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

http://www.google.com/url?sa=i&rct=j&q=&esrc=s&source=images&cd=&cad=rja&docid=Be9ZEo16NaLlJM&tbnid=pDCjlNaAEE_AaM:&ved=0CAUQjRw&url=http://part2part3.wikispaces.com/Balanced%2BLiteracy&ei=k0HbUv-MKNSssQTe3YG4DA&bvm=bv.59568121,d.eW0&psig=AFQjCNGw2r8YUpM49jZDG0OND7ajZ0kH6Q&ust=1390187154827389

 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

http://www.google.com/url?sa=i&rct=j&q=&esrc=s&source=images&cd=&cad=rja&docid=k4Fh7HD2nsAdWM&tbnid=EuZJm3ZGmWe1XM:&ved=0CAUQjRw&url=http://mlkday2014.com/tag/lutheran-social-services/page/3/&ei=jOraUvjkGfOksQSE7oDgBw&bvm=bv.59568121,d.eW0&psig=AFQjCNFV6m9jm-mKYfhpS-CNCGNw-jHpSw&ust=1390164949844018

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