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Balanced Literacy: Enhancing Reading Skills in ECISD

Discover the principles and strategies of Balanced Literacy implemented by reading specialists in ECISD, integrating reading and writing experiences for effective literacy instruction. Explore word study, phonics, mini-lessons, and guided reading practices.

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Balanced Literacy: Enhancing Reading Skills in ECISD

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  1. Balanced Literacy K-52016-2017 Reading Specialists ECISD

  2. What is Balanced Literacy? In a balanced approachto literacy instruction, teachers integrate instruction with authentic reading and writing and experiences so that students learn how to use literacy strategies and skills and have opportunities to apply what they are learning.

  3. Balanced Literacy: Daily Routine • Word Work: 15-20 min. • Phonics (K-2): 20 min. • Word Study (3-5) 15 min. • Readers Workshop: 40 min. • Mini Lesson/Hook: 10 min. • Read Aloud and/or Shared Reading: 10-15 min. • Independent/Conference: 15-20 min. • Debrief/Share: 5 min. • Guided Reading/Workstations: 60 min. • Writers Workshop: 30 min. • Mini-Lesson: 10 min. • Independent/Conference: 15-20 min. • Debrief/Share: 5 min.

  4. Word Work Phonics (K-2) http://www.phonictalk.com/

  5. http://www.phonictalk.com/

  6. What is Word Study? Word Work Word Study (3-5) Word Study is the teaching of word patterns, orthography, derivations of English words, and the strategic use of word knowledge to decode unfamiliar words while reading and support student writing activities. (Bear & Templeton, 1998) • What does Word Study look like in my classroom? • *Word derivatives *Homographs • *Prefixes*Homophones • *Suffixes *Patterns • *Greek/Latin Roots *Base words

  7. Why is word study important to Reading Instruction? As a component of balanced literacy, word study achieves two goals;FIRSTto help students become fluent readers with a strong vocabulary, andSECONDLY, to give students the opportunity to fully explore and manipulate words. • Word study isn’t about memorizing spelling words, but about understanding spelling patterns. • It isn’t about manipulating a random group of words, but comparing words that are phonetically similar. • It isn’t just another activity, but is a purposeful look at word analysis.

  8. Mini Lesson Rationale Teachers identify and choose effective mini-lessons as anchors for students to remember what they learned and to deepen their understanding. Teachers and students co-construct thinking about a text, lesson, or strategy so that they can return to it so remember the process. -Adapted from Harvey & Goudvis, Strategies That Work, 2007

  9. How do we know what we have to teach and model during our reading lessons? TEKS/ELPS/Figure 19 District Scope and Sequence/TEKS Resource System Analyzing the data Istation Benchmark, Unit, and Teacher Made Assessments Running Records Anecdotal Notes

  10. Mini Lesson Components Routines & Procedures Think-Turn-Talk Comprehension Purpose Questions (CPQs) Anchor Charts Elements of Understanding Imagine It Mentor Texts

  11. Guided Practice Read Aloud Individual copy of book Teachers selects and reads book to students Students converse as they think together through the text Favorite texts read repeatedly Rich in meaning and vocabulary Think Alouds Metacognition Skills Shared Reading Enlarge text or multiple copies of the text Occasional choral reading Group problem solving Lots of conversation about the meaning of the story Readers support each other Think Alouds Metacognition Skills

  12. Guided Practice with students allows the teacher to: Model fluent and expressive reading. Think aloud. Model the reading process. Review text structure. Facilitate comprehension to beginning (newcomer) and intermediate English Language Learners. Provide scaffolding for struggling readers. Provide interactions with a variety of texts. Make connections.

  13. What types of text can I use during Read Alouds? • Magazine articles • Newspaper articles • Non-Fiction • Informational Text • Biography • Autobiography • Speeches • Content area selections • Historical documents • Fiction • Novels • Short Stories • Poetry • Picture Books • Student authored writing High interest selections with absorbing plots, lively characters, and multiple layers of meaning.

  14. Independent Reading Students select just right books(at their reading and interest level)-AR books, browsing books, familiar reading books, etc. Students apply and demonstrate skills and strategies to their own books. Students leave “tracks” of their thinking on post-its Build up reading stamina Students can read alone, in pairs, or in small response groups

  15. Conference Teachers are conferring with individuals, partners, or small groups during independent reading and response time. Conferences allow time for the teacher to clarify the text for students, encourage connections with the text, assess student comprehension, and individualize instruction.

  16. Readers Response Journals - Students can keep a readers’ response journal that will reflect evidence of their learning and thinking.- This journal is used to record student responses to literature in terms of what they think or how they feel about what they are reading. Teacher can provide students with prompts.- Teachers can also bring in graphic organizers and foldables.

  17. Guided Reading MAGIC HAPPENS AT THE TABLE MAGIC HAPPENS AT THE TABLE

  18. “Do I really need to do the First 14/21 Days?”

  19. CPQ-Comprehensive Purpose Question Why and how are routines and procedures implemented to prepare for small group?

  20. Critical Components for Getting Started: 1) Allot a specific amount of time to establish routines. (2-4 weeks) 2) Provide explicit teaching of rules and procedures. 3) Model and reinforce self-regulating skills. 4) Organize classroom to accommodate different activities. 5) Phase in differentiated small group work and independent activities. 6) Monitor students’ progress.

  21. Four Phases of the First 14/21 Days What are the important points of each phase?

  22. Phase I - Rules and procedures for small groups are introduced.- Materials at the students’ independent work levels are used and explained.- A specific time frame for small groups is established. - Teacher monitors the room, but does not engage with students…at all!- Teacher debriefs with group at end of session.

  23. Workstation Rules • Speak in a quiet voice. • Share materials and ideas with others. • Be polite. • Take turns with materials and put them away. • Keep student and teacher time special.

  24. DEBRIEF • What went well today? • What were the problems today? • How might we change things to be more successful?

  25. Phase 2 of 4 What are the important points of each phase?

  26. - Rules and procedures are revisited.- Introduce the menu management board/format.- Introduce concepts of Must Do activities and -May Do choices.- Students experience one to two Must Do activities.- Students are expected to transition independently.- The teacher monitors, taking notes to help guide the debriefing session. Phase II

  27. Management Boards

  28. Management Boards

  29. Workstation Task Card

  30. Mandatory Workstations Grades K-1: • Vocabulary • Comprehension • Word Work/Phonics • Fluency • Phonemic Awareness Grades 1-2: Grades 3-5: • Vocabulary • Comprehension • Word Work • Fluency • Writing • Vocabulary • Comprehension • Word Study

  31. Exit Slips Ways to hold students accountable at workstations: Interactive learning journals (spirals) Teacher made forms to be turned in Sharing time Pocket folder for each child for finished and unfinished work

  32. Phase 3 of 4 What are the important points of each phase?

  33. Phase III No interruption concept is introduced. Menu is fully in place with one to two Must Do activities and one May Do choice. Teacher pulls one group for re-teaching or pre-teaching. Five to ten minutes of intervention takes place. Then the teacher monitors the whole group before ending or debriefing.

  34. Phase 4 of 4 What are the important points of each phase?

  35. Phase IV Students are regularly working off the Menu Board. Teacher is pulling multiple, flexible groups for intervention and extension activities (5-15 minutes). Small group time increases to meet the needs of the students. Small group time may also be split into separate sessions for preteaching or reteaching.

  36. Since most classrooms do not typically consist of 100% on-grade-level students in all areas of reading instruction, some combination of small and whole group reading instruction should occur.

  37. Guided Reading Is... K-5 K-5 • 60 minutes: uninterrupted time • 3-6 students in a group • 2-3 groups a day (20-30 min per group) • pulling lowest group each day • grouping students according to reading level using current istation data maps and/or running records • keeping materials close to your GR table • having an organized and current lesson plan notebook

  38. Guided Reading is NOT…. K-5 K-5 • round-robin reading • choral reading • a teacher read aloud • echo reading • Negotiable in your classroom

  39. Framework for Literacy Groups (K-2) • Familiar Reading/Running Record 2-3 minutes • Letter and Word Work 5 minutes • Guided Writing 5-7 minutes • Guided Reading (new book) • Book Introduction 4 minutes • Reading 8 minutes • Questioning 3 minutes

  40. Familiar Reading each child has 3-5 of the previous NEW books in bag independent reading-students select and read previously read books from their bag oral, whispered or silent reading (not choral) teacher assesses one student each day by taking a running record while other students read their familiar books

  41. Running Records yesterday's new book no more than 100 words one student tests per day, per group in K-2 other students are reading familiar books independently * in-depth Running Record training will take place on campus as needed...

  42. Letter and Word Work -driven by student weaknesses!!!-sorting letters-pulling down and naming the letters as fast as possible-write letters in sand/salt, on boards, with water pens, in shaving cream, etc.-write letters in the air (sky writing)-use sandpaper letters-phonemic awareness concepts-sight words

  43. Guided Writing • One student generates a sentence based on a previously read book. ** Tip: The child that did the running record creates the sentence. • Students do not copy the generated sentence. • The students need to say the sentence several times and count the words before they begin to write. • The students write 1 or 2 sentences while the teacher supports the writing process by teaching writing strategies.

  44. Guided Writing • All practice is done on the page above. (Sloppy Copy) • Allow students to write with markers, pens, etc. • All mistakes on the writing page (the bottom page) are corrected with cover-up tape. (Neat Sheet) • Students are held accountable for writing what they are able to write. • Have students date the bottom of each writing page.

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