Title: Balanced Literacy and the Common Core: Part 1
1Balanced Literacy and the Common Core Part 1
- Pender County Schools 2013
2Planning 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
3Comprehensive needs survey(2012-2013 school year)
K-2 RESULTS
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)
4Comprehensive needs survey(2012-2013 school year)
3-5 RESULTS
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)
5Balanced 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 Aloud Shared Reading Guided
Reading Independent Reading Shared
Writing Interactive Writing Guided
Writing Independent Writing
Times for Balanced Literacy Grades K-2 Read Aloud
20-30 min Shared Reading- 15-20 min Independent
Reading 10-30 min Guided Reading 90 min. (work
stations) is a bare minimum. Recommend 120.
Times for Balanced Literacy Grades 3-8 Read Aloud
15-20 min. Mini Lesson 15-20 Shared Reading-
?? Independent Reading 20-30 min Guided Reading-
90 min.
Handout 1 Balanced Literacy Framework
6Studying Figure 3-2, Figure 3-3 3-4 pg.26-28
- Relationship Between
- Teacher Support
- and
- Child Control
- Four Kinds of Reading/Writing
- Levels of Support
7- Lets 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
8EXAMPLE Asking questions
- Reading Aloud Using David Wiesners, Tuesday,
students will be prompted to ask questions based
on illustrations. -
- Shared Reading Using Gail Gibbons, 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 -
9EXAMPLE 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 Whats 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
Whats 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.
10Importance 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-dont 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
- Lets talk about different classroom structures
for mini lessons
Handout 3 Mini lesson importance
11(K-2)Chapter 4 Designing and Organizing the
Classroom pg.51(3-5) Chapter 6Making it Work
Organizing and Managing Time, Space, and
resources
- Designing and Organizing the Learning
Environment - Analyze YOUR classroom
- Left 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
- Lets Share Your T-Charts
Handout 4 - T-charts
12Self 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
13Chapter 8 Dynamic Grouping
- Sorting
- Activity
- Comparing Traditional Small Groups and Dynamic
Guided Reading Groups
Handout 6 Traditional vs. Guided Reading
answer sheet
14Lets Talk about Forming Groups
- How do you use data to form groups and guide
instruction?
15Chapter 6 Using Assessment to Inform Teaching
- What will we have right away?!
- mClass Reading 3D
- K-3 current and 4th Grade EOY from 3rd Grade
- 4-5 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
16Next 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, lets form/refine your
groups and create a rotation schedule
17Next 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
18Next 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
students 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
19Lets Take A Look at A Few Examples
- Which lesson plan example fits your teaching
style?
20Lets Connect
- Watch video and follow along using your lesson
plan template. - Using Jan Richardsons
- Next Steps
21Lets dig in to our resources!
- Our new county resources
- http//teacher.scholastic.com/products/guidedreadi
ng/ - Also, dont forget about your additional school
resources. ?
22Lets Apply
- Create one guided reading lesson for one of your
classroom groups
23Preparing 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
24Preparing 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)
25Preparing 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?
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27- 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
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30Literacy 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