1. Jennifer Evans
Assistant Director ELA
St. Clair County RESA
Evans.jennifer@sccresa.org
http://www.protopage.com/evans.jennifer#Untitled/Home
2. One of the most important things we
can do as educators is to provide
students with ample time for reading
and writing.
It is necessary to have a classroom
structure in place that supports the
other students in their literacy learning.
Management and routines are key!
3.
4.
5.
Work with a partner and develop a list of what
you believe balanced literacy is.
6. An approach for teaching literacy that is widely used in classrooms.
A comprehensive, differentiated approach to reading and writing
instruction.
A Balanced-Literacy Program “combines explicit instruction, guided
practice, collaborative learning, and independent reading and writing”
(Tompkins, 2010) on a daily basis.
Teachers differentiate instruction based on student needs.
Balanced literacy incorporates all reading approaches realizing students
need to use multiple strategies to become proficient readers.
10.
In order to create a literacy environment
within your classroom, what things must be
considered?
* traffic flow
* rich language environment
*rule/procedures
* management of materials
*good lighting
* preferred seating
*interests levels
* leveled library * noise level
*relevant activities * file folder games at level
*trust * comfort
* safety *vision
* work to keep engaged
*goal setting
11.
In order for a guided reading group to be
successful, the rest of the students in the
class need to be involved in meaningful
literacy activities.
12. Whole-Class Meeting
Area (This includes my
easel, rug, directors
chair, etc.)
Book Shelves for My
Classroom Library
My Bulletin Boards (My CAFE
board, Homeworkopoly, 6
Traits Board, Writer's &
Reader's Workshop, All
About Me Board, etc.)
Check In/Paper Work
Area for Students
Computers
Materials/Supplies Set
Up
Desks/Tables
13.
The sisters – setting up your classroom: (6 min. )
http://www.choiceliteracy.com/books-dvdsdetail.php?id=57
Classroom set-up: (pictures)
http://workshopteaching.weebly.com/classroo
m-set-up.html
14. At your table, take turns
sharing examples of
meaningful activities for
students to do.
Each time you share,
place your chip in the
center.
Take notes of
meaningful activities
you would like to use.
Everyone must share
before you share again.
16. Literacy develops
best through social
interaction and
dialogue with others.
Guided reading is
essentially a carefully
managed “social
occurrence”.
17.
18.
Traditional Reading Groups
◦ Groups remain stable in composition.
◦ Students progress through a specific
sequence of stories and skills.
◦ Introductions focus on new vocabulary.
◦ Skills practice follows reading.
◦ Focus is on the lesson, not the student.
◦ Teacher follows prepared "script" from the
teacher's guide.
◦ Questions are generally limited to factual
recall.
◦ Teacher is interpreter and checker of
meaning.
◦ Students take turn reading orally.
◦ Focus is on decoding words.
◦ Students respond to story in workbooks or
on prepared worksheets.
◦ Readers are dependent on teacher direction
and support.
◦ Students are tested on skills and literal
recall at the end of each story/unit.
Guided Reading Groups
◦ Groups are dynamic, flexible, and change
on a regular basis.
◦ Stories are chosen at appropriate level for
each group; there is no prescribed
sequence.
◦ Introductions focus on meaning with some
attention to new and interesting vocabulary.
◦ Skills practice is embedded in shared
reading.
◦ Focus is on the student, not the lesson.
◦ Teacher and students actively interact with
text.
◦ Questions develop higher order thinking
skills and strategic reading. Teacher and
students interact with text to construct
meaning.
◦ Students read entire text silently or with a
partner.
◦ Focus is on understanding meaning.
◦ Students respond to story through personal
and authentic activities. Students read
independently and confidently.
◦ Assessment is ongoing and embedded in
instruction
19. Mini-Lesson (10-15
minutes): explicit
instruction of skills and
strategies
Read Aloud
Think-Aloud
Shared
Reading
Independent and
Small Groups (4560 minutes):
Independent
Reading
Collaboration
Discussions
Guided Reading
Modeled
Reading
Assessment
Review
Conferences
Assessment
Reinforce/Extend/Re
-teach skills
Centers/Menus
Shared Learning
(10-15 minutes):
time to share and
talk about reading
Sharing Projects
Author’s Chair
Assessment
Status check
Review
23. Teacher reads selections
aloud to students.
Benefits:
•Students are introduced to
a variety of texts
•Students hear fluent
reading
•Teacher shares her thinking
(Think Alouds)
•Students are provided with
quality writing models
24. What it Looks Like:
All Eyes on One Text
Reading Together
Repeated Readings
of New, Familiar and
Favorite Texts
Supported Skills
Fluency and Phrasing
Love for reading
Comprehension
Word familiarity
Phonemic
awareness/phonics
Safe environment
25. Teacher works with small, flexible groups of
children who have similar reading strengths &
needs.
Guided Reading
Small groups at the
same reading level
Prepares students for
the next reading level
Teach the skills within
their instructional level
Books match their
instructional reading
level
Small Group Strategy
Lessons
Small groups that are
skill based
Students may or may
not be at the same
reading level
Differentiated
Instruction
Books match their
independent reading
level
26.
Students read texts
that they have chosen.
Books should be “Good
Fits”
◦ Meet their need (to
inform, entertain, or
persuade them)
◦ Match their interests
◦ At an appropriate reading
level
Students are given time
to actually read.
Students are
encouraged to get
comfortable.
27. Independent Level
96%- 100% Accuracy
with good
comprehension and
fluency
“Just Right”
Instructional Level
90-95% Accuracy
Students can read with
teacher support and
instruction
Frustration Level
< 90% Accuracy
“Too Hard”
31. Amount of Time
Grouping
Types of Activities
15 minutes
Whole group
Spelling
Basal story
Comprehension strategies/skills
Vocabulary
Phonics
Cooperative learning
15 minutes
Individual
Self-selected reading/journaling
30 minutes
Small groups
Guided reading
Leveled readers
Mini-lessons
Word work
30 minutes
Literacy Centers or
Literature Circles
Fluency
Comprehension
Vocabulary
Phonics
Spelling
Read and response
32. Amount of Time
Grouping
Types of Activities
10-15 minutes
Whole group
Mini-Lesson
15 minutes
Individual
Self-selected reading/journaling
10-15 minutes
Whole group
Mini-lesson
30 minutes
Small groups
Guided reading
Read to Self
Word work
Read to Partner
Write about Reading
10-15 minutes
Whole group
Mini-lesson
30 minutes
Literacy Centers or
Literature Circles or
Guided Reading
Conferring
Read to Self
Read to Partner
Word Work
Listen to Reading
Discussions
Guided Reading
33.
When trust is combined with explicit instruction,
our students acquire the skills necessary to
become independent learners. Students will
continue their learning even when they are not
being “managed” by the teacher. (p. 18)
Providing choice
Establish routines
Explicitly explain why
Build Stamina
Good-fit books
Anchor Charts
Correct Modeling
37. 70% of all
students in
grades 4-12
are low
achieving
writers.
9th grade
students in
the lowest
25% of their
class are
twenty times
more likely to
drop out.
50% of high
school
graduates are
not ready for
college level
composition
courses.
38. “Assigning writing
is easy. Teaching
writing is really
hard.”
“We need to teach our
students to read like
writers and write like
readers.”
Kelly Gallagher, Author and Teacher
http://www.kellygallagher.org/index.html
39. The most effective strategy to improve writing…
Increase the amount
and quality of writing.
41. How Often
• Everyday
• Everyday
• Everyday
How Long
• KDG – 45
minutes
• 1st Grade –
45 minutes
extending
to 60
minutes
• 2nd – 12th
Grades – 60
minutes
When
Management
Why
• Beginning
the first day
of school
• Same
format used
everyday
• Consistency
• Consistency
• Consistency
• A single
block of
time at the
same time
everyday
• Same rules
and
procedures
used
everyday
• Keep it
simple
42.
Grades 1-5
K staple small unit booklets for their
notebook
Specific directions for grades 2-5 in WriteWell
Write everyday
43.
44.
The teacher writes in
front of the students
demonstrating a
writing strategy, skill
or convention of
written language
Teacher often shares
her thinking as she
goes through the
writing process.
46. Guided Writing
Teacher works with a
group of students with
similar strengths &
needs.
During interactive writing, the
teacher and the students may
“share the pen.” The class may
share ideas and write a piece
together. Or, the students and
teacher may write back and
forth with one another, possibly
in journals, on charts or sticky
47.
Students are
expected to choose
their own topics.
Students go
through the writing
process at their
own pace.
Published pieces
are assessed using
a rubric.
48. Research
Decide
Compliment
Teach
•Ask “What are
you working on
as a writer?”
•Have the
student read
aloud his/her
work
• Synthesize what
is learned
• Decide what to
compliment:
“What has this
child done that I
can name and
make a fuss
over?”
• Decide what to
teach: “What
does this child use
but misuse? or
“What is nearly
there in his or her
writing that I can
help them with
right now?”
•Point out
writing
strategies the
child used well
•Say “I like how
you…”(give
specific
example)
•Teach only one
thing
•Teach to the
compliment
•Teach to
today’s
teaching point
•Negotiate a
strategy
When choosing your teaching point think: Of all the options I have, what can I teach
that will make the biggest difference for this writer?
49. What to look for when deciding what to confer
about…
•
Structure
•
Meaningful
•
•
– Focused
– Beginning, middle, end
– Moves across time or space
– Writer cares about it
– Reader learns from it
Narrative strategies
Conventions that enhance
–
–
–
–
–
All caps – WOW
Bold – Wow
End marks – Wow!!!
Italics – Wow!
Stacked Words - One!
Two!
Three!
53.
Mini-lesson : Teacher explicitly teaches a skill in
Practice: Students practice the skill independently
Sharing: Students share what was learned and how
phonics, spelling, vocabulary, reading, or writing
or with a partner
it will help us in everyday reading and writing
55. Informal Assessments
Listening In
Turn and Talk
Formal Assessments
Teacher/Student Conference
notes
DIBELS
Running Records
Pre/Post Assessments
Notes From Small Group
Instruction
Observations
Hand Signals
Rubrics
Journals
MEAP/NWEA/STAR ReadingMath
DRA
Comprehension Tests
Self-Evaluations
Published Writing
On Demand Writing
Presentations
56. Rubrics are often used to
evaluate students’ academic
achievement and growth.
57. Small Groups
Guided Reading
Ability grouping
Literacy centers
Whole Group
Read-alouds
Modeled reading and writing
Mini-lessons
Shared reading/writing
Independent
Independent reading and
writing activities
Teacher-Student
Reading/Writing workshop
Reading/Writing
conferences
58. The teacher's role is:
◦ to guide and model literacy behavior for children to emulate.
◦ to meet the needs of all the children in the classroom which
include physical, emotional and intellectual growth.
◦ to create an environment filled with meaningful, inviting and
authentic activities, employing developmentally appropriate
teaching techniques.
◦ to engage students in experiences that make literacy events
meaningful and help the students make connections and build
on their prior knowledge.
◦ to maintain an environment that places an emphasis on
meaningful dialogue, negotiated meaning, and understanding
facilitates authentic literacy experiences.
◦ to create a classroom environment that supports emerging
readers and writers through
modeling, scaffolding, monitoring, and facilitating classroom
talk .
◦ to encourage students to develop their own unique interest
and abilities.
◦ to create an accepting and inviting atmosphere for learning.
59.
60.
61. 1. Plan and
Organize Your
Classroom
4. Use Data to
Group Students
2. Develop Your
Schedule
3. Establish
Clear Routines
and Expectations
5. Determine
Instruction
6. Prepare
Relevant
Activities at Level
7. Progress
Monitor
8. Readjust and
Plan Instruction
62. Work by yourself or with a partner to develop:
1. What your
classroom will look
like (sketch it out)
2. What your
schedule will look
like (write it out)
3. List your
routines and
procedures to
explicitly teach
63. Log In and Select Your Grade
Review the Table of Contents
Skim & Scan the Units
Notas do Editor
In a balanced-literacy approach, students will have authentic opportunities to use strategies and skills in reading and writing.
Traffic flow, rich language environment, rule/procedures, management of materials, good lighting, preferred seating, interests levels, leveled library, have at least 7 books per child, noise level, relevant activities, file folder games at their level, trust, comfort, safety, vision, work to keep engaged, goal setting
“Reading aloud to students is another way to demonstrate how much you value reading, and it also becomes an opportunity to teach students about the rewards that reading brings” (Graves, 59). Readalouds occur throughout the day within a balanced literacy program. During read aloud time, the students gather on the whole group carpet area while a text is read aloud. Read alouds provide time for new genres, cultures, themes, and social issues to be introduced. If read alouds are thoughtfully selected, they can be used to teach reading strategies and vocabulary. According to Teaching Reading in the 21st Century, “What you choose to read aloud can serve to entice students to broaden the scope of their reading interests” (Graves, 59). During read alouds, the students are granted a glimpse inside the teacher’s head when think alouds are used. During the reading, the teacher may pause and share what she is thinking. This serves as a model for the students so that they are aware that real readers have a constant conversation running in their heads. Read alouds are also beneficial in providing a model of quality writing. During writer’s workshop, we often refer to mentor texts to help us improve our writing. By having some trusty texts, students will be able to model their writing after their favorite authors. Lastly, read alouds create a sense of community. “The social nature of reading in the company of others can become a powerful motivating force, encouraging students to read, to read with understanding, and to share their ideas with others. When students have the opportunity to talk with one another about what they read, they come to realize that there are many ways to understand and respond to a text, and they also have the opportunity to enlarge their understanding and repertoire of responses by listening to the responses of others.” (Graves, 60)
We rely heavily on this instructional approach in kdg and first grade, when students are emergent readers and are learning how texts work and stories go.
Having time to actually read for pleasure is essential if a child is to become a real reader. During independent reading time, students read texts of their own choosing. The teacher should be knowledgeable about current literature and should be able to assist the students in selecting “good fit” books. At the beginning of the school year, and as needed throughout the year), students need to be taught how to select “good fit” books. During independent reading, the classroom teacher may conference with individual readers. During a reading conference, the teacher checks in to see how the student is doing, teaches a strategy, and a praise point. The teacher may listen to the student’s reading and then give one strategy that the student may use. Or perhaps the teacher will help the student select a “good fit” book. After the teacher shares a strategy, she should give a praise point and then move on to another student. These conferences allow for the teacher to assess the students reading progress and to see which students need help with what. By providing time for the students to actually read, the teacher is showing the student that she values reading. “Anderson, Wilson, and Fielding (1998) discovered that among the fifth-grade students they studies, 50 percent read 4 minutes a day or less; 30 percent, 2 minutes a day or less, and 10 percent not at all” (Graves, 59). If students are to become better readers, they need to be given time to actually read!
This is just a model of what a normal day may look like. However, when doing a class novel, the timing may change.
This is just a model of what a normal day may look like. However, when doing a class novel, the timing may change.
Research presented April 12, 2011 – Kelly Gallagher workshop session on writing @ Macomb ISD
Assign and assess writing does not teach students the knowledge and skills needed to become better writersWriteWell is designed around the format of Writer’s Workshop where teachers teach students minilessons as well as teach them to read like writers and write like readers.
Model/coach students to elevate their writingRead lots of mentor texts in the genre – have them look at the text with the thought “What did the writer do that I could do?”Turn & talk about the “how” Show them by writing in front of students – write in front of the class and think aloud during the process, modeling about 5-7 minutes at a timeWriteWell is about quality vs. quantity
Structure similar to 90-minute reading block – whole group, small group, independent work
We all know the importance of modeling reading. It is just as important to model for the students the qualities of good writers. Modeled writing generally occurs more often in the primary classrooms as the students are beginning to develop as writers. In upper grade classrooms, the teacher may choose to model specific craft or convention lessons. All students may not need the modeled writing lesson, so the teacher may pull just a small group for the writing lesson. Modeled writing generally occurs within Writer’s Workshop time, but it may also occur in content areas also.
Guided writing generally occurs during Writer’s Workshop. When the rest of the class is working independently on their pieces, the teacher may pull a small needs-based group and teach them a specific writing strategy. The teacher informally assesses the students during the writing conference and then uses that information to guide the guided writing group. Interactive writing can take many forms with the classroom. Within the classroom, the students are expected to journal. Often the teacher responds to the child in the journal. If a piece is too personal, the student may choose not to share the piece with the teacher. Interactive writing also occurs when the class writes a piece of writing together. The students and the teacher may “share the pen” and contribute sections of the text. If journals are being used, it is important for the teacher to, “Read and comment on the journal as often as possible” (Graves, 375).
Within the balanced literacy approach, independent writing takes up the majority of the Writer’s Workshop approach. Students are expected
Share “Conferring Talking Points” handout
The Fountas and Pinnell word study is a collection of minilessons that enable teachers to help children attend to and learn about how words work. The lessons are to be connected with word solving in reading and writing across the curriculum. Children learn to solve words on the run, while reading for meaning and writing to communicate. This is a comprehensive word study program that focuses on letter/sound relationships, spelling patterns, High frequency words, word meaning, word structure, and word solving actions.
Students are often informally assessed on their reading and writing development. The informal assessments allow for the teacher to quickly decide which students need remediation, more practice or enrichment with specific skills and strategies. Teachers may informally assess their students by simply listening in as the students are talking with their peers. High level questioning should be used to guide student conversations. Teachers may informally assess the students reading and writing development by utilizing journals. The journals allow a quick peek into the students’ heads and show the students’ strengths and weaknesses. Formal assessment are also used within the classroom. Many of the formal assessments are mandated by the school district or state. The formal assessments are used to guide my instruction. Students will earn their grades by earning points. Many of the scores will come from rubrics. Rubrics are sent home on a biweekly basis so you know how your child is doing in the classroom. Students will be evaluated on the quality and quality of reading journals, reading logs, written responses, active participation during discussions, published pieces of writing, comprehension tests, and quantity of writing produced during Writer’s Workshop.
I will use different groupings throughout the day in order to meet the students’ needs.
