Instructional Practices of the Literacy Block

Sampson G. Smith Intermediate School Monday June 28 th 2010 Presenter: Mr. Chris Lowrey AUSSIE Literacy Consultant [email protected]

Icebreaker – Can you identify what these people do?

•

O scar Arias Sanchez

• Alex Rodriguez • Steve Jenkins • Cate Blanchette • Margaret ‘Molly’ Tobin

Brown

• Jet Li • • Slash • Susan B Anthony • • • Budd Abbott • • • Brian Cambourne • • • • •

Costa Rican President Yankees Slugger American Children's author Australian Actor Titanic survivor and woman who was determined to break the rules of "high society” Chinese Actor/Martial Arts expert Guns N Roses/Rock Band Guitarist Women's Rights Activist Comedian from New Jersey Educator famous for ‘Conditions of Learning’

The Reading Workshop – Balanced Literacy Instructional Practices

• Shared Reading • Read Aloud • Guided Reading • Partner Reading • Reciprocal Teaching • Book Clubs / Literature Circles • Independent Reading • Conferring • Share Out

The Writing Workshop – Balanced Literacy Instructional Practices

• Modeled Writing • Shared Writing • Interactive Writing • Guided Writing • Independent Writing • Conferring • Share Out

Conditions for Learning

provide explicit demonstrations of the strategies proficient readers use believe all students can learn and have uniformly high expectations for them as learners provide a safe learning environment that encourages students to take risks give responsive feedback as you guide students’ attempts

successful learning occurs when you:

provide a print rich, stimulating environment and a program that students will want to engage in provide opportunities for students to practice in authentic situations

BALANCED LITERACY Teacher provides maximum support

Read Aloud Modeled Writing Shared Reading Shared Writing

Gradual Release of Responsibility Continuum

Guided Reading Guided Writing Independent Reading Independent Writing

TO

Immersion & Demonstration

WITH

Demonstration Expectation Responsibility Use/Practice

Engagement BY Student takes major responsibility

Approximation, Response & Feedback Modified for presentation by Deanna M. Albert, Ph.D.

Gradual Release of Responsibility Observe, listen and respond Participate and respond Attempt with support Practice and problem solve Introduce and model of the comprehension strategy (Read aloud) Demonstrate how the strategy works in a shared setting ie mini-lessons Support students as they practice the strategies in small group settings Small group guided reading Observe, students as they practice independently Adapted from AUSSIE Interactive 2005

Jigsaw activity

Read the following articles from your packets in groups… • An overview of balanced literacy • Values of the balanced literacy block components • Settign up your classroom • Learning areas • Balacned literacy Classroom checklist Highlight a maximum of 10 key words/phrases And report back to the group

A Balanced Literacy Block

Modeled Reading and Writing Demonstrated for children Shared Reading and Writing Demonstrated for and done WITH and BY children Guided Reading and Writing Done BY children WITH teacher support Independent Reading and Writing Done By children Collaborative Reading and Writing Done BY children With peers  Experience with literacy and literature  Explicit Instruction  Time to connect and reflect  Knowledge and understandings of literacy  Strategies and Skills  Confidence and Independence

The Writing Workshop

Time Allowed Instructional Practices Explicit Instruction Independent Practice including Guided and Collaborative Practice Reflection

The Reading Workshop

Time Allowed Instructional Practices Explicit Instruction Independent Practice including Guided and Collaborative Practice Reflection

Mini Lessons

• What is a mini lesson?

• The mini-lesson is part of a balanced Literacy Workshop and provides a short (5- to 15- minute), structured lesson on a topic related to language arts. • Topics are selected by the teacher and based on student need or curricular areas. ...

Mini Lessons - Activity

• Design a lesson to deal with the issue of your students working terribly in groups!

• You are frustrated as most of your students tend to retell rather than summarize, design a mini lesson to counter this.

• Design a revision mini lesson designed to bring out the students voice in their writing?

• Your students are spelling the most basic words incorrectly – design a lesson to combat this.

(Look at handout for 300 common words)

Shared Reading

W hat is Shared Reading?

Shared Reading is exactly what it sounds like - It is a time for sharing a story and reading together! Shared reading in our kindergarten classroom may include echo reading

(students echoing the words after the teacher)

, choral reading

(students reading at the same time as the teacher) or other predictable words in the story)

support.

, or fill in the gap reading

(teacher reading the majority of the text and then pausing for students to fill in and say rhyming words

. All of these ways of reading are ways to encourage early reading enjoyment and success with a high level of teacher During shared reading, students focus on both the pictures and the text to make predictions and to generate meaning. Most shared readings begin with a 'picture walk' in which the teacher guides students through a preview of the story, asking questions to elicit words and phrases that are used in the text. The book is then read to students and predictions are checked against the text of the story. The book is revisited among several days. Further comprehension of the story takes place through questioning and discussion of each story

(the author's choice of words and the illustrator's pictures)

, through acting out the story, making puppets and retelling boards, reviewing elements of the story

(setting, characters, problem, solution)

, and putting pictures of events of the story in order.

Once students are familiar with the story, we also look more closely at the text. We mask certain letters and go on word hunts for small high frequency words such as I, the, to, etc. We also play with the sound of the text. Students might be asked to listen carefully to the story and be asked to round up all the rhyming words they hear or words that begin with a certain sound. We also frequently brainstorm other words that rhyme or begin with the same sound. They may be asked to determine the number of claps

(syllables)

in a word or the number of parts

(sounds)

carefully to a word that is stretched out and put it together to figure out the word from the story.

in a word. Sometimes, students will need to listen There are many learning opportunities during shared reading!

During Shared Reading students are learning to....

• track print from left to right and word by word • predict and infer • enjoy and participate in reading with a high level of support • build a sense of story • expand their vocabulary • find letters and sounds in context • attend to concepts of print

(spacing, capitalization, punctuation)

• sequence the events of a story . focus on story elements

(characters, setting, beginning, middle, end)

.

What kinds of small group instruction do we use in our classrooms?

Think - Pair - Share Report out and chart View Animal School video

What came to mind about differentiation of instruction as you viewed the slideshow?

How does small group instruction enable you to support differentiation?

Write two reasons independently, then turn to a partner and share them.

Make a group of four, share your reasons and chart.

What are the most important reasons?

Circle them on your chart.

Guided Reading

One Form of Small Group Instruction

What is Guided Reading?

Write your responses in groups of four (4).

Use the activity sheet provided to respond.

For example

Guided Reading is: • • •

Activity – Guided and Shared Reading in action. Watch a series of short videos with a focus on : • What is the teacher doing?

• What are the stduents doing?

• What is the mini lesson and/or stratgey being attempted?

A Classroom Management Plan

Group One Group Two Group Three Group Four Activity Guided Reading Literature Circles Writing from I.D.R

Content Area Research Activity Writing follow up from Guided Reading Writing – Reading Response Word Study Guided Reading

Management of Groups

Must include: • Learning centers • Task management board • Independent reading for an extended period of time.

How to Select, Introduce and Use Leveled Text

Examine a suitable text!

Use the “SEEDFOLKS” text and identify the challenges in: • Concepts, ideas and information • Text structures and vocabulary • New or tricky words

“SEEDFOLKS”

• Watch the Guided Reading lesson where the “SEEDFOLKS” text is used.

• Using the lesson planner, “back plan” onto the planner, adding to or amending what you have already noted • Share your plan with another person

Reciprocal Teaching and Book Clubs

Two additional forms of small group instruction

Begin by reviewing and confirming understandings about Guided Reading

Reciprocal Teaching

Using Reciprocal Teaching in Shared Reading

One way of introducing Reciprocal Teaching strategies is through modeling with whole class shared reading

Teachers can use:

• The Orbit chart or overhead • National Geographic overhead

Reciprocal Teaching

View

Pat Carney, Grade 4 teacher using reciprocal teaching strategies

• What are the roles in Reciprocal Teaching?

Students?

Teacher?

Text choice?

• Chart to compare with those in Guided Reading

The Language of Response

• I agree because… • I disagree because...

• I also noticed...

• I’d like to add that...

• I didn’t understand...

• Say more about what you mean.

• I don’t understand what you mean.

• Can you show where that is in the text/illustration?

• What is your evidence?

• Why do you think that?

• I think the author meant...

• How do you know that?

• We’re getting far away from the text.

• What does the author say that makes you think that?

A Third Form of Small Group Instruction

Literature Circles Or Book Clubs

Literature Circles in Action

1. Form groups ( 4-5 people ) 2. Discuss how strategies might be used when reading “The Giver”.

Try and use each of the 4 (predict, clarify, question, summarize) strategies from • Reciprocal Teaching and add: • making connections • visualizing and inferring using narrative text structure

Modeling a Book Introduction

"Jonas," she said, speaking not to him alone but to the entire community of which he was a part, "you will be trained to be our next Receiver of Memory. We thank you for your childhood." Then she turned and left the stage, left him there alone, standing and facing the crowd, which began spontaneously the collective murmur of his name.

"Jonas." It was a whisper at first: hushed, barely audible. "Jonas. Jonas." Then louder, faster. "JONAS. JONAS. JONAS." With the chant, Jonas knew, the community was accepting him and his new role, giving him life, the way they had given it to the newchild Caleb. His heart swelled with gratitude and pride.

But at the same time he was filled with fear. He did not know what his selection meant. He did not know what he was to become.

Or what would become of him.

Lois Lowry is an award-winning author who has written many popular books. She lives in Cam-bridge, Massachusetts.

Teacher provides maximum support

Gradual Release of Responsibility Instructional Practices

Read Aloud

TO

Immersion & Demonstration Shared Reading Guided Reading Reciprocal Teaching Literature Circles Independent Reading

WITH

Demonstration Expectation Responsibility Use/Practice

Engagement BY Student takes major responsibility

Approximation, Response & Feedback Modified for presentation by Deanna M. Albert, Ph.D.

How can you best manage time and resources to enable

–Guided Reading –Reciprocal Teaching and –Literature Circles

to become part of the instructional routine of your classroom?

Read Aloud and/or Shared Reading Independent Reading Guided Reading Lit.

Circle Independent reading Writing Writing related to small group reading Social Studies Science Response to Independent Reading Response to Read Aloud Writing related to writer’s workshop

And finally,

• Questions • Evaluations • Professional Development Certificates • Attendance / Sign in sheets

Thank you for participating in today’s workshop