Building Literacy for Life

1. TM Building Literacy for Life

2. Training Objectives

3. Turn and Talk ?

4. Four Corners Activity 1. What do you expect to see instructionally when you walk into a classroom? 2. What do you expect to see environmentally when you walk into a classroom? 3. What concerns do you face as an administrator/coach when you walk into a classroom? 4. How do you picture Benchmark Literacy looking different than what you’ve done in the past?

5. Corners Activity

6. Four Corners Activity 1. What do you expect to see instructionally when you walk into a classroom? 2. What do you expect to see environmentally when you walk into a classroom? 3. What concerns do you face as an administrator/coach when you walk into a classroom? 4. How do you picture Benchmark Literacy looking different than what you’ve done in the past?

7. Roadmap for Lifelong Literacy Metacognitive Strategies The Reading-Thinking Cycle “METACOGNITION, which is needed to use comprehension strategies well, can begin during direct teacher explanations and modeling of strategies, but develops most completely when students practice using comprehension strategies as they read.” -Michael Pressley Comprehension Strategies

8. Gradual Release of Responsibility Apply: “You do, I observe.” Teacher Guide: “You do, I help.” Share: “ I do, you do with me.” Model: “I do, you observe.” Student

9. Gradual Release of Responsibility in Reading Independent Reading Teacher Small Group Reading Instruction Shared Reading Read Aloud Student

10. What are the characteristics of:

11. Environmental Jigsaw • Look at the article An Environment for Thoughtful Literacy by Linda Hoyt. • Divide into 2 groups. • Group 1 – read pages 66 to 68, stopping at The Power of Partner-to-Partner Conversation • Group 2 – read pages 68 to 71 • Create a chart showing the important points from your reading. • Be ready to share.

12. What You See In a Thoughtful Classroom “If we are to build a literacy of thoughtfulness in which learners are held to high standards as readers, writers, and thinkers then we must hold ourselves to higher standards in the environments we craft for that learning.” Linda Hoyt, 2005 Read pp 73-75 and use the following code: • Agree -  • Questions - ? • Wow - !!

13. Teachers need a block of uninterrupted time to meet with a small group, and the other students need to be engaged in activities that provide them with opportunities to extend their literacy knowledge. Students must also know what to do if they need help while the teacher is working with others and what to do if they finish their current tasks.

14. Literacy Based Activities during Independent Reading • Partner with the administrator/coach from your school. • Create a T-chart. • Label one side K-2 and the other side 3-5. • List activities that students could do in a work station or individually while the teacher is working with a small group. • Remember the activities are literacy based and can be done without teacher support. • Be ready to share.

15. “Look-Fors” in a Benchmark Literacy Classroom – Turn and Talk! • Evidence of student learning is found in a variety of formats (e.g. anchor charts, graphic organizers, student responses, etc. are posted and accessible. • Teacher uses Benchmark Literacy resources (e.g. posters, big books and small book version, blackline masters, interactive whiteboard resources, leveled text, Reader’s Theater Scripts, Comprehension Question Cards, Teacher’s Guide, etc.) • Teacher conducts read-alouds, modeling, and think-alouds of metacognitive strategies. • Teacher provides explicit modeling and demonstration of new strategies, genre features, fluency and text structures. • Students are engaged in guided and independent practice of new strategies.

16. Teacher and students use graphic organizers to record thinking and understanding. • Teacher differentiates instruction and provides scaffolds and supports for English learners and struggling and special needs students when needed. • Teacher observes and prompts responsively to meet student needs. • Students apply strategy understandings independently, with partners, or in small groups. • Teacher link whole-group and small group instruction with independent reading. • Reading, writing, listening, and speaking about strategy understandings is encouraged throughout lessons.

17. What is guided reading?

18. Distinguishing Characteristics of Guided Reading

19. Characteristic of Guided Reading? yes no no yes no yes no no

20. Characteristic of Guided Reading? yes yes only for follow-up when fluency is the focus yes yes yes

21. What Is Guided Reading Instruction?

22. Components of Guided Reading Instruction

23. Observing Small Group Instruction • Observation schedule • Primary group –1st grade - level C • Intermediate group – 4th grade – level N • Record observations of teacher and students. • “Give me five” debrief strategy. • Reflect on the lesson and highlight the statements you want to share. • Take turns reporting what you saw or heard the students and trainer do and say. • Trainer’s thoughts about the lesson. • Participants’ questions/comments about the lesson. • I am walking away with …

24. Have a great lunch!!!