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Balanced Literacy and the Common Core: Part 1

Balanced Literacy and the Common Core: Part 1. Pender County Schools 2013. Planning For Guided Reading. Design your Guided Reading Binder using these tabs: Balanced Literacy Framework/ PD documents Assessment Data

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Balanced Literacy and the Common Core: Part 1

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  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/PDdocuments • 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:

  4. Comprehensive needs survey(2012-2013 school year) 3-5 RESULTS:

  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. Let’s 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 Wiesner’s, Tuesday, students will be prompted to ask questions based on illustrations. • Shared Reading – Using Gail Gibbon’s, 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 “What’s 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 “What’s 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-don’t 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 *Let’s 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 6:Making 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 Let’s 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. Let’s 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, let’s 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 student’s 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. Let’s Take A Look at A Few Examples • Which lesson plan example fits your teaching style?

  20. Let’s Connect • Watch video and follow along using your lesson plan template. Using Jan Richardson’s Next Steps

  21. Let’s dig in to our resources! Our new county resources: http://teacher.scholastic.com/products/guidedreading/ Also, don’t forget about your additional school resources. 

  22. Let’s 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. 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

  27. 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 CarleenDaCruz 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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