Balanced Literacy

The Journey Has Begun

By June 2015, all CMS teachers will be fluent and comfortable in the practices of Balanced Literacy

Rationale for Balanced Literacy

• Common Core State Standards require an increase in rigor of reading instruction

• Prior to implementation of BL students read only 7 – 8 minutes/day

• BL provides a safe, structured and highly motivating opportunity to read on a daily basis

• How well your child reads is determined by how much they read

A Typical Structure for Reading WorkshopMinilessonMinilesson

Connection, Teaching Demonstration, Active Engagement, Link to Work

Independent Reading TimePrivate Reading Time

(Mid Workshop Teaching)Partner Reading Time

(Teacher confers with individual readers and may work with small groups of readers during reading time.)

Teaching Share TimeMinilesson Reinforcement or

Minilesson Preview orMinilesson Add-On or

Problem Solving

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To determine independent reading levels analyze:

Reading 3D DataMAP DataRunning RecordsConference Notes

Read and Write Every Day

• Students make choices about what they read

• Every day time is devoted to independent reading after a strategy has been taught in a mini lesson

• Teachers will conference with students and keep records of those conferences

• Guided reading groups for small groups working on same strategy

Words Their Way

Students are given a spelling inventory to determine stage of word knowledge

5 Stages: • Emergent Reader• Beginning Reader• Transitional Reader• Intermediate Reader• Advanced Reader

Stages for Spelling

Assessment

• Common Assessments• Cold Read Passages with questions

on skills taught• Evaluate graphic organizers• Assess reading response journals• Performance tasks

Long Range Goal

Students must be proficient as readers, writers, and speakers to be successful, contributing adults and lifelong learners.

Every child in every classroom, every day, deserves the chance to behave like and enjoy the pleasure of being a good reader.

Questions?