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Balanced Literacy: Reading & Writing Workshop

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Maria Elizabeth

on 10 June 2014

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Transcript of Balanced Literacy: Reading & Writing Workshop

Richfield Statistics
Language Arts:
Current Curriculum
Reading Workshop
Writing Workshop
Integrated Studies
Equitable Curriculum
21st Century Skill Building
Service Learning
All School Initiatives
Goal Setting & Reflection
Purpose-The WHY:
learning styles
Balanced Literacy
By Maria DuPont ED 554
Balanced Literacy: Reading & Writing Workshop
The District's Vision:
Proposed Curriculum Shift
Staff Involvement
Parent & Community Involvement
Student Involvement
Collaborative Effort
Diversity in...
learning styles
Only forty-one percent of students performed proficiently in reading literacy on the MCA-II in 2013
-Taught in solitude
-Responsible for all MN State Reading & Writing standards
-Teacher-Centered Instruction
-Whole class novels
"A Christmas Carol"
Edgar Allen Poe
The Watsons Go to Birmingham
The Diary of Anne Frank
-Worksheet/Packet Driven
-Limited technology use
-Projects that have not been revised in decades
Mysteries of the Universe Research
The Paper Bag Speech
Personal Brochure


Diversity in...
Calls for...
individualized instruction
high expectations
multi-cultural curriculum
flexible grouping
real world learning experiences
opportunities for success
Balanced literacy is not seen at the middle school level, this MUST change.
Balanced Literacy Curriculum: Reading & Writing Workshop
strategically targeted towards Minnesota State Standards
10-15 minutes per class
Modeling of metacognitive thinking strategies and academic language.
"I do", "We do", "You Do" - BALANCED LITERACY!

allows for exposure to higher level text/vocabulary
modeling metacognitive thinking strategies
shared experience for all students
lends itself to mini-lessons
Read Aloud: 5-10 minutes
Mini-Lessons: 10-15 minutes
Independent Work Time: 30min
-Writing/Reading Genre Studies (ex: reading a memoir, writing a memoir)
-Allows for individualized instruction- push students at own level
-Flexible groupings: based on interest, abilities, needs, etc.
-Small group extensions or reteaching
-Incorporate student choice in:
self-selected text
process of learning
product of learning
-Promotes student accountability, responsibility, self-management
Integrated Curriculum
Mini-lessons & genre study targeted to content or literacy strategies specifically used in other classes
social studies historical fiction literature circles
how to persuade or write informational text in science
Utilize an overarching inquiry question for multiple classes Ex- How does conflict influence one's decisions and actions?
Equitable Curriculum
-Multicultural literature
Example: Instead of just focusing on "A Christmas Carol", supplement with stories or plays from other cultural holidays
Show people of color in positive roles in literature

-Learning processes allow for opportunities for all learning styles to be successful

-Homework should be purposeful and capable of being done in each student's home environment

-Students' LEARNING in accordance with the standards is graded- NOT being quiet, compliant, or filling things out without learning targets being mastered.

-Honor all students backgrounds, talents, ideas, culture, and experiences through discussion, activating prior knowledge, and process of learning.
21st Century Skill Building
-Self-advocacy & responsibility
-Information, media & technology skills
-Goal setting and self-reflection
Service Learning
-Interdisciplinary focus
-Created around inquiry question
-Student driven
-Literacy skills used in a real and relevant way
-High student engagement
-Development of community
A Long Walk to Water
A non-fiction story about Salva, one of Sudan's "lost boys" who overcomes adversity and returns to Kenya to start a foundation for clean water wells.

Language Arts: First students read the book practicing literacy skills around the text in reading/writing workshop.
Social Studies: study geography, study the history of the "Lost Boys", needs of communities around the world, needs of our community
Science: study clean water, project based learning around clean water and conservation, water cycles, etc.
Math: math behind creating our service clean water project
Inquiry Question:
How does conflict affect one's decisions and actions?
Service Learning: needs of our community
-improving recycling of water bottles in our school
-improved drinking fountains/water so students are encouraged to go green
- cleaning the polluted water in the area
-ETC...whatever students come up with!
Goal Setting & Reflection
Students set goals around learning & achievement
long term & short term
students self-assess
students reflect
confer with teacher during reader/writer workshop
goals are revisited often
online student portfolios- multi-grade level
Teachers set goals around student growth, achievement and practice
Assessed in teacher evaluations, student feedback, peer coaches, QCOMP
All School Initiatives
Goal Setting around student growth and achievement
Literacy initiatives in ALL classes- not just Language Arts
Service/Community building around literacy and 21st century skills (Example: all school read one accessible, engaging book to kick off the year & build community, or little free libraries)
Professional development around reading and literacy strategies - how to implement in other classes
Common assessments aligned to MN state standards MUST be created and utilized
With only 41% of students proficient,
Richfield must work to address the needs of a changing community and respond to meet the needs of many individuals from diverse backgrounds.
The literacy skills usually taught in isolation in language arts will now be a shared effort to teach students how to be readers in writers in all disciplines.
-Professional development opportunities will need to take place so that all teachers are able to integrate literacy strategies into their everyday curriculum:
close reading
summarizing ... etc.
-All core class staff must be on board to engage in service learning and to incorporate their standards into the student driven project of focus.
-Staff collaboration is HUGE to ensure that everyones needs are being met, the literacy strategies are being utilized, and people are accountable for their goals.
The language arts classroom will shift from a teacher centered environment to a student centered environment.
Students will...
-Set and achieve goals
-take responsibility for their learning and growth
-self-select text that is engaging to them
-be readers and writers of all genre types of text in all classes
-practice 21st century skills like collaboration and use of technology
-build community and achievement through student driven service learning opportunities
-Families work to support goals outside of the classroom
-The community needs are identified through service learning and
the school will try to meet them
-Promoting an environment where reading for pleasure is possible
-Book and service learning supply donations from our local partners
-Best Buy
-Half Priced Books
-Richfield Bloomington Credit Union
-Parents and community are welcomed to donate time and talents to help one on one learning happen and to help with service learning
Standards Alignment Shift
Language Arts
1. Identify power standards that will be the major focus throughout the year in LA & in other classes
2. Make these power standards aware to all disciplines
3. Provide professional development so literacy strategies can be implemented across the students' school day
4.. Collaborate with core disciplines to come up with overarching inquiry questions (themes) that students can answer through work in each class and service learning
5. Develop language arts understanding by design units that focus on answering that inquiry question in alignment with power standards and other MN state standards.
6. Develop common assessments so teachers and students are held accountable
7. Develop goals for student growth throughout the year
8. Send curriculum shift plan to the curriculum committee to be approved
9. Assess students, analyze results, revisit goals, adjust curriculum to be responsive to student needs
Assessment of New LA Curriculum
-Common assessments at each grade level per unit
-Formative & summative assessments for each unit
-MCA test
-NWEA test (fall, winter, spring)
-Student/parent feedback
-teacher evaluations
-peer coaching
-teacher reflection
Looking Deeper:
Resource 1:
Resource 2:
Service Learning
Reading & Writing Workshop in Middle School
Curriculum Ideologies in Language Arts
Functional Literacy:
teaches students basic skills of literacy to be functional members of society
basic skill instruction
focus on phonemic awareness
does little to engage in texts critically or connect to student lives
Cultural Literacy
: focuses on teaching morals and values in a curriculum, often through classics
provides readers with common background knowledge
focuses on students needing "core knowledge" before passing to next grade level
rejects individual experience of literature
Progressive Literacy:
advocates personal discovery, student centered, liberal
personal perspectives
emphasizes content over form
based on children's interests and needs
does not examine questions of cultural and political context
focuses on individuals making own meaning
Critical Literacy:
literacy of social transformation that combines knowledge, culture, schooling, and identity making
students read the "word" and world
use dialogue to engage and analyze text inside and outside of the classroom
students make connections with the real world
Where do you lie?
Talk with your team members to identify which you most closely identify with.
This will support you as you move forward knowing where you come from and where your team members come from.
Honor all ideologies
Honor all Ideologies Moving Forward
Although balanced literacy is a student centered philosophy...

individual teachers can infuse their personal ideology through mini lessons, classroom expectations, and the literature used in independent reading, literature circles, and read alouds.
Functional skills are taught during mini lessons
Shared experiences surrounding culture and politics can be facilitated in small groups, whole group minilessons, and critically stimulating readalouds.
Discussion promotes critical thinking, "core knowledge" and development of skills needed in the real world.
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