Balanced Literacy: Classroom Layout, Scheduling,

Establishing Routines

Welcome!Please make a name tag, grab a snack

and a handout.

Celebrations

Norms

• Cell phones on vibrate• No side talking• Stay on task• Start & end on time

Session Objectives

Participants will…• Review definition of Balanced Literacy• Discuss options for classroom layout.• Identify ways to schedule and manage the

literacy block.

What is Balanced Literacy

• An approach that develops life-long readers and writers

• Authentic reading & writing through several components to meet the needs of each student

• Teachers are informed decision makers, using assessment to drive instruction

What Balanced Literacy is NOT

• A program• A swinging pendulum: phonics to whole

language• Teaching all students the same way (fair is not

always equal)

Classroom Configuration

What messages are we sending?

8

Traditional Classroom

How it looks… What it says…• Teacher:

“I am the teacher. You will do as I say. Listen to me.”

• Students:“We are supposed to do what the teacher says. The teacher’s way is THE way”

T

9

Connected Rows

How it looks… What it says…• Teacher: “I have the

information. I want you to be part of my group, but I’m not ready for you to be on your own.”

• Students: “Watch the teacher. Stay in your seats. That’s where you do your work.”

T

10

Horseshoe

How it looks… What it says…• Teacher: “We will

work together to learn. I’m not going to be the only one thinking. I’m interested in what you have to say.”

• Students: “We are going to be expected to think and participate. The teacher will lead our discussions.”

T

11

Table Groups

How it looks… What it says…• Teacher:

“We will be learning together in lots of ways.”

• Students: “We are ALL learners and will work together. My ideas are valued here and will be used to help others.”

Small Groups

Area

TWhole Group Area

Classroom Configuration

12

Classroom Configuration

13

Classroom Configuration

14

Classroom Configuration

15

Classroom Configuration

Classroom Configuration

Classroom Configuration

Turn and talk

Routines vs. Schedules

• The terms routines and schedules are often used interchangeably.

• Schedules represent the big picture—the mainactivities to be completed daily.• Routines represent the steps done to complete

the schedule.

Routines vs. Schedules

• Routines and schedules need to be taught directly.

• Routines and schedules may vary.• Based on level of children’s interest• Should be inherently flexible (to allow for firedrills, field trips, etc.)

Routines• Activities and procedures that occur regularly• Often involve a series of responses• Literacy Block routines may include:

Consistent signal for attention Entry procedure and task that uses lesson reading skills Transition procedures/routines Independent work procedures Materials procedures Small group procedures Exit procedures from today’s lesson

Daily Schedule

“You will never ‘find’ time for anything. If you want time, you must make it.”

-Charles Bruxton

Daily Schedule

• Maximize instructional time to meet student needs

• Blocks of time for literacy instruction– K-2 180 minutes total– 3-6 120 minutes total

• Sequence of classroom activities• Sample schedules in handouts

Turn and talk

Planning and Managing Small Group Instruction

26

Flexible Groupings

• Students are grouped according to similar needs.• They read texts that are about the same level and the same complexity. (Reading level conversion

chart handout)• They are about the same level in their word-solving

ability.• Groups change as needs change.

27

Student Proficiency Levels Number of Times to Meet With Levels

Exceeding grade level expectations;

above grade-level students

1-2 small group reading lessons per week

Meeting grade level expectations; on grade-level students

2-3 small group reading lessons per week

Not meeting grade level expectations; at-risk students

4-5 small group reading lessons per week

Below grade level expectations; students needing intensive interventions

4-5 small group reading per week

28

Scheduling• How much time can you allot to small

group reading? 60 minutes• Create a small group rotation schedule • Goal: three to four groups daily• See sample schedules handout

Small Group Reading60 minutes a day

Mon Tues

Wed

Thur

Fri

A A A A A

B B B B C

C D C D

What does the rest of the class do during small group instruction?

• Silent independent reading• Workstations• Process writing• Reading Response Journals• Reader’s Theater• Literacy Circles

31

Turn and talk

Instructional Priorities• Know the children• Create a firm daily plan• Focus instruction on the highest priority first• Ask yourself “Why?”• Gather data each day• Keep the kids and parents appraised• Who is doing the work – Gradual Release of

Responsibility

More information…“Questions for Creating a Classroom Environment for Literacy”

Reflection & Evaluation

Write 3 things that you gained from today’s training.Write 2 things that you are still wondering about.Write 1 goal to take back and implement in your

classroom.

35

Thank you for your attention!

Sources

36

- Debbie Diller, Spaces & Places, 2008

- Dr. Mary Louise Hemmeter, Vanderbilt University, Center on the Social and Emotional Foundations for Early Learning website

- Massachusetts Department of Education website

- Mrs. Meacham’s Classroom Snapshots website

- Hubbard’s Cupboard website