Balanced Literacy Parent Meeting_narrated
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Transcript Balanced Literacy Parent Meeting_narrated
Balanced Literacy
at
Irwin Academic
Center
October 24, 2013
Session Objective:
Develop a better understanding of the
Balanced Literacy framework and how it
is being implemented at Irwin Academic
Center.
Balanced Literacy is NOT…
A curriculum
A set of materials
A program
A kit
Balanced Literacy is…
• A model for instruction
• A framework for organizing instruction in
reading and writing.
Writing
Independent
Reading
Balanced Literacy
Balanced Literacy
consists of…
• Balanced Expectations
– The teacher provides high expectations, yet the
children are able to work on their individual
instructional level.
• Balanced Content
– A balance of activities in reading, writing, and
speaking using models from quality literature.
• Balanced Responsibility
– The teacher knows how to gradually release the
responsibility of learning to the children.
Balanced Literacy
consists of…
• Balanced Variety
– 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!
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
Comparing
Imagine It & Balanced Literacy
Imagine It
Balanced Literacy
Teaches reading skills and
strategies
Teaches reading skills and
strategies
Teacher models skills
Teacher models skills
One grade level selection for
every student per week from basal
textbook
Self-selected texts on students’
independent reading level
Weekly test used for assessment
Assessment consists of:
conferencing, daily work, post-its,
cold reads and quizzes
Gradual Release of
Responsibility
•
Balanced Literacy Framework
Writing
Independent
Reading
Balanced Literacy
Writing
Writing
Includes
• shared writing
• interactive writing
• guided writing
• writing conferences
• independent writing
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)
Independent & Supported Reading
Independent
Reading
Includes:
• independent
reading during
Readers’ Workshop
• Conferring with
teachers
Includes:
• Interactive Read
Alouds
• Readers’ Workshop
• Shared Reading
• Guided Reading
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)
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
Reading & Writing Conferences
1. Research
2. Compliment
Begin conversation using open ended
questions, collect prior to or look at post-its and
make observations, easier to do beforehand
“catching kids on the edge of greatness”,
should lead to the teaching point, be specific
3. Decide/Teach
Think about what you will teach, plan for how
you will teach it, have reader practice what you
taught them, a mini-mini lesson
4. Link
Reiterate what you have taught and encourage
students to do this often as they read
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
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
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
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
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.”
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!”
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.
How Did We Do?
Windshield Analogy