The Balanced Literacy Block

Nikki Morgan Literacy Resource Teacher Special Education Division [email protected]

Essential Questions

• What are the important components of a Balanced Literacy Reading and Writing Workshop? • How do I differentiate work stations with various levels of ability? • How can I use informal, brief assessments to drive my guided reading instruction?

The Goal of Differentiation The goal of a differentiated classroom is maximum student growth and individual success. Differentiation is a lot like fishing… Gregory & Chapman (2002)

•

Bait the hook with the correct bait…you get more fish that way….

Meaningful literacy activities are ones in which:

Collaboration and independence are promoted Students are actively engaged Concepts and strategies are reinforced

Plan Your Space

Whole-Class Meeting Area (This includes my easel, rug, author’s chair, etc.) Book Shelves for Classroom Library and Materials Bulletin Boards Check In/Paper Work Area for Students Computers Materials/Supplies Set Up Desks/Tables

Essential Components of a Reading Workshop

Mini-Lesson (10-15 minutes): explicit instruction of skills and strategies Independent and Small Groups (45-60 minutes): Shared Learning (10-15 minutes): time to share and talk about reading Independent Reading Read Aloud Sharing Projects Collaboration Think-Aloud Author’s Chair Discussions Assessment Shared Reading Guided Reading Status check Modeled Reading Assessment Review Conferences Review Assessment Reinforce/Extend/Re teach skills Centers/Menus

Reading Approaches

Read Aloud Shared Reading Guided Reading Independent Reading

Read Aloud

Teacher reads aloud to students, asking questions before, during and after to help students make connections and build interest in the topic and reading as a whole.

Interactive Read Aloud has purposefully planned active listening strategies.

• • • • • Provides adult model of fluent reading. Models use of reading strategies.

Develops vocabulary. Encourages prediction.

Builds interest in reading.

Using a variety of prose, such as non- fiction, fiction,

Shared

share quality text through spontaneous interactions.

Reading  Promotes reading strategies.

 Develops confidence.  Improves fluency and phrasing.  Increases comprehension.

 Builds interest in reading.  Identifies elements of text.

Guided Reading

Teacher works with small, flexible, groups of students using appropriately leveled texts to observe and help individuals hone specific skills or strategies.

 Clarifies vocabulary.

 Allows for observation of individual reading skills.

 Encourages use of strategies to unlock meaning.

 Supports progress monitoring.

Graves, Graves, & Juel, 2007, pp. 256-267.

Independent Reading

A time for individual students to spend time reading a book, usually of their choosing, without interruptions.

Buddy Reading/Collaborative Reading are both forms of Independent Reading.

 Improves fluency and reading achievement.

 Communicates that reading is important.

 Increases comprehension.  Builds enthusiasm for reading.

 Offers choice of reading material.

Graves, Graves, & Juel, 2007, p. 59.

Writing

Modeled Writing Interactive Writing Guided Writing Independent Writing

Modeled Writing

Teacher models writing by thinking aloud about the writing decisions she is making.

Language Experience Approach: This approach uses the teacher as a scribe, and the child(ren) as the ‘writer’. • • • • • Develops writing strategies.

Identifies conventions of language.

Builds language skills.

Provides models for a variety of writing styles.

Supports clear and concise communication skills.

http://instech.tusd.k12.az.us/balancedlit/handbook/BLHS/blcomphs.htm

Interactive Writing

Teacher and students work together to compose written work that communicates clear and concise ideas while implementing writing strategies, proper grammar, and mechanics.

Share the pen

• • • • Provides opportunities to plan and construct texts. Develops writing skills for a variety of purposes.

Increases phonics and spelling knowledge. Applies what has been learned.

Maya Angelou Elementary

Guided Writing

“In guided writing, students create their own writing, with the teacher as guide. Activities associated with guided writing take place in small homogeneous groups of students. Teachers serve as mentors as students go through the process” (Paulson, 2008).

• • • • • Provides individual/small group instruction. Prompts students to engage in certain writing strategies.

Allows for observation of individual writing skills.

Encourages use of strategies to communicate concise, clear ideas. Increases progress monitoring in strategy use, phonics, grammar, and mechanics of writing.

Independent Writing

Independent writing time “provide[s] students with the consistent opportunity to apply and practice the skills already introduced and to cultivate their love of and comfort with writing on their own level” (Paulson, 2008).

• • • • • Increases understanding of multiple uses of writing. Develops writing strategies.

Builds confidence as a writer. Strengthens text sequence.

Supports reading development.

http://www.freewebs.com/maelementary/balancedliteracy.htm

http://instech.tusd.k12.az.us/balancedlit/handbook/BLHS/blcomphs.htm

Ongoing Assessment

• • • • • Anecdotal Records Samples of Student Work Writing Conferences Guided Reading Observations Guided Writing Observations

Components of Language/Word Study

Phonemic Awareness Phonics Instructions Vocabulary Instruction Spelling Instruction Modeled or Shared Reading/Writing Interactive Edit Handwriting

105 Minute Reading Block Example

Amount of Time Grouping Types of Activities

Mini-Lesson 10-15 minutes Whole group 15 minutes 10-15 minutes 30 minutes 10-15 minutes 30 minutes Individual Whole group Small groups Whole group Literacy Centers or Literature Circles or Guided Reading Self-selected reading/journaling Mini-lesson Guided reading Read to Self Word work Read to Partner Write about Reading Mini-lesson Conferring Read to Self Read to Partner Word Work Listen to Reading Discussions Guided Reading

90 Minute Reading Block Example

Amount of Time Grouping Types of Activities

15 minutes Whole group Spelling Basal story Comprehension strategies/skills Vocabulary Phonics Cooperative learning 15 minutes 30 minutes 30 minutes Individual Small groups Literacy Centers or Literature Circles Self-selected reading/journaling Guided reading Leveled readers Mini-lessons Word work Fluency Comprehension Vocabulary Phonics Spelling Read and response

Time

8:40 – 9:00 9:00 – 10:00 10:00 – 11:30

Subject

Morning Procedures Writer’s Workshop Reading Block

Balanced Literacy Element

Independent Writing – Journaling Independent Reading Book Selection Modeled Writing, Interactive Writing, Independent Writing, Guided Writing, & Read Aloud Shared Reading, Guided Reading, Literature Circles, Work Stations, Independent Reading, Read Aloud & Word Study 11:30 – 12:15 Lunch/Recess 12:15 – 12:45 12:45 – 1:05 1:05 – 1:35 1:20 – 1:50 Word Study Independent Reading Spelling & Word Study Self-Selected Reading & Reading Conferences Shared Reading, Read Aloud & Word Study Special Area Class Intervention Groups Reading Interventions & Enrichment 1:50 – 2:50 2:50 – 3:20 Math Content Area Shared Reading & Independent Writing Dependent upon the lesson

Post schedules and work stations clearly

Guided Reading Groups

How often should groups meet? •

Foundation, Emergent and Early groups are:

Small (3–5 students), • Meeting frequently (every day for struggling readers), • Meeting for short periods of time (10–15 minutes). • Transitional and Fluent groups are: • Larger (4-6 students), • Meeting less frequently (3 times per week), and Meeting for longer periods of time (20–30 minutes).

Quick Comprehension Tasks for Early

• B-M-E: Beginning-Middle-End Literature: Students take turns telling what happened at the beginning, middle, and end of the narrative. • Informational: Students stop at 3 sticky note points and summarize the text. • S-W-B-S: Somebody-Wanted-But-So (Literature) Students recall the character (Somebody), the character’s goal (Wanted), the conflict (But), and the resolution (So). Who & What: (Informational) Student summarizes each page by saying or writing a summary of Who the text is about and What happened or was learned.

• Five Finger Retell: (Literature) Use the fingers on one hand to recall and retell the 5 story elements. Use the palm of the hand for the theme.

Close Reading Annotations

Think Marks

Independent Level

Instructional Level Frustration Level

“Just Right” Books

96%- 100% Accuracy with good comprehension and fluency “Just Right”

90-95% Accuracy < 90% Accuracy Students can read with teacher support and instruction “Too Hard”

Management of the Reading Workshop

• • • •

Class Norms Needed Resources Scheduling Differentiated Workstations

Key to success:

• • • • • • • •

Providing choice Establish routines Explicitly explain why Build Stamina

Good-fit books Anchor Charts

Correct Modeling

Specific and immediate feedback

Needed Resources

• • • • • • • Sticky Notes & Highlighters Leveled Books & texts Reader’s Notebook Word Walls Book Boxes/Baskets Manipulatives for K-2 (letters, sight word cards, word sorts, reading phones, white boards, dice) Non-fiction Media for 3-5 (Scholastic News, Super Science Magazine, Time for Kids

Online Resources

• • • • • • • • • • • • • • • • • • • http://www.readworks.org/ Lesson plans and units of study aligned to CCSS and to various literacy skills. Free account-must register.

http://www.fcrr.org/curriculum/SCA_CCSS_index.shtm

Student Center Activities aligned to the CCSS. Directions to activities included. Great for centers, homework, etc. Match activities to IEP goals.

http://www.tcoe.org/ERS/CCSS/ELA/Resources.shtm

Tons of ELA resources. Scroll down to Bookmarks. These are a great resource for K-8. Tulare County also has Professional Development resources and Math CCSS resources.

https://safari.sandi.net/SAFARI/montage/login/login.php

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Great resources- ‘facebook for teaching resources’. Sign in with your district ID information.

https://lms.sandi.net/ Special Education resources. But start by clicking on STAFF and then SPECIAL EDUCATION. Sign in with your district ID information.

http://achievethecore.org/ Lesson plans and units of study aligned to CCSS. Student Writing samples are available. Free account-must register.