Balanced Literacy at Irwin Academic Center

1. Balanced Literacy at Irwin Academic Center October 24, 2013

2. Session Objective: • Develop a better understanding of the Balanced Literacy framework and how it is being implemented at Irwin Academic Center.

3. Balanced Literacy is NOT… • A curriculum • A set of materials • A program • A kit

4. Independent Reading Writing Balanced Literacy Word Work Supported Reading Balanced Literacy is… • A model for instruction • A framework for organizing instruction in reading and writing.

5. Balanced Literacy consists of… • BalancedExpectations • The teacher provides high expectations, yet the children are able to work on their individual instructional level. • BalancedContent • A balance of activities in reading, writing, and speaking using models from quality literature. • BalancedResponsibility • The teacher knows how to gradually release the responsibility of learning to the children.

6. Balanced Literacy consists of… • BalancedVariety • The teacher provides a variety of genres and teaches reading and writing across the curriculum. • Balanced Environment • The teacher, parents, and community work together to support the use of reading and writing across all disciplines Reading and Writing are Essential Tools for Learning!

7. Why Balanced Literacy? • a way to meet and exceed Common Core Standards • allows students to work on their individual levels • provides and avenue for teachers to teach learners of ALL abilities • ensures all components of literacy are taught daily

8. Comparing ImagineIt & Balanced Literacy

9. Gradual Release of Responsibility

10. Independent Reading Writing Balanced Literacy Word Work Supported Reading Balanced Literacy Framework

11. Writing Includes • shared writing • interactive writing • guided writing • writing conferences • independent writing Writing

12. Structure of Writing Workshop Mini-lesson (whole group 7-10 minutes) Independent Writing Time (approximately 20-45 minutes depending on grade level) • Students • Writing Mid-Workshop Interruption (whole group 1 – 2 min) • Teachers • 1:1 Conferencing • Strategy Groups Continue Independent Writing Time Share (whole group 3-5 minutes)

13. Independent & Supported Reading Independent Reading Includes: • independent reading during Readers’ Workshop • Conferring with teachers Includes: • Interactive Read Alouds • Readers’ Workshop • Shared Reading • Guided Reading Supported Reading

14. Structure of Reading Workshop Mini-lesson (whole group 7-10 minutes) Independent Reading Time (approximately 20-50 minutes depending on grade level) • Students • Individual Reading • Partner Reading • Reading Response Mid-Workshop Interruption (whole group 1-2min) • Teachers • Guided Reading Groups • Strategy Groups • 1:1 or 1:2 Conferring Continue Independent Reading Time Share (whole group 3-5 minutes)

15. Architecture of a Mini-Lesson • Whole Group,10-15 minutes • Purpose: build a specific skill • brief, explicit teaching opportunity • teacher’s chance to talk • 1 teaching point (as concise & clear as possible) • Follow a consistent architecture

16. Reading & Writing Conferences

17. Word Work Includes: • Phonemic awareness • Phonics (letter/sound relationships) • Morphemic analysis (using word parts to denote meaning) • Automaticity of sight words • Spelling patterns and rules • Vocabulary • Decoding • Greek and Latin Roots Word Work

18. What are Irwin Classrooms Using for Word Work? • Words their Way: • Developmental • Phonics, vocabulary, and spelling instruction • Students move through a continuum • Vocabulary their Way: • Focus on content-specific vocabulary • Word sorts • Vocabulary strategies Word Work

19. What Can You Expect to See in Classrooms? • Meeting area • Anchor charts & explicit examples • Classroom library • Less whole class instruction • Set routines and procedures • Reading and Writing Conferences

20. What Can You Expect to See in Classrooms? • Student Collaboration/Engagement • Less worksheets • Reader’s Theater and Literature Circles • Book Clubs • Read Alouds and Think Alouds • Independent Reading and Writing • More informational/ nonfiction reading and writing

21. How Can You Help at Home? • Visit the local library • Read with your child daily • Allow them to read aloud to you • Read aloud to them • Do a combination and share the responsibility of reading • Help them to select a variety of books • Fiction • Non Fiction • Assorted Genres • Engage in conversation about the books • Ask thought provoking questions • Share your thoughts with them • Help your child find “just right books.”

22. Finding a Just Right Book Step 1: Turn to any page near the center of the book. Step 2: Hold up a finger each time you arrive at a word that is difficult to read and/or understand Step 3: Follow the “Five Finger Rule!”

23. How Can You Help at School? • Volunteer in your child’s classroom. • Read with children. • Level classroom library books. • Donate materials and resources. • Post-it notes • Beanbag chairs • Support the PTA. 

24. How Did We Do? • Windshield Analogy