Balance Literacy
Workshop
Region 8: June 27, 2017
Schedule
9:00-9:30 Literacy Self-Assessment/Reflection and Discussion
9:30-10:30 Balance Literacy Overview
10:30-10:45 Break
10:45-12:00 Models of Balanced Literacy
12:00-12:45 Lunch
12:45-1:00 Models of Balanced Literacy Share Out
1:00-1:30 Literacy Assessment Investigation
1:30-2:50 Developmental Stages (Reading & Word Study)
2:50-3:00 Pulling It All Together
Overall Workshop Goals
1.
Re-familiarize ourselves with the purposes and best
practices of implementing a Balanced Literacy
program,
2.
Understand the importance of using assessment to
drive instruction and flexible/authentic instructional
groupings.
3.
Understand the importance of developmental stages
of learning.
Write Facts
What is a Balanced Literacy Approach?
What is a Balanced Literacy Approach?
What makes it effective?
What is a Balanced Literacy Approach?
What makes it effective?
Why is it hard to achieve?
What is a Balanced Literacy
Program/Framework?
It is a comprehensive program of
language arts acquisition. It contains
all of the components necessary for
students to master written and oral
communication.
What is a Balanced Literacy
Program/Framework?
• Areas of emphasis include:
–Reading,
–Writing,
–Speaking,
–Listening,
–and viewing.
Using the Observing a Balanced
Literacy Classroom Checklist, evaluate
your current classroom in term of
using a Balanced Literacy Framework.
While doing this, be sure to identify areas of
strength and weakness.
Let’s share out!
A Balanced Literacy Program
1. Reflection/Discussion-(in small groups)
• Did you have any “ah-ha” moments?
• Did you have any “uh-oh” moments?
2. Reflection/Discussion-(whole group)
• What were the commonalities amongst your group?
• What were the differences amongst your group?
• How does this impact your overall thinking?
A Balanced Literacy Program
• A balanced reading program includes:
– Knowing students individually (ASSESSMENT).
– Gradual Release of Instruction
(GROUPINGS/MODES of INSTRUCTION).
– Balancing instructional activities including skills
emphasis and meaning emphasis
(STANDARDS/CURRICULUM GUIDES).
Early
Language Experiences
Reading
Comprehension
Early Language Experiences
Early
Language Experiences
Background
Knowledge
Reading
Comprehension
Activation of
Background
Knowledge
Background
Knowledge
Early
Language Experiences
Reading
Comprehension
Ingredients
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2 cans tuna in water
1 can early peas
1 can cream of mushroom soup
1 cup water
1 12-oz package egg noodles
salt and pepper to taste
Tuna Noodle Casserole
Ingredients
• 2 cans tuna in water
• 1 can early peas
• 1 can cream of mushroom
soup
• 1 cup water
• 1 12-oz package egg
noodles
• salt and pepper to taste
Directions
Preheat oven to 350
degrees. Combine tuna,
peas, and soup in mixing
bowl. Add water and stir.
Place noodles in a deep 2quart casserole dish. Pour
tuna mixture over noodles
and stir. Bake at 350
degrees for 35-40 minutes.
Remove from oven and stir.
Let sit for five minutes before
serving. Serves 2-4.
Activation of
Background
Knowledge
Background
Knowledge
Knowledge
of Text
Structures
Early
Language Experiences
Reading
Comprehension
Vocabulary
How do children’s vocabularies develop?
Indirect Learning
• Engagement in oral
communication
• Listening to adults
read to them
• Reading extensively
on their own
Direct Learning
• Words
• Word-learning strategies
• using reference tools
• identifying word parts
• using context clues
Vocabulary
Children must develop . . .
Vocabulary Breadth
• Number of words
known and used
• Ease with which these
words are used or
understood
Vocabulary Depth
• Understanding of
multiple word
meanings
• Flexibility with words
• Generativity with
language
Vocabulary
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John gave Mary a present.
John gave Mary a kiss.
Mary gave an excellent performance.
The doctor gave John a shot.
John gave it his best shot.
Mary gave John a shove.
John gave a valid argument.
Mary gave in.
Vocabulary
Gave =
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bestowed
granted
awarded
devoted
administered
offered
imparted
presented
collapsed
Activation of
Background
Knowledge
Background
Knowledge
Knowledge
of Text
Structures
Early
Language Experiences
Reading
Comprehension
Breadth
of Word
Knowledge
Vocabulary
Depth
of Word
Knowledge
Reading Fluency
• Word reading
accuracy
• Automaticity or
reading rate
• Prosody
Reading Fluency
• Word reading
ACCURACY
• Automaticity or
reading rate
• Prosody
Reading Fluency
• Word reading
ACCURACY
• Automaticity or
reading RATE
• Prosody
Reading Fluency
• Word reading
ACCURACY
• Automaticity or
reading RATE
• PROSODY
Activation of
Background
Knowledge
Background
Knowledge
Knowledge
of Text
Structures
Early
Language Experiences
Breadth
of Word
Knowledge
Reading
Comprehension
Vocabulary
Fluency
Depth
of Word
Knowledge
Decoding
• The ability to convert print to speech
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Recognizing letter-sound correspondences
Blending sounds together to form words
• Most students require explicit,
systematic instruction in phonics to
develop decoding skills.
Phonological Awareness
refers to the conscious
understanding of how the
speech flow can be broken
into smaller units of sound.
Phonological
Awareness
Word Level
Syllable Level
Onset-Rime Level
Phoneme Level
Activation of
Background
Knowledge
Background
Knowledge
Knowledge
of Text
Structures
Early
Language Experiences
Breadth
of Word
Knowledge
Reading
Comprehension
Vocabulary
Fluency
Depth
of Word
Knowledge
Decoding
Phonemic Awareness
Working Memory
Capacity
Motivation
Reading
Comprehension
Metacognitive
Abilities
(regulation and repair)
Interest
What do children
need to know and be
able to do to become
successful writers?
How Do We Teach Writing?
“Teaching writing is no
different than teaching any
other subject. The teacher
has to know the subject, the
process, the children, and
the means for the children
to become independent
learners.”
Graves, 1983
Components of Effective Writing
Instruction
Focus on Established Standards/Curriculum
Utilize Writing Workshop
Teach the Six Traits of Writing
Teach the Writing Process
Monitor Progress (Assessment)
Promoting Effective Writing Instruction in the
Classroom
Sufficient Time
Modeling w/
Mentor Text
Conferencing
Mini-lessons
Sharing
Writing Workshop Model
• Mini-lesson (10-20 minutes)
• Writing (15-40 minutes)
• Sharing (5-10 minutes)
Mini-Lessons in Writing
• Are of short duration (10–20 minutes)
• Demonstrate important aspects of the
writing process with clear, powerful
examples
• Focus on a specific writing principles,
procedures or skills
• Are interactive and meet students’ needs
6 Traits of Writing
Writing Conferences – Purposes
The teacher
• Helps the writer, not the
writing
• Identifies instructional
needs to be used as a
basis for planning minilessons
• Learns how the writer is
progressing in his/her
application of the writing
process
Writing Conferences
– Listen to the student talk about the writing
and find out what kind of help is needed
– Teach strategies and activities that a more
experienced writer uses to write well
– Reinforce strategies taught in mini-lessons
– Evaluate student progress
Conferences should not be lengthy,
drawn-out sessions.
Stages in the Writing Process
Prewriting
Recursive
Reflective
Publishing
Editing
Drafting
Revising
Types/Purposes of Writing
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Narrative
Expository
Descriptive
Persuasive
Research Reports
Informal Writing
Helps students
learn from their
reading
Lists
Notes
Diagrams
Helps students
understand ideas
better
Summaries
Journals
What Should Be Assessed?
Process as
well as
product
Drafts
Writer’s craft,
voice, word
choice, and
language
Organization
and
development
of ideas
Conventions
Process Measures
Writing Process
Checklists
(Editing &
Revising)
Assessment
Conferences
Self-Assessments
Writing Rubrics
(Product & Process)
Remember…
• Learning any process takes time.
• The process will not work if the student is
not comfortable with writing.
• The writing process is taught by
example.
• Paying more attention to how your
students write will ensure that what they
write will be their best product.
Where does word study fit?
Through decoding and encoding.
1. What is the difference between decoding
and encoding?
2. How are they similar?
Developmental Progression of
Word Study
Sound
Pattern
Meaning
Derivational
Relations/
Constancy
Syllables and
Affixes/Syllable
Junction
Within Word
Letter Name
Emergent