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Balanced Literacy and the Common Core: Part 1

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Balanced Literacy (Chapter 3) pg.22-23 . Matching . Activity. Elements of Balanced Literacy: Word Study * Lesson Plans & Walkthroughs. The Ohio State University – PowerPoint PPT presentation

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Title: Balanced Literacy and the Common Core: Part 1


1
Balanced Literacy and the Common Core Part 1
  • Pender County Schools 2013

2
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

3
Comprehensive 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)
4
Comprehensive 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)
5
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 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
6
Studying 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
8
EXAMPLE 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
  •  

9
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 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.

10
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-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
12
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
13
Chapter 8 Dynamic Grouping
  • Sorting
  • Activity
  • Comparing Traditional Small Groups and Dynamic
    Guided Reading Groups

Handout 6 Traditional vs. Guided Reading
answer sheet
14
Lets Talk about Forming Groups
  • How do you use data to form groups and guide
    instruction?

15
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 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
16
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, lets form/refine your
    groups and create a rotation schedule

17
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

18
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
    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
19
Lets Take A Look at A Few Examples
  • Which lesson plan example fits your teaching
    style?

20
Lets Connect
  • Watch video and follow along using your lesson
    plan template.
  • Using Jan Richardsons
  • Next Steps

21
Lets dig in to our resources!
  • Our new county resources
  • http//teacher.scholastic.com/products/guidedreadi
    ng/
  • Also, dont forget about your additional school
    resources. ?

22
Lets Apply
  • Create one guided reading lesson for one of your
    classroom groups

23
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
24
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)

25
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?

26
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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

28
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29
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30
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
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