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WELCOMEELEMENTARY STAFF
January 20, 2014
• What is our objective today ?
• What do we know?
• What are our next steps ?
ANALYSIS OF BL AND WW TRAINING
FRANKL HOOVER JEFFERSON LINCOLN WASHINGTON*BL *WW *BL *WW *BL *WW *BL *WW *BL *WW
PRE -K n/a n/a n/a n/a n/a n/a 1 0 n/a n/a
KINDERGARTEN 1.5 1 1 0 1 1 1 1 1 0.5
GRADE 1 0.5 1 0 0 0 1 0 1 0 0.5
GRADE 2 2 1 1 0 1 1 1 1 1 0.5
GRADE 3 1 1 0 0 0 1 0 1 0 0.5
GRADE 4 5.5 0 4.5 0 5 0 4.5 0 4.5 0
GRADE 5 5.5 0 4.5 0 5 0 4.5 0 4.5 0
READING SPECIALS 1 0 1 0 1 0 1 0 1 0
PLC 2 0 2 0 2 0 2 0 2 0
SPECIAL EDUCATION & BI 1 0 0 0 0 0 0 0 0 0
*Balanced Literacy*Writers Workshop*Numbers indicate days
REQUESTS • Focused training in Guided Reading – Use of Star for groups of levels or
running records?• Specific reading strategies and skills• Shared reading and how novel fits in• Mini lessons in reading workshop• Mini lesson focusing on word work and grammar• What is RAZ?• Time – How do I fit Accelerated Reader into block?• Request for resources and training in Readers Workshop for
Kindergarten• Conferencing with students- what does this look like?• What does a typical day of reading look like?• Samples of writing notebooks and exemplar writing• Assessments for novels- required novels?• Clarify Kindergarten writing rubrics• Implementation of grammar into Writers Workshop• Request for resources in Writing• How often do you change you Guided Reading groups?• How can Balanced Literacy framework be successful in a Special
Education classroom? How can it be used when teaching one student?
Bergenfield Public SchoolsBalanced Literacy Instruction
Grades K-5
Presented byLaura Haines
Danielle KarabinKerri Klein
Nicki McGraneJoanne Mickolajczyk
January 2014
Essential ElementsElementary Literacy Program
Goals –
• Establish a common language for literacy across the district by building a shared understanding of balanced literacy and its role in effective literacy instruction
• Identify best practices in literacy which focus on strategy acquisition
Finding Our Way with the Common Core
We had to rethink…
• how our reading curriculum and instruction support how children learn to read and be literate
• our roles as reading teachers in their development of lifelong literacy
A View of Literacy Instruction
Basal ReadersPhonics Instruction
Whole LanguageDecoding vs. Comprehension
Writing ProcessAuthentic Literature & Reading Strategy Instruction
Balanced Literacy
The Reading Research…
• Focus: What are the optimal approaches to reading instruction and literacy development for the children of Australia?
•Focus: What do we know, and what should the future research focus be, regarding reading comprehension?
•Focus: What instructional methods are most effective in teaching children to read?
•Focus: How does reading develop, and how can that development be promoted?
Preventing Reading Difficulties in Young
Children, 1998
Report of the National Reading
Panel, 2000
Teaching Reading: Report and
Recommendations, National Inquiry into
the Teaching of Literacy, 2005
Reading for Understanding: Toward an R & D
Program in Reading Comprehension,
2000
Key Findings of the Research
The five major components of reading that need to be taught through explicit instruction are:1. Phonemic Awareness2. Phonics3. Fluency4. Vocabulary5. Reading Comprehension
Balanced Literacy
“Balanced Literacy combines all aspects of various literacy philosophies, programs, and tools throughout both history and
research in education.”-Dorothy Strickland
Balanced Literacy
Defined: • A comprehensive approach to language arts instruction using authentic
reading and writing experiences that are consistently STUDENT-CENTERED.
• It contains all the components necessary for students to master written and oral communication.
• Reading and Writing are inseparable.• It supports the implementation of the Common Core State Standards.• Provides explicit instruction, guided practice, and independent
application.• It is assessment driven.
A Balanced Literacy Program
Includes:• Knowing students individually• Balancing both direct and indirect instruction• Balancing instructional activities including skills emphasis and meaning emphasis
What is the Balanced Literacy Framework?
Common Core State Standards is Back Mapped from Graduation…
The Framework of Instruction is designed on scaffolding and on how we use our time everyday.
Balanced Literacy is all about…
• Helping our students understand the value of what they are learning
• Helping them discover how to take that learning to other concepts…other texts…other experiences
Components of Balanced Literacy
READING• Read aloud – Modeled reading• Shared reading• Interactive reading• Small group instruction• Guided reading/Literature circle• Independent reading
WRITING• Write aloud – Modeled writing• Shared writing• Interactive writing• Guided writing-Literature response• Independent writing- Writer’s Workshop
Balanced Literacy…All Connected
The Gradual Release of Responsibility• a research-based instructional model developed by Pearson and Gallagher
(1993)• the responsibility for task completion shifts gradually over time from the
teacher to the student• instructional model that requires that the teacher, by design, transition from
assuming “all the responsibility for performing a task . . . to a situation in which the students assume all of the responsibility” (Duke & Pearson, 2002, p. 211).
• may occur over a day, a week, or longer.• “emphasizes instruction that mentors students into becoming capable
thinkers and learners when handling the tasks with which they have not yet developed expertise” (Buehl, 2005).
• has been documented as an effective approach for improving writing achievement (Fisher & Frey, 2003), reading comprehension (Lloyd, 2004), and literacy outcomes for English language learners (Kong & Pearson, 2003).
Why The Gradual Release of Responsibility is Important…
The gradual release of responsibility model is the intersection of several theories, including the following:• Piaget’s (1952) work on cognitive structures and
schema• Vygotsky’s (1962, 1978) work on zones of proximal
development• Bandura’s (1965) work on attention, retention,
reproduction, and motivation• Wood, Bruner, and Ross’s (1976) work on scaffolded
instructionwww.edulogs.com
The Gradual Release of Responsibility
“I DO”, “WE DO”, “YOU DO”
Lev Vygotsky…
“What a child can do today with assistance, she will be able to do by herself
tomorrow.”
Balanced Literacy Always Includes:
READING …whole group, small group, independent
“I DO” “WE DO” “YOU DO”
WRITING …whole group with guided, shared, interactive experiences, small group, paired, independent
“I DO” “WE DO” “YOU DO”
A Balanced Literacy Classroom
A Strong Literacy Environment• Classroom libraries• Anchor charts• Book boxes• Literacy rich walls/areas
Social Structures• Buddy and Paired
Collaborations
Independent and Group Work• Literacy workstations• Literacy materials• Reading response/Writing
Notebooks/Journals
The Role of the Teacher
• Facilitator…designs, organizes, promotes, and reflects upon best practices;
• Models the good habits of readers and writers;• Provides opportunities for the student to respond to the
reading and writing. Responding is the essence of literacy; it is the construction of personal meanings (Rosenblatt, 1938, 1976, 1978);
• Supports students with scaffolded instruction through the Gradual Release of Responsibility (Pearson, 1985);
• Realizes that the key to differentiation is based on the individual needs of the students.
International Reading Association
Teachers who knowstudents individuallyprovide many kindsof support, enablingstudents to move tohigher levels ofreading and literacydevelopment.
reading.org
A Final Thought About Balance
“There is no single method , or single combination of methods that can successfully teach all children to read.
Therefore, teachers must have a strong knowledge of multiple methods for teaching reading and a strong knowledge of the children in their care so they can
create the appropriate balance of methods needed for the children they teach."
(International Reading Association, 1999).
Future Bergenfield PD Workshop
Skill vs. Strategy
Thank you!
WHAT IS THE WORKSHOP MODEL?
NO NEED TO BREAK-DOWN…WE’LL DO IT FOR YOU!!
Mini-Lesson no more than 20 minutes
•A lesson on a specific skill or strategy (comprehension, decoding, fluency, spelling, grammar, etc.)•Follows the structure: Connect, Teach, Engage, Link
Independent Practice20-40+ minutes
•Students independently practice the skill/strategy taught during the mini-lesson•Students read/write independently or work in literacy stations•Teacher may meet with small groups (guided reading/writing groups or strategy groups) or hold individual conferences•Teacher may complete Running Record Assessments or I&RS Interventions
End-Share5 minutes
•Class regroups to discuss how they applied the skill/strategy taught in the mini-lesson•3-4 students share •Teacher and students provide feedback •Teacher may use this time to reiterate a teaching point
DECISIONS, DECISIONS…..
Guided Reading GroupsRW-15-20 minutes
•Small, flexible groups •Students are working at similar levels•May be used for assessment or on-the-spot troubleshooting
Strategy GroupsRW, WW-15-20 minutes
•Small, flexible groups•Students share a specific need•Used to teach a specific strategy or skill in reading or writing
Individual ConferencesRW, WW-5-7 minutes
•One-on-one•Used to provide feedback, collect data, or reinforce a teaching point
Choose from any of these options during the Independent Practice portion of your Workshop time
**Remember to keep notes on your student interactions**
A SNAPSHOT OF READING WORKSHOP
IN THE ELEMENTARY SCHOOL
WHAT IT IS… WHAT IT IS NOT…Reading Workshop1. Driven by standards2. Focused on strategies3. Differentiates instruction
(level or need)4. Driven by student
assessment (running records, STAR data, conferences)
5. Students reading books independently (independent level) or with teacher (instructional level)
6. Choosing quality children’s literature that is selected because it meets the standards first and foremost
7. Builds classroom spirit and sense of community, teaches independence and accountability
Following a Program1. Driven by what the
book’s curriculum says
2. Focused on stories3. Differentiation based
on the story of the week or novel
4. Driven by the teacher’s manual
5. All students reading the same story at the same time from the basal reader
6. Choosing a book based on basal/anthology, theme, etc.
7. Teacher “teaches” and makes all decisions
Reading Workshop
TEACH THE READER
NOT THE STORY
TEACH THE READER
USING THE STORY
THE RECIPE FOR READING WORKSHOP
• Focused mini-lessons with the whole class about the reading process, i.e., phonemic awareness, phonics, fluency, vocabulary, comprehension skills and strategies. (National Reading Panel, 2000)
• Students independently reading and the teacher conferencing with individuals
• Teacher instructing small groups (guided reading or strategy groups)
Students reflecting upon and responding to their reading orally and in writing
Students working on assignments relative to the mini-lesson
Whole group sharing time
The Recipe for Reading Workshop
READING WORKSHOPAN UNINTERRUPTED BLOCK OF TIME DURING WHICH CHILDREN PARTICIPATE IN:
1. Mini-lesson1. Modeled reading – read
aloud2. Shared reading - shared
material such as novel, highlighted excerpt of text, short story, article, etc.
2. Independent Practice
3. Guided Reading4. Literature circles/Book
clubs5. Independent reading
and Reading conferences
6. Strategy Groups
3. End-Share
Mini-lessonNo more than
20minutes
End-Share5
minutes
Independent Practice20-40 +minutes
Guided reading, Literature circles
Independent reading & conferences
Strategy groups
Gradual release of responsibility
CHOOSE ONE
MINI-LESSON• A time when the teacher and whole class sit
together while the teacher teaches explicitly through:• Direct instruction (mini-lesson)• Address Common Core Standards • Comprehension strategies• Decoding strategies and other reading strategies.
• Modeled reading – reading/thinking aloud
• Shared reading – examine excerpts of literature
STRUCTURE OF A MINI-LESSON
• Connect – Link to past learning & set purpose for new learning• Teach – Model and explain using shared literature • Engage – Immediate application using shared
literature• Link – Restate strategy and purpose…”Today and
everyday…,” Set immediate goal for application during independent practice.
MODELED READING
• Teacher reads portion of the text aloud• Students do not have a copy of the text• Teacher models oral reading fluency• Teacher models application of a reading strategy• Engages students in quality literature• Exposes students to a wide variety of texts
SHARED READING
• Interactive reading experience • Students join in or “share” reading of a big book or
other enlarged text.• Students may also have a copy of the text (i.e.,3-5
novel study)• Students apply reading strategies with scaffolded
support from the teacher• Provides students with common reading experiences
to use with strategies. (i.e., building prior knowledge, making connections, and making inferences)
• Engages students in quality literature• Exposes students to a wide variety of texts
INDEPENDENT PRACTICE
• A process in which readers work collaboratively or independently to apply what has been taught in the mini-lesson.
• Students work independently, in pairs/trios, in small heterogeneous groups (literature circles/book clubs) or small homogeneous groups (guided reading/strategy groups).
• Teachers confer with individuals to support and assess application of strategies/skills taught during mini-lesson.
The Teacher:Strategy Groups
Guided Reading GroupsReading Conferences
The Students:Independent ReadingLiteracy Stations
Book Clubs/Literature Circles
During Independent
Practice…
INDEPENDENT READING
• Students read a text at their independent level. (determined by running records)
• Students practice applying reading strategies taught in mini-lesson
• Respond to text in reading journals, notebooks or using post-it notes.
• Students can use time to take an Accelerated Reader Quiz
• Benefits:• Builds fluency• Strengthens comprehension• Increases vocabulary• Builds background
CONFERRING•A time when the teacher meets individually with a student to converse with him or her about his/her reading.
• Teachers praise, question, suggest and extend what has been taught in the mini-lesson in order to ensure students apply what has been taught utilizing a book at his/her independent level.
• During a conference, teachers may invite students to share during the End Share or suggest that he/she attend Strategy Group.
WHAT THE RESEARCH SAYS…
• In one of the most extensive studies of independent reading yet conducted, Anderson, Wilson, and Fielding (1988) investigated a broad array of activities and their relationship to reading achievement and growth in reading.
• They found that the amount of time students spent in independent reading was the best predictor of reading achievement and also the best predictor of the amount of gain in reading achievement made by students between second and fifth grade.
Guided ReadingA teacher works with a small group of children who have similar reading levels (running records) or ZPD levels (STAR data).
The teacher uses multiple copies of literature of various genres to focus on the implementation of reading strategies.
Students read texts on their instructional level.
The teacher takes anecdotal notes while observing and assessing the students’ independent application of strategies taught during the mini-lesson.
Strategy Group
A teacher pulls together a small group of students who need similar coaching or support.(i.e., decoding strategies, making inferences, finding main idea)
Students are grouped according to the reading strategies they need help with, not by reading level.Students practice the strategy using their own leveled text.
Groups change depending on the individual needs and goals for every student.
VIDEO EXAMINATION
://www.scholastic.com/browse/video.jsp?pID=1740031591&bcpid=1740031591&bckey=AQ~~,AAAAAFv844g~,BASb5BU03X_ZEY56uwAU7gEpilrQWj3f&bctid=45518513001
INTRODUCING
The Structure of a Writing Workshop
Lesson
WHAT IS WRITER’S WORKSHOP?
IT IS A FRAMEWORK FOR WRITING INSTRUCTION AND PRACTICE IN
THE CLASSROOM.
Follows a predictable pattern of:• Mini-Lesson (5-10 minutes)• Independent Writing/Conferring (20-30 minutes)• Sharing (5-10 minutes)
COMPONENTS OF A WRITING MINI-LESSON
•Connect• Writers access prior knowledge and hear
the teaching point
Examples of teacher talk: Yesterday we …
Today I’m going to …
COMPONENTS OF A WRITING MINI-LESSON
•Teach• Lead by the teacher• Fewer student voices contributing• Focus on one skill, strategy, method, etc.
Examples of teacher talk: I want to show you …
Watch and notice how I …
COMPONENTS OF A WRITING MINI-LESSON
•Engage• Writers get a quick opportunity to try out
new skill or strategy• All writers are involved• Ways to actively engage all writers:• Together on a shared piece of chart
paper• In writer’s notebook, folder, or draft• Turn and talk with a partner
COMPONENTS OF A WRITING MINI-LESSON
• Link• To bring closure to mini-lesson• Link to what class has previously learned and
what they will do moving forward
Examples of teacher talk: So today and everyday …
Now you know that writers … As you continue your writing you may want to …
INDEPENDENT WRITING TIME
• Time for all writers to write daily•Writers determine what they will write about within the given genre•Writers use their writer’s notebook or folder to organize writing
CONFERRING
•Occurs during independent writing•Writers seek out partners to confer with for opinions, suggestions, etc.• Teachers confer with individual writers or small groups during this time
SUGGESTED QUESTIONS FOR CONFERRING
• At start of conference:• How’s your writing project going?• Tell me what you are writing about?• What can I help you with?
• During conference:• Why are you writing this?• What are you planning to happen next?• What can you do to help the reader see/hear/feel, etc.?
SHARING
• Writers given opportunity to share their writing• Allows writers to learn from each other
and see/hear good examples of writing• Writers get to practice oral presentation
skills• Important part to workshop• Develops sense of community
CONSISTENCY OF PROCEDURES AND ROUTINES
• Procedures and routines make classroom run smoothly• Writers know what to expect from day to day• Writers understand how to carry out procedures
and routines and can do so independently • Set up a writing environment that aids writers in
understanding procedures and routines
VIDEO
• http://www.schooltube.com/video/6a90f63c4c7ceaf10/Writing%20Workshop