debriefing.

Phase 4 of 4 What are the important points of each phase?

Phase IV • Students are regularly working off the Menu Board. • Teacher is pulling multiple, flexible groups for intervention and extension activities (5 -15 minutes). • Small group time increases to meet the needs of the students. • Small group time may also be split into separate sessions for preteaching or reteaching.

Since most classrooms do not typically consist of 100% on-grade-level students in all areas of reading instruction, some combination of small and whole group reading instruction should occur.

Guided Reading Is. . . • 60 minutes: uninterrupted time • 3 -6 students in a group • 2 -3 groups a day (20 -30 min per group) • pulling lowest group each day • grouping students according to reading level using current istation data maps and/or running records • keeping materials close to your GR table • having an organized and current lesson plan notebook K-5

Guided Reading is NOT…. • round-robin reading • choral reading • a teacher read aloud • echo reading • Negotiable in your classroom K-5

Framework for Literacy Groups (K-2) • Familiar Reading/Running Record • Letter and Work • Guided Writing 2 -3 minutes 5 -7 minutes • Guided Reading (new book) – Book Introduction 4 minutes – Reading 8 minutes – Questioning 3 minutes

Familiar Reading • each child has 3 -5 of the previous NEW books in bag • independent reading-students select and read previously read books from their bag • oral, whispered or silent reading (not choral) • teacher assesses one student each day by taking a running record while other students read their familiar books

Running Records • yesterday's new book • no more than 100 words • one student tests per day, per group in K-2 • other students are reading familiar books independently * in-depth Running Record training will take place on campus as needed. . .

Letter and Work -driven by student weaknesses!!! -sorting letters -pulling down and naming the letters as fast as possible -write letters in sand/salt, on boards, with water pens, in shaving cream, etc. -write letters in the air (sky writing) -use sandpaper letters -phonemic awareness concepts -sight words

Guided Writing • One student generates a sentence based on a previously read book. ** Tip: The child that did the running record creates the sentence. • Students do not copy the generated sentence. • The students need to say the sentence several times and count the words before they begin to write. • The students write 1 or 2 sentences while the teacher supports the writing process by teaching writing strategies.

Guided Writing �All practice is done on the page above. (Sloppy Copy) �Allow students to write with markers, pens, etc. �All mistakes on the writing page (the bottom page) are corrected with cover-up tape. (Neat Sheet) �Students are held accountable for writing what they are able to write. �Have students date the bottom of each writing page.

Guided Reading. NEW BOOK Introduction Otherwise Known as a PICTURE WALK! F&P say, “The key to a student’s access to the book is your introduction! It is a brief and lively discussion in which the teacher interests the children in the story and produces an appropriate setting for reading. ”

Guided Reading. New Book Format - introduction of new book/picture walk - you do not need to discuss every single page - students read independently (staggered reading) in a soft voice while the teacher focuses on each reader for a short period of time - this is NOT a time for choral reading - teacher will make anecdotal notes on the lesson plan about students’ reading behaviors while listening - closure and discussion of the reading

What else do readers do during the NEW BOOK? Students SHOULD be using strategies to build "Meaning" during reading… • Does this make sense? • Does this look right? • Does this sound right? And remember… "Sound It Out” DOES NOT ALWAYS WORK!!!

Framework for Literacy Groups (3 -5) • Word Study/Academic Vocabulary 5 -7 min. • Guided Reading Comprehension (new book) 18 -27 min. - Book Introduction/Before Reading 3 -5 min. - During Reading 10 -15 min. - After Reading 5 -7 min. • Writing/Response to Literature 3 -5 min. * Response to literature can be completed independently after the group is dismissed back to their desks.

Word Study/Academic Vocabulary Preview/Review High Frequency Words • Teacher provides explicit teaching to help students become flexible and efficient in word knowledge that may be included in the text. • Teacher explains and models the targeted Word Study skill such as phonics patterns, morphemes, word origin, parts of speech, antonyms or synonyms, prefixes/suffixes, root words, Greek/Latin stems, etc. • Preview/Review High Frequency Words from selection. • Provides direct instruction activities such as word webs, graphic organizers, word sorts, word wall activities, “Marzano’s 6 Steps to Building Academic Vocabulary, ” i. Station Daily Vocabulary Lessons. ” • 5 -7 minutes in length; don’t pick every vocabulary activity or word. Be deliberate and purposeful in your choices. No new concepts are introduced.

Before Reading/Introducing the Book • Book walk (point out text features, organizational patterns, unfamiliar concepts, etc. in preparation for the portion of text that students will be reading) • Teacher introduces the text to scaffold reading without giving all the information so that students can problem solve. Skill Specific Scaffolding • clarify the teaching point you will be focusing on through this book (can include summarization, inferencing, cause and effect, main idea, plot, characterization, etc. )

During Reading/Teaching Points & Increasing Comprehension • Read the Text- Students read silently and teacher taps/points to students one at a time to listen to them read aloud. Students can also partner read with teacher being a partner to one student at a time for assessment purposes. • Discussion of Text- the teacher invites the students to discuss the text while guiding the conversation to facilitate deeper comprehension. Questions are pre-planned and deliberate. Students annotate or mark the text with sticky notes while reading to “show” their thinking along the way. • Teaching Points- the teacher makes explicit points grounded in the text and revisits the discussion from the book introduction if needed. • Anecdotal Notes – teacher makes anecdotal notes about student reading and comprehension behaviors to guide future group lessons.

After Reading/Skill Reinforcement & Closure • Teacher encourages students to reflect and discuss upon the focused teaching point and how they can use this skill to become better readers. • Clarify any confusion noted during the lesson by directing students back to that portion of the text. • Provide students with “concrete” reminder of teaching point. (hand signal, completed graphic organizer, notes in journal, anchor chart additions, Post-It Responses, etc. )

Writing/Response to Reading • Students may return to their desk to respond to a reflective question that the teacher provides. This can be done in a journal or on a sticky note designed like an exit ticket. (i. e. , What Stuck With You Today? ”) • Teacher can have students continue to fill out a graphic organizer with information from the text. • Teacher may have students create an artifact to expand on their comprehension or interpreted meaning of the text. (for example, write a poem or reader’s theatre) • Teacher may assign another page from a previous text with the objective of practicing the skill from today’s teaching point.

Guided Reading Notebook

Rotation Schedule Example

Rotation Schedule Example 1 st group: 10: 0010: 20 Monday Group 1 Joe Britney Jordan Stephanie David Axtin Tuesday Wednesday Thursday Group 1 Joe Britney Jordan Stephanie David Axtin Group 2 Joe H. Abigail Makayla Jessie Cooper Brian Group 3 Richard Gabriel Mia Diego Jack Levi Group 2 Joe H. Abigail Makayla Jessie Cooper Brian Group 3 Richard Gabriel Mia Diego Jack Levi Group 4 Jennifer Sofie Abby Brandon Joslyn Preslee Saydigrace Group 5 Cara Elektra Sydney Kielyn Parker Emily Group 4 Jennifer Sofie Abby Brandon Joslyn Preslee Saydigrace Group 3 Richard Gabriel Mia Diego Jack Levi 2 nd group: 10: 2010: 40 3 rd group: 10: 4011: 00 Friday Group 1 Joe Britney Jordan Stephanie David Axtin

Organization of GR Area materials that need to be close to your GR table: - magnetic letters - white boards - erasers for white boards - sentence strips (cut up sentence for lower groups mainly in K-1 st) - expo markers - post-it correction tape - markers and highlighters - containers or big baggies for Familiar Reading books - writing journals - post-it notes

Organization of GR Area

Organization of GR Area

Organization of GR Area

Organization of GR Area – Upper Grade Tips

Model the Guided Reading table (K-2)

Model the Guided Comprehension table (3 -5)

Writer's Workshop • Mini Lesson 10 min. • Independent Writing/ Conferencing • Debrief/Share 15 -20 min. 5 min.

Types of Mini Lessons • Use Mentor Texts – Introducing Genre – Author's Craft • Modeling the Writing Process • Grammar and Conventions

Independent Writing/Conferencing

Independent Writing • Students write every day – Variety of genres • Provides opportunity for authentic writing – Original writing – Expression of feelings – Ownership-important to student • Daily practice and refinement of skills • Immediate practice of skills taught in whole group (mini lesson)

What do I do while students are writing? Conference with Students Write with Students • Students talk about their writing • Model – Identifying areas of need – Everyone writes – Problem-solving/creating solutions – First draft imperfections • Teacher facilitates – Struggles of writing – Listening and guiding – Successes of writing – Prompting questions for reflection – Writer collaboration/feedback

Conferencing-Guiding Questions • What are you working on? • Can you read me some of what you have written? • How is it coming along? Is there anything you need help with? • What are you going to do next?

Sharing Time Teacher Role Student Role • Model responding positively to student writing • Share works in progress • Celebrating successes • Contribute ideas • Share published works • Ask questions about writing • Listen as other students share • Celebrate successes