Transcript Research and Best Practice - Southeast Education Alliance

Balanced Literacy
Our journey began with….
A Goal of establishing a system wide literacy plan.
Actions
 Examination of core reading resources & procedures
 Analysis of reading performance in all schools
Findings
 Very inconsistent
 Low reading performance
Actions
 Established committee with Principal representation
and teacher representation from each school.
 Development of a consistent plan based on input and
aligned with:
State Board of Education Goals
DCS Strategic Plan Goals
State Literacy Plan Goals
Common Themes derived from teacher input included:
Balanced Literacy
Staff Development
Lead Literacy Teachers at Schools
Key Resources
1. Teri Marsh – Literacy Consultant
Graduated from Wingate University
Twenty –eight years of experience
Taught grades K-5
Curriculum Specialist for eleven years
Ongoing Training in Reading and Writing – Columbia University
(Beginning eleventh year)
2. Lead Literacy Teachers
3. Leveled Libraries – 4680 titles per school
4. Staff Development for Principals and Teachers
What is Balanced Literacy?
Consists of Five literacy components.
1. Shared reading (10-15 minutes daily)
2. Reading Workshop (60 -70 minutes daily)
3. Writing Workshop (40-60 minutes daily)
4. Word Study (15 minutes daily)
5. Read Aloud with Accountable Talk (15-20 min. daily)
Read Aloud with Accountable Talk
 15- 20 minutes daily
 Well planned
 Mentor texts
 Students gather on carpet
 Students sit with assigned partners
 Teacher thinks aloud to demonstrate engagement
 Teacher prompts students to “Turn and Talk”
 Teacher listens and coaches as needed
 Picture books may last over a couple days
K-2 Shared Reading
Consistent daily framework for:
 Close Reading
 Fluency
 Thinking about Meaning
 Exploring Letters and Words
 Exploring Language
 Exploring Genres
3-5 Shared Reading
Consistent daily framework for:
 Fluency
 Previewing
 Literal comprehension
 Authors Craft- Analyzing
 Exploring language and how it works
 Exploring how words work
 Exploring interpretation
 Exploring inferential thinking
 Exploring genres and sub genres
Looks like……
 Students on carpet next to their partners.
 Shared reading text is displayed on Promethean
Board or chart paper. ONE piece of text is used for the
entire week.
 Analogy charts and vocabulary charts are created and
displayed around the room.
Sounds like…
 Teacher reading the text, modeling fluency
and intonation
 Students choral reading
 Teacher thinking aloud and prompting
students for a specific purpose
 Students brainstorming with partners
 Students processing the text with partners
Three week cycles each genre:
1. Poetry
2. Fiction
3. Non Fiction
Reading Workshop
 Mini lesson- Explicit teaching
Partner conversation/formative assessment
 Independent Reading-Fluency
Stamina
Comprehension/Thinking
Writing about reading - RN
Volume
 Guided Reading-small group instruction
formative assessment
goal setting
comprehension, fluency, word attack
Reading Workshop
Book clubs- analytical thinking
conversation to grow ideas around the text
goal setting
writing about reading
Partner work-support
practice
conversation to grow ideas around the text
comparing/contrasting information and thoughts
*All through Units of Study
Reading Notebooks
Writing Workshop
 Same format as RW
 Mini lesson
 Independent writing
 Small group and individual conferring
 Partner work
Genres are studied through Units of Study
Word Study
Differentiated to match the needs of
the student.
Reading Workshop
Mini lesson
Turn and Talk
Independent Reading
Leveled text
Engaged readers
Conferring with students
Writing about Reading
Processing unfamiliar
words
Recording thoughts about
characters
Partner work
Preparing to talk
Growing ideas with
partners
Starts in Kindergarten
Conferring during
Independent Reading
Independent Reading
Bookroom
Let’s watch
Authentic
Reading and Writing ALL Day!
A Plan
for
Duplin
County