A Comprehensive Approach to Balanced Literacy

Presented by

Dr. Edwina Frasca-StuartDirector of Staff & Program Development

Bucks County Intermediate Unit #22

Welcome!

Bristol Borough School District

K-8 Literacy Initiative

Goals: K-8 articulated and aligned

language arts curriculum

Assessment Plan

On-going, sustained professional development

Monitoring of progress

Design Internal/External Consultant Model

BB & BCIU Driving Team School Improvement Team Teacher Leaders

Literacy Research

Assessment guiding instruction

Systems Level Implementation Systems Change Research

Systems Level Implementation

Teaching andLearning Administration

SchoolBoard

FinancialStructure

PDE/Governor

ProfessionalDevelopment

Parents

Students

Systems Level of Implementationand Subsystemsof Schools

The Big Question:

What is Balanced Literacy?

Turn to the person next to you.

Based on your experience and background knowledge,

generate an answer to this question.

Two-minute Discussion

Balanced Literacy A comprehensive approach to

balanced literacy is based on how the brain becomes a reading and writing brain.

It involves the integration of reading and writing as interrelated processes.

Balanced Literacy

This is a complex, multi-faceted process.

What do you think?

Anticipation Guide (T/F)1.Reading is a natural process, analogous to learning to walk and talk.

1.Oral language provides the foundation for learning to read.

1.Learning to read is culturally-based.

TRUE or FALSE

1. Reading is a natural process, analogous to learning to walk and talk.

The Reading Brain

There is no biological imperative for reading.

“We were never born to read.”

Reading processes are mapped onto the speech and visual areas of the brain.

Proust and the Squid: The Story and Science of the Reading Brain by Maryanne Wolf, page 3.

It took roughly 2000 years for the rewiring of the brain for reading to occur.

Today our children need to reach those same insights about reading in roughly 2000 days.

The Language Pathway

Wernicke’s Area

Comprehension of Words

Wernicke’s Area

Broca’s AreaProcessing of

Syntax

ThalamusThalamus Auditory Cortex

Auditory Cortex

Motor CortexProduction of

Speech

Motor CortexProduction of

Speech

The Reading Pathway

Engaging in a conversation - uses all macro and microstructures of the brain. It is important for teachers to know this

process.

Additional structures needed for reading and writing:

Visual cortex - visual configurations Visual features of the word; however, does not recognize it as

a word Using an existing visual extraction system

Angular gyrus - connects visual stimuli to phoneme recognition

The Reading Pathway

Wernicke’s Area

Syntax

ThalamusThalamus Visual Cortex

Recognition of visual

pattern of a word

Visual Cortex

Recognition of visual

pattern of a word

Angular Gyrus

Written words translated into

sounds of words

Angular Gyrus

Written words translated into

sounds of words

Reading

ANTICIPATION GUIDE

1. Reading is a natural process, analogous to learning to walk and talk.

Answer: FALSE

TRUE or FALSE

2. Oral language provides the foundation for learning to read.

Lots of Talk The role of oral language ages 0

– adulthood is critical to reading…

Oral vocabulary leads to reading vocabulary.

Rhythm of language Patterns of language Meaning Syntax The role of phonemes Playing with language Read alouds

Meaningful DifferencesHart & Risley,1995

After decades of collaborating to increase child language vocabulary, Betty Hart and Todd Risley spent 2 1/2 years intensely observing the language of 42 families throughout Kansas City. Specifically, they looked at household language use in three different settings: 1) professional families; 2) working class; 3) welfare families.

+ Oral Language & Adult/Child Relationships

High Quality Learning Environments:

Adult/child interactions is the single most important factor in the assessment of quality in

early childhood education. The kindness of the relationship and the amount of “good” conversation that occurs in the classroom determines the level of

positive effect for our students.Getting it Right From the Start: A Principal’s Guide to Early Childhood Education Marjorie L. Kostelnik & Marilyn L. Grady

This remains true throughout adolescence (middle school and high school)

Adolescence

School connectedness is a powerful predictor of adolescent health and

academic outcomes.

National School Climate CenterCenter for Social and Emotional Education

National Center for Learning and Citizenship at the Education Commission of the States

Teacher/Student Relationships

A school’s climate “is probably the best predictor of whether a school will have high achievement” - more so than socioeconomic status of students or the school’s past levels of achievement.

Clete Bulach

Associate Professor Emeritus of

Educational Leadership

University of West Georgia

ANTICIPATION GUIDE

2. Oral language provides the foundation for learning to read.

Answer: TRUE

TRUE or FALSE

3. Learning to read is culturally-based.

+Neural Connections

“Neurons that fire together, wire together!”

The Role of Culture Concepts About Print Directionality The Role of Explicit Instruction

It is only by neurons making connections with one another that learning can occur.

Example

DirectionalityAnd

Neural Pathways

Directionality

Left to right

Right to left

ANTICIPATION GUIDE

3. Learning to read is culturally-based.

Answer: TRUE

Balanced LiteracyIn conclusion, even though the

brain was not designed to be a reading/writing brain, it has the amazing potential to become one.

RECIPE:Explicit, deliberate instruction

is required!

The Problem and Context 20% of students have significant

reading problems.

Most reading failure is unnecessary.

Teaching Reading is a job for an expert.

“Teaching Reading is Rocket Science.”

Moats, 1999

The Solution to the Problem

Quality Instruction and

Immediate Intensive Intervention

Bristol Boro Literacy Initiative Systems Change Standards and Assessment Anchors Components of Balanced Literacy

for K-8 Room Arrangement Learning Environment Management of Instruction Assessment: Formative and Summative

Focus of Instruction Common Core State Standards English Language Arts Literacy in History/Social Studies, Science, & Technical Subjects

What exists at the moment…

PA Academic Standards Reading, Writing, Speaking, &

Listening Mathematics Science & Technology & Engineering

Education Environment & Ecology Civics & Government Economics

What exists at the moment…

Geography History Arts & Humanities Health, Safety, & Physical

Education Family & Consumer Sciences World Languages (Proposed) Career Education & Work

As of July 1, 2013….

Common Core State Standards for English Language Arts & Literacy in History/Social Studies,

Science, & Technical Subjects

Common Core State Standards for Mathematics

As of July 1, 2013…. History Arts & Humanities Health, Safety, & Physical

Education Family & Consumer Sciences World Languages (Proposed) Career Education & Work

As of July 1, 2013….

PA Academic Standards for Science & Technology &

Engineering Education Environment & Ecology Civics & Government Economics Geography

Our Prior Knowledge

How many college courses, in-service courses, workshops

have you had in Reading and Writing?

Components of Balanced Literacy

Let’s talk for a while about the components of Balanced Literacy.

The Language Arts Wheel

Design Elements of the Language Wheel

The elements aretaught in anintegrated fashionthrough the use of:

Developmental Instruction Differentiated Instruction Scaffolded Instruction but are each

assessed independently of each other

The eight key instructional components above led to the creation of the graphic organizer known as the Language Arts Wheel.

The RWSL Standards

Word Study Fluency WritingSpelling Metacognitive Language

Development

TheLanguageArtsWheel

- Language Development- Accuracy- Word Study- Fluency- Comprehension- Metacognitive- Spelling- Writing

Language Arts Wheel

These key areas areNon-negotiable.

They are taughtin anintegrated manner.

Language Arts Wheel

Assessing the elements separately assures that all 8 elements are taught.Assessing the elements separately assures that all 8 elements are taught.

However, they are assessed

separately.

Each design element of the Language Arts Wheelcan be considered to be a

Curriculum Strand

Curriculum Strand: Word Study

Letter Identification

Letter/Sound Correspondence Consonants Blends Digraphs Short Vowels Long Vowels R-controlled Vowels Vowel Combinations Suffixes, Prefixes Syllabication Root + Base Words

High Frequency Words

SynonymsHomonymsAntonyms

ContractionsPossessives

Parts of Speech

Word Study: study of letters, letter sounds, spelling, vocabulary and syntax

Adapted from:Words Their WayWord Study for Phonics, Vocabulary, and Spelling Instruction

Word Study is only one instructional component of the Language Arts Wheel.

Each component has its owncurriculum strand.

Each arrowrepresents the curriculum strandfor the respectivekey instructionalcomponent.

Each curriculum strandcan be divided into developmental stages.

Developmental Levels

We started with the Pennsylvania Language Arts Standards WHAT

We Teach

WHAT We Teach

The Language Arts Wheel

WHAT We Teach

PennsylvaniaLanguage ArtsStandards

HOW We

ScaffoldedInstruction

Ohio State University Literacy Framework

•Read Alouds

•Shared Reading

•Guided Reading

•Independent Reading

•Modeled Writing

•Shared Writing

•Interactive Writing

•Guided Writing

•Independent Writing

Reading Scaffold Writing Scaffold

AND…

Working with Sounds, Letters, and Words

•Read Alouds

•Shared Reading

•Guided Reading

Reading Scaffold

•Read Alouds

•Shared Reading

•Guided Reading

Reading Scaffold

•Read Alouds

•Shared Reading

•Guided Reading

Reading Scaffold

•Read Alouds

•Shared Reading

•Guided Reading

Reading Scaffold

•Read Alouds

•Shared Reading

•Guided Reading

•Modeled Writing

•Shared Writing

•Interactive Writing

•Guided Writing

•Independent Writing

Reading Scaffold Writing Scaffold

Reading Workshop

Grades K-3

Read AloudsShared ReadingGuided ReadingIndependent

Reading

Grades 4-6

Read AloudsGuided ReadingLiterature StudiesLiterature CirclesIndependent

Reading

Grades K-2 Grades 3-5

Writing Workshop

Grades K-3

Modeled/Shared Writing

Interactive Writing

Guided WritingIndependent

Writing

Grades 4-6

Modeled/Shared Writing

Guided WritingInvestigationsIndependent

Writing

Grades 3-5Grades K-2

Word Study

Grades K-3

Phonemic Awareness

PhonicsHigh Frequency

WordsParts of SpeechVocabulary

Grades 4-6

SyllablesRoot WordsPrefixes, SuffixesParts of SpeechVocabulary

Grades K-2 Grades 3-5

Back to Word Splash

Now that you have read the article, reorganize your word cards (if needed) to show the relationship among the words that was presented by the text.

(Check and Revise Predictions)

Modeled WritingModeled Writing

SharedWritingSharedWriting

Interactive WritingInteractive Writing

GuidedWritingGuidedWriting

Independent WritingIndependent Writing

Writing WorkshopWriting Workshop

Shared ReadingShared Reading

Guided ReadingGuided Reading

Reading WorkshopReading Workshop

Read AloudsRead Alouds

Independent ReadingIndependent Reading

High TeacherSupport

Low TeacherSupport

Working with Sounds, Letters, and Words

Adapted from Ohio State University Literacy Framework

Scaffolded Instruction

Wrap-up

A Comprehensive Approach to Balanced Literacy

Quick WriteThree Key Learnings

Let’s focus on YOU first

What can you expect from being a part of a major systems

change initiative?

Let’s talk about your kitchen cabinets.

Let’s focus on YOU first

Now, let’s talk about your checkbook.

And finally…

How many pairs of shoes do you have?

Please describe in terms of categories related to “Function and Use of the Pairs of Shoes.”

You are READY!

You now know most of what you need to know about systems change….

However,

There are a few more bits of information that would be helpful to

know as you travel the “Change” road.

Principles of Systemic Change Bucks County

Intermediate Unit 80

Next Steps

Taking a systemic approach Why learn about Change? Learning about Change

Systemic Change Vocabulary Systems and subsystems of schools Principles of systemic change Application of the Principles to the

everyday work of continuous improvement

Systemic Change Vocabulary Implementation Dip Resources Problems Anxiety Stakeholders School Culture Routines Subsystems Student Subculture Time

Leadership Teacher Subculture The Change Sandwich Administrative Subculture Anxiety Communication System The Anxious Reluctant Professional

Development Money Psychological Support

Word Splash Directions

1. Groups of _____

2. Copy the terms onto post-its. Each person copies ___ terms.

3. As a group, organize the post-its to show relationships among the words.

4. Use the middle of your table, then transfer to flip chart paper when process is completed.

5. Discuss the logic and reasoning that went into your group’s organization of the terms.

6. Transfer your post-its to a piece of flip chart paper.

7. Whole group sharing

Systemic Change Vocabulary Implementation Dip Resources Problems Anxiety Stakeholders School Culture Routines Subsystems Student Subculture Time

Leadership Teacher Subculture The Change Sandwich Administrative Subculture Anxiety Communication System The Anxious Reluctant Professional

Development Money Psychological Support

Next Steps

Ø Principles of Systemic Change

Ø Article on the Principles of Systemic Change

The Principles of Change1. Stakeholders within a Change Process must

understand “The Change Process.”

2. Systemic change efforts are personal.

3. School Culture is at the heart of Change.

4. Change is often a non-linear process and successful approaches vary according to context.

5. Due to the non-linear nature of change, problems and anxiety are a natural part of the process. Both are to be welcomed.

Principles of Change

6. Successful Change requires top-down and bottom-up approaches.

7. Change is resource hungry.

8. Ongoing professional development is a requirement of successful change efforts.

9. Leadership, both administrative and teacher-based, is a crucial component of systemic change efforts.

Article Activity ( Jigsaw)

1. Article: The Principles of Systemic Change

2. Groups of 4: Person A,B,C,D 3. Read individually with “Pen in Hand”

EVERYONE: PAGE ONEA Person: Principle 1, 2 B Person: Principle 3, 4, 5C Person: Principle 6, 7, 8

D Person: Principle 9

Article Activity - Continued

4. Prepare to Teach - flip chart paper

5. Table Groups a. Each person teaches their section to their table

groupb. Each person - 5 minutes to teach

6. Group Synthesisa. Based on discussion of Nine Principles of Systemic

Change - generate THREE “enduring” understandingsb. Put on flip chart paper

7. Whole group response

“Enduring” Understanding

Represents a Big Idea

Resides at the Heart of Systemic Change

Requires “uncoverage” of abstract or often misunderstood ideas

Potentially engaging work

The Adaptation/Innovation Subsystem:

The Nine Principles of Systemic Change

Principle One

Stakeholders within a Change Process

must understand “The Change

Process.”

Have you ever …Been away from home for an

extended period of time?

Gone into the hospital for surgery?

Had a root canal?

Remodeled a room in your home?

Principle One:

…one of the reasons reforms fail is that leaders of the efforts do not take the time to identify participants’ personal maps of change….then fail to provide a working schema that can offer guidance…

Fullan and Miles, 1992

Principle One - continued

Change is analogous to “Learning.”

Prior Knowledge Conceptions Misconceptions

Principle One - continued

Teaching about Change is part of building CAPACITY of the individual.

Capacity-building of the Individual Capacity-building of the System Not totally interdependent

Capacity Building

“If schools want to enhance their organizational capacity to boost student learning, they should work on building a professional community that is characterized by shared purpose, collaborative activity, and collective responsibility among staff.”

Newmann & Wehlage, 1995

Principle Two:Systemic Change efforts are

personal. Teachers are people first, teachers

second. Ownership develops through learning.

Ownership is both a process and a state.

Resistance is a natural response…

Principle Two:

…Professional development activities for educators that are designed and conducted without benefit of inside perspectives are not worth the time and money they cost.

The Power of Protocols

Mohr, McDonald, Dichter, & McDonald

Vision

Skill Acquisition and Change

Successful Change

Skill Acquisition and Change

Vision

Successful Change

Inappropriate Guilt

Need forSupport

The Implementation Dip

Principle Three:

School Culture is at the heart of Systemic Change.

A major reform effort is a “reculturing” of school.

School Culture Willower (1984) defines school

culture as the peculiar set of traditions, values, norms, and other social structures and processes that characterize a particular school.

Schein (1990) stated that culture dictates how people spend their days – their daily routines.

School Subcultures Administrative Subculture Teacher Subculture Student Subculture

Each subculture has its own set of values, norms, symbols, traditions, social structures and patterns of activity.

Teacher Subculture - Norms The unspoken rules of the

standards and expectations of the teacher group

For Example,Who sits where in the lunch room?

Who parks where in the parking lot?

How are new members of the teaching staff socialized into the group?

How are teachers rewarded if they support the teacher norms?

How are teachers punished if they break the teacher norms?

What are the status systems within the teacher group?

Is autonomy or collaboration valued?

Principle Four:Change is often a non-linear process

and successful approaches vary according to context.

Rx for Managing Change: A guided journey that uses an evolutionary planning process which encompasses a communication system that supports and encourages a recursive style of interaction.

“Do, then plan…and do and plan some more.”

Principle Four Three types of Planning

Operational Planning Planning and directing the use of resources and the

implementation of the plan Process Planning

Planning & monitoring the thinking processes of individuals and the group

Acceptance/Approval Planning Planning which focuses on gaining affirmation for the

ideas contained within the Operational Plan

LeStorti, 1992

Principle Five:

Due to the non-linear nature of change, problems and anxiety are a natural part of the process. Both are to be welcomed.

The Value of Problems If someone is not upset at any

particular time, then deep change probably is not happening.

Problems need to be tracked.

New insights emerge from deep problem-resolution strategies.

Problem Classification System-level problem District-level problem Building-level problem Hallway-level problem Classroom-level problem Teacher and/or Student-level

problem

Classify the following problems according to the “levels” of problems.

A problem may fall into more than one category.

Teachers all do their own thing.

Inaccurate information being spread through the district “grape vine.”

Lack of instructional materials

Ongoing changes in board membership

Frequent Changes in top administrative positions

Difficulty developing unity on the administrative team

Problem-Solving

How a problem is classified, helps to determine the route that is taken to resolve it.

Classifying problems promotes meaningful problem-solving.

Systemic Change occurs when the system is restructured, not “band-aided”…

Not A Quick Fix

AND… Remember the 85/15 Rule

Problems are 85% a system issue while only 15% actually lies in the control of individual players.

Focus on the system as the problem and not the individuals working within that system.

Principle Six

Successful Change requires top-down and bottom-up approaches. Better to start small Build support Monitor well Build on successes (small wins) Unify the system

Principle Seven

Change is resource hungry.

Time – “Retiming” Energy – “The work of

Change” External Assistance Content Resources Psychological Resources

Principle Eight

Ongoing professional development is a requirement of successful change efforts.

Two major characteristics of schools that have successful professional development initiatives:

Norm of Collegiality Norm of Continuous Improvement

Little, 1982

Principle Eight Continuum of Services for Professional

Development Awareness to Implementation Allowing time for experimentation Professional expectations

The necessity of Professional Learning Communities Multiple types of PLCs within a school Unifying communication system

Principle NineLeadership, both administrative and

teacher-based, is a crucial component of systemic change efforts.

Types of Leadership Transactional leadership Transformational leadership

Leadership Density

Leadership Themes Moral Purpose

Understanding Change

Developing Relationships

Knowledge Building

Coherence Making

Fullan, 2001

Six Secrets of Change: What the Best

Leaders Do to Help Their Organizations Survive and Thrive

by Michael Fullan, 2008

1. Love your employees2. Connect Peers with Purpose3. Capacity Building Prevails4. Learning is the work5. Transparency Rules6. Systems Learn

Back to Word Splash Revisit Word Splash

A Personal Response Quick Write

SILENCE in the room Time for CONTEMPLATION Stay silent for ONE minute Think about YOUR RESPONSE to the Principles of

Systemic Change Write for TEN minutes SHARE with a partner

Table group discussion - Three Very Important Points from all Nine Principles

Wrap-up - Next Steps

Thursday, September 1, 2011

A Comprehensive Approach to Balanced Literacy

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