Balanced Literacy - byroncenterliteracybyroncenterliteracy.weebly.com/uploads/1/6/1/5/... · Franny K. Stein Mad Scien7st Day 1 . . What’s the problem in the world, what’s the

Balanced Literacy How ALL the pieces fit together?

Kate DiMeoByron Center Public Schools

8/22/16

BALANCED LITERACY

Reading Read Aloud Shared Reading* Reading Workshop

Writing Modeled/Shared Writing*

Interactive Writing* Writing Workshop

Language

Speaking and Listening

* In upper elementary, these blocks come in and out as needed and are often structures embedded in small group work.

To, With, By Read Aloud •  Students are

gathered around the teacher

•  Teacher reads to the students

•  Text is beyond the students reading level (often frustration/challenging)

�Reading Aloud w/ Accountable Talk and Interactive Read Aloud (and close reading)

Stop and ThinkStop and ActTurn and TalkStop and Jot Stop and Draw

Shared Reading. . .

To, With, By Shared Reading •  Students and teacher

are gathered around a common text (all eyes on text)

•  Teacher reads with the children

•  Text is at the students instructional level

Read Aloud •  Students are




Shared Reading

•  Readingandsubsequntrereadingofasmallpor4onofatextfor3-5days

•  Modelsandprac4cesfluencydaily•  Layersaddi4onalreadingstrategies•  10minutesperday•  Largegroup(smallgroup)•  Textisaround1levelabovewhatstudentsarereadingindependently(atmoststudentsinstruc4onallevel)

Possible 5 Day Shared Reading Plan

•  Day 1-Building background, cross checking, word solving and using word parts to determine meaning

•  Day 2-Fluency•  Day 3-Comprehension•  Day 4-Lifting a Mentor Sentence to

study punctuation





Word Work •  Targets where you want

readers to move

Guided Reading •  Common text set up/

introduced by the teacher

•  Students read independently, kids are coached

•  Text is instructional





Guided Reading Group What is Guided Reading?

Fiction

NonFiction

Who needs it?

How often?

What might that look like?

Text Introduction

Teach into the Level

Link/Share





Word Work •  Targets where you want

readers to move

Guided Reading •  Common text set up/

introduced by the teacher

•  Students read independently, kids are coached

•  Text is instructional





Reading Workshop •  Students spread

around the room•  Students read

independently (teacher offers 1:1 or small group support)

•  Text is at the students independent level

Conference

Moving from the one on one conference . . .

Compliment

Research Decide Teach

. . . . . .to Strategy Groups

1:2, 1:3, 1:4

MovingtoSmallGroup

Strategy Group

• Who needs it?• What does it look like?• How might you use it?

Planning for a Strategy Group

3Days•  ToOIenusethereadaloudoravideoclipPromptcardsorvisual•  WithGuidedprac4ce/coachingSharedwri4ng/Sentencestarters•  ByProgressions,checklists,self-assessment,goalsePng,assessment

FrannyK.SteinMadScien7stDay1..What’stheproblemintheworld,what’stheprobleminthebook,howdoestheproblemgetworse,howdoesthebookproblemgetresolved?Day2...LearningtowriteabouttheproblemusingsharednotesAssignment...Flagspotsinyourtextwhereyoufindtheproblem,theproblemgePngworseortheresolu4onDay3...Writelongabouttheprobleminyourtextusingthechecklistforsupport

Strategy Groups

Supporting Writing Through . . .

Shared Writing Interactive Writing

What does this author do that can be “copied” by students? What are the craft moves of the author?

Can we use this text for writing too?

Small Group on Small Actions to Show Internal

Thinking •  Day1....dialoguetags,specificallysaywhatthecharacteristhinkingorwecouldusesmallac4ontoshowinternalthinking

•  Day2...Reviseapassagetogether•  Day3...Shareapartwhererevisedinternalthinking,choosea“bit”tocurateintotheirbookmark

Revise ....Wesawabrightlightcomingtowardsusanditwasscreaming?“Babyseaturtlesmightbehatching,”thewomansaid.“What?”mysistersaid.“Yes,”themothersaid.Thebabyseaturtlesarereadytohatch.“Awesome!”mycousinscreamed.

Tools that Support Small Group Instruction

For more information about this resource, visit, http://heinemann.com/products/E07816.aspx

What makes this chart effective?

And what’s not so great about this one?

How might a chart work for a small group?

Teachingmyfriends.blogspot.comSubmi]edbyMicheleSmyth

Bookmarks

Student Curated Bookmarks

Macro-ProgressionsWriting Pathways K-8

May be photocopied for classroom use. © 2014 by Lucy Calkins and Colleagues from the Teachers College Reading and Writing Project. Writing Pathways: Performance Assessments and Learning Progressions, Grades K–8 (Heinemann: Portsmouth, NH).

Learning Progression for Opinion/Argument Writing, PreK–Grade 6Pre-Kindergarten Kindergarten Grade 1 Grade 2 Grade 3 Grade 4 Grade 5 Grade 6

STRUCTURE

Overall The writer told about something she liked or disliked with pictures and some “writing.”

The writer told, drew, and wrote his opinion or likes and dislikes about a topic or book.

The writer wrote her opinion or her likes and dislikes and said why.

The writer wrote her opinion or her likes and dislikes and gave reasons for her opinion.

The writer told readers his opinion and ideas on a text or a topic and helped them understand his reasons.

The writer made a claim about a topic or a text and tried to support her reasons.

The writer made a claim or thesis on a topic or text, supported it with reasons, and provided a variety of evidence for each reason.

The writer explained the topic/text and staked out a position that can be supported by a variety of trustworthy sources. Each part of the text helped build her argument, and led to a conclusion.

Lead The writer started by drawing or saying something.

The writer wrote her opinion in the beginning.

The writer wrote a beginning in which he got readers’ attention. He named the topic or text he was writing about and gave his opinion.

The writer wrote a beginning in which he not only gave his opinion, but also set readers up to expect that his writing would try to convince them of it.

The writer wrote a beginning in which she not only set readers up to expect that this would be a piece of opinion writing, but also tried to hook them into caring about her opinion.

The writer wrote a few sentences to hook his readers, perhaps by asking a question, explaining why the topic mattered, telling a surprising fact, or giving background information.

The writer stated his claim.

The writer wrote an introduction that led to a claim or thesis and got his readers to care about his opinion. The writer got his readers to care by not only including a cool fact or jazzy question, but also by telling readers what was significant in or around the topic.

The writer worked to find the precise words to state his claim; he let readers know the reasons he would develop later.

The writer wrote an introduction to interest readers and help them understand and care about a topic or text. She thought backward between the piece and the introduction to make sure that the introduction fit with the whole.

Not only did the writer clearly state her claim, she also told her readers how her text would unfold.

Transitions The writer kept on working. The writer wrote his idea and then said more. He used words such as because.

The writer said more about her opinion and used words such as and and because.

The writer connected parts of her piece using words such as also, another, and because.

The writer connected his ideas and reasons with his examples using words such as for example and because. He connected one reason or example using words such as also and another.

The writer used words and phrases to glue parts of her piece together. She used phrases such as for example, another example, one time, and for instance to show when she wanted to shift from saying reasons to giving evidence and in addition to, also, and another to show when she wanted to make a new point.

The writer used transition words and phrases to connect evidence back to her reasons using phrases such as this shows that . . .The writer helped readers follow her thinking with phrases such as another reason and the most important reason. She used phrases such as consequently and because of to show what happened.

The writer used words such as specifically and in particular to be more precise.

The writer used transitions to help readers understand how the different parts of his piece fit together to explain and support his argument.

The writer used transitions to help connect claim(s), reasons, and evidence and to imply relationships, such as when material exemplifies, adds to, is similar to, explains, is a result of, or contrasts. The writer used transitions such as for instance, in addition, one reason, furthermore, according to, this evidence suggests, and thus we can say that.

Micro-progression

Learning Progression

Demonstration Notebook

Documents

Balanced Literacy - byroncenterliteracybyroncenterliteracy.weebly.com/uploads/1/6/1/5/... · Franny K. Stein Mad Scien7st Day 1 . . What’s the problem in the world, what’s the