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Balanced Literacy in the 4-8th Grade Classroom

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Laura Gold

on 10 May 2017

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Transcript of Balanced Literacy in the 4-8th Grade Classroom

Balanced Literacy in the 4-8th Grade Classroom
Simulation Re-cap
SCHEDULE
- read-a-loud (15)
- mini-lesson (10) -
- independent reading (20)
- journaling and jotting (10)
- share out (5)

Balanced Literacy
A comprehensive, differentiated approach to reading and writing instruction designed to help all students learn to read and write effectively

Delving Deeper into Balanced Literacy Components
1. How does this connect to the gradual release of responsibility model?
2. How does this connect to the 'workshop model'?
(HINT: "I do", "we do" and "you do")
Laura Belfiglio Gold
Teacher Education Department
MS C&I: Reading Language Arts in the Intermediate Grades
TEC 612



1. Address questions from previous session
2. Simulate balanced literacy classroom focusing on:
* Reader's Workshop model
* gradual release of responsibility model
3. Identify and define key components of balanced literacy, amplifying
our understanding of Cecil, chapter 1.
4. Discuss class organization and management of a balanced literacy
classroom
4. Explore daily, weekly and unit/spiral planning
5. Review teacher assessment tools including reading logs,
equity cards, student and parent surveys
6. Examine TC Bottomline document
7. Reflect on the session


1. What were the most scaffolded
(teacher supported) moments?
2. What were the most independent?
3. What makes this "balanced"?
4. How does this connect to the Cecil
reading?

Let's look at the schedule again!
Turn and Talk:
SCHEDULE
- read-a-loud (15)

- mini-lesson (10)

- independent reading (20)

- journaling and jotting (10)

- share out (5)
Let's Attached Components of Balanced Literacy to the Schedule
- think a loud, word study (vocabulary development),
modeled, guided and independent listening/speaking
- modeled and guided practice gradual
(release of responsibility - "I do", "we do", "you do")
- independent and shared reading,
conferring, 1-to-1 and small group work,
formal and informal assessment
- guided and independent writing
- guided and independent listening and speaking
Session #2 Goals
How does this connect to components of balanced literacy?
Balanced Literacy - Areas of Emphasis
* reading * writing
* speaking * listening
* viewing * word study
* assessment

* reading

* writing

* speaking/
listening/
viewing

* word study

* assessment
"I do" "we do" "you do"
Balanced Literacy and Gradual Release of Responsibility
read-a-loud shared/guided independent
think alouds
modeled reading
modeled shared/guided independent
modeled supported independent
modeled guided independent
formative/ conferring self-reflection summative

Turn and Talk:
Writing Workshop
Read Alouds -
foster the love of reading and expose students to a variety of vocabulary, language patterns, story structures, genre and authors. The text may be at a higher readability level than the level of the students because a proficient reader is reading and thinking aloud throughout.

Shared Reading-
Text is enlarged so students have visual access. The texts may be a 'big book', on an elmo or smartboard or multiple copies of a text. The teacher models what a skilled reader does with text (strategies, comprehension, text features, etc.). Students engage with the text over a series of repeated readings for a variety of purposes.

Guided Reading-
Students work in small groups and are matched to text by their instructional level. Students read the text with coaching by the teacher to develop print concepts, use of cueing systems and use of reading strategies. The teacher is also observing and assessing students to make decisions for appropriate text selection and teaching points.

Independent Reading -
Students read text independently to build volume, fluency, for information, and to apply strategies learned in read aloud, shared and guided reading in text at their independent level.

Literature Circles or Book Clubs -
Literature circles are a student's equivalent an adult book club. The aim is to encourage student-choice and a love of reading. The true intent of Literature Circles is to allow students to practice, develop the skills and strategies - in particular conversational techniques - of good readers.


Reading Workshop
How to schedule it all????
Upper Elementary

90 minute block
- read-a-loud (15)
*
- mini-lesson (10)
- guided practice (10)
- independent and guided
reading/book clubs (25)
- journaling and jotting (10)
- word study (15)
- share out (5)


* NOTE: let's talk about recess
Middle School
60-80 minute block
- independent reading,
guided reading (20-30)
*
- journaling and jotting (5-10)
- mini-lesson (10)
- guided practice (10)
- read-a-loud/word study (10-15)
- share out (5)

NOTE: let's talk about passing period
Shared Writing-
Teacher and students compose text together. The teacher writes while scaffolding children’s language and ideas.

Interactive Writing-
Used especially for young children, whereby the students have the opportunity to practice their writing skills in a safe and creative environment. The students choose the topic and the length. The teachers respond without correcting or criticizing the spelling, grammar or writing style, but rather modeling more appropriate forms of writing.

Guided Writing-
Designed to teach a specific skill or strategy to the whole group, a small group, or individuals and to give children practice with writing. Each child has his own writing materials and space. The children do the writing, but are supported as needed by a teacher who provides instruction through mini-lessons and conferences.

Independent Writing-
Children write their own pieces by themselves. The purpose of independent writing is to practice using the writing skills and strategies they have learned through shared, interactive and guided writing.

Investigative Writing-
Investigative writing is writing that is meant to defend a thesis while exploring various areas of a topic. It sets out to investigate a topic and report the findings to the reader. It is an extremely versatile form of writing that can span all kinds of topics and genres. It can be anything from a newspaper article to an entire book based on one specific research subject.

Word Study

* Phonemic Awareness * Phonics *Spelling

*Vocabulary * Grammar * Site Words * Word Structures


These components are usually taught in small groups or whole class throughout the week in approximately 15 minute increments 3-4 times a week.

Balanced Literacy is deep-rooted in the belief that teachers should be constantly aware of students' individual needs and progress.

Informal and Formal Assessment Tools

* Running records - DRA, Fountas and Pinnell and others
* Teacher Observations
* Student conversations/conferring
* Oral Reading Samples
* Written Responses to Literature
* Writing Samples
* Portfolios
* SBAC/Formal Assessment Tools
* District assessments
* Student reflections
* Quizzes, tests, etc.

...and so many more!

Assessment
Listening/Speaking/Viewing
* Oral, Visual and Technological Communication
* Conferring/Conversation/Discussion
* Presentation
* Performance/Drama/Skits/Poetry
* Film-making
* Lyrics/Singing
* Research
* VTS/Visual Representation

What about..dun...dunt..duh
CLASSROOM MANAGEMENT???
Turn and Talk
Setting Up Your Classroom!
Reader's Workshop - Goals and Structures
I explain it DAY #1
Writer's Workshop - Goals and Structures
Practice, Practice, Practice!
Common workshop 'personalities'...

* wanderers
* bobbers
* chatterers
* fakers
* copiers
* derailers
I explain it DAY #2
Turn and Talk - have you seen these characters in
your classroom? How do you deal with them so that
they, too, can enjoy and benefit from workshop??
MY FINAL THOUGHTS?
...take it on one piece at a time

...take it slowly so your students can have mastery of structures and concepts

...take it on with reverence of reading...not teaching
Balanced Literacy is complex so...
Or as my daughter (and poet Billy Collins) stress...
DON'T KILL THE BOOK (OR POEM)!
Components of the Classroom that HELP with management!
1. What have you seen?
2. What do you FEAR?
It's true. Without classroom management it is virtually impossible to have an effect balanced literacy program. So how do you develop the structures and classroom set-up that supports balanced literacy using a workshop method?
TURN AND TALK
1. What aspects of Readers Workshop have you seen, or taught in your classroom?

2. What were the challenges/rewards?

3. What would you like to try?
Turn and Talk
What seems logical in each schedule?
What are the challenges?
Now let's go over the other components we did NOT simulate today!

(I promise we will in future sessions!)
Balanced Literacy and Workshop Model

Warm-up or activity - often used for transitions or to review/reflect on previous lessons

Mini-lesson - "I do"

Guided Practice - "We do"

Independent Practice - "You do"

Share out
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