Instructional Practices of the Literacy Block Sampson G. Smith Intermediate School Monday June 28 th...
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Transcript of Instructional Practices of the Literacy Block Sampson G. Smith Intermediate School Monday June 28 th...
Instructional Practices Instructional Practices of the Literacy Blockof the Literacy Block
Sampson G. Smith Intermediate School
Monday June 28th 2010
Presenter: Mr. Presenter: Mr. Chris Lowrey AUSSIE Literacy Chris Lowrey AUSSIE Literacy ConsultantConsultantchris.lowrey@[email protected]
Icebreaker – Can you identify what these people
do?• Oscar Arias
Sanchez • Alex Rodriguez• Steve Jenkins• Cate Blanchette • Margaret ‘Molly’
Tobin Brown• Jet Li• Slash• Susan B Anthony• Budd Abbott• Brian Cambourne
• Costa Rican President• Yankees Slugger• American Children's author• Australian Actor• Titanic survivor and woman who
was determined to break the rules of "high society”
• Chinese Actor/Martial Arts expert• Guns N Roses/Rock Band
Guitarist• Women's Rights Activist• Comedian from New Jersey• Educator famous for ‘Conditions
of Learning’
The Reading Workshop – Balanced Literacy Instructional
Practices• Shared Reading• Read Aloud• Guided Reading• Partner Reading• Reciprocal Teaching• Book Clubs / Literature Circles• Independent Reading• Conferring• Share Out
The Writing Workshop – Balanced Literacy Instructional Practices
• Modeled Writing• Shared Writing• Interactive Writing• Guided Writing• Independent Writing• Conferring• Share Out
Conditions for Learning
believe all studentscan learn and have
uniformly high expectations for them
as learnersprovide explicit
demonstrations of the strategies
proficient readers use
provide opportunities for students to
practice in authentic situations
give responsive feedback as you guide students’
attempts
provide a print rich,stimulating
environment and a program that
students will want to engage in
provide a safe learning environment
that encourages students to take risks
successful learning
occurs whenyou:
SharedReading
GuidedReading
IndependentReading
TO WITH BY
ReadAloud
DemonstrationExpectation
Approximation, Response & Feedback
Teacher provides maximum support
Student takes major
responsibility
Engagement
Modeled Writing
SharedWriting
GuidedWriting
IndependentWriting
Immersion & Demonstration
ResponsibilityUse/Practice
BALANCED LITERACYGradual Release of
Responsibility ContinuumGradual Release of
Responsibility Continuum
Modified for presentation by Deanna M. Albert, Ph.D.
Observe, listen and respond
Participate and respond
Attempt with support
Practice and problem solve
Introduce and model of the
comprehension strategy (Read
aloud)
Demonstrate how the strategy works in a shared setting
ie mini-lessons
Support students as they practice the
strategies in small group settings
Observe, students as they practice independently
Stu
den
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dep
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den
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Teach
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su
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Gradual Release of Responsibility
Adapted from AUSSIE Interactive 2005
Small group guided reading
Jigsaw activity
Read the following articles from your packets in groups…
• An overview of balanced literacy• Values of the balanced literacy block
components• Settign up your classroom• Learning areas• Balacned literacy Classroom checklist
Highlight a maximum of 10 key words/phrasesAnd report back to the group
A Balanced Literacy Block
Modeled Reading and WritingDemonstrated for children
Experience with literacy and literatureExplicit InstructionTime to connect and reflectKnowledge and understandings of literacyStrategies and SkillsConfidence and Independence
Shared Reading and WritingDemonstrated for and done WITH and BY children
Guided Reading and WritingDone BY children WITH teacher support
Independent Reading and WritingDone By children
Collaborative Reading and WritingDone BY children With peers
The Writing Workshop
Time Allowed
Instructional Practices
Explicit Instruction
Independent Practice includingGuided and Collaborative Practice
Reflection
The Reading Workshop
Time Allowed
Instructional Practices
Explicit Instruction
Independent Practice includingGuided and Collaborative Practice
Reflection
Mini Lessons
• What is a mini lesson?• The mini-lesson is part of a balanced
Literacy Workshop and provides a short (5- to 15- minute), structured lesson on a topic related to language arts.
• Topics are selected by the teacher and based on student need or curricular areas. ...
Mini Lessons - Activity
• Design a lesson to deal with the issue of your students working terribly in groups!
• You are frustrated as most of your students tend to retell rather than summarize, design a mini lesson to counter this.
• Design a revision mini lesson designed to bring out the students voice in their writing?
• Your students are spelling the most basic words incorrectly – design a lesson to combat this.
(Look at handout for 300 common words)
Shared Reading What is Shared Reading? Shared Reading is exactly what it sounds like - It is a time for sharing a
story and reading together! Shared reading in our kindergarten classroom may include echo reading (students echoing the words after the teacher), choral reading (students reading at the same time as the teacher), or fill in the gap reading (teacher reading the majority of the text and then pausing for students to fill in and say rhyming words or other predictable words in the story). All of these ways of reading are ways to encourage early reading enjoyment and success with a high level of teacher support.
During shared reading, students focus on both the pictures and the text to make predictions and to generate meaning. Most shared readings begin with a 'picture walk' in which the teacher guides students through a preview of the story, asking questions to elicit words and phrases that are used in the text. The book is then read to students and predictions are checked against the text of the story. The book is revisited among several days. Further comprehension of the story takes place through questioning and discussion of each story (the author's choice of words and the illustrator's pictures), through acting out the story, making puppets and retelling boards, reviewing elements of the story (setting, characters, problem, solution), and putting pictures of events of the story in order.
Once students are familiar with the story, we also look more closely at the text. We mask certain letters and go on word hunts for small high frequency words such as I, the, to, etc. We also play with the sound of the text. Students might be asked to listen carefully to the story and be asked to round up all the rhyming words they hear or words that begin with a certain sound. We also frequently brainstorm other words that rhyme or begin with the same sound. They may be asked to determine the number of claps (syllables) in a word or the number of parts (sounds) in a word. Sometimes, students will need to listen carefully to a word that is stretched out and put it together to figure out the word from the story.
There are many learning opportunities during shared reading! During Shared Reading students are learning to....
• track print from left to right and word by word• predict and infer• enjoy and participate in reading with a high level of support• build a sense of story• expand their vocabulary• find letters and sounds in context• attend to concepts of print (spacing, capitalization, punctuation)• sequence the events of a story. focus on story elements (characters, setting, beginning, middle, end).
What kinds of small group instruction do we use in our classrooms?
Think - Pair - Share Report out and chart
View Animal School video
What came to mind about differentiation of instruction as you viewed the slideshow?
How does small group instruction enable you to support differentiation?
Write two reasons independently, then turn to a partner and share them.
Make a group of four, share your reasons and chart.
What are the most important reasons?
Circle them on your chart.
Guided ReadingOne Form of Small Group Instruction
What is Guided Reading?Write your responses in groups of four (4).Use the activity sheet provided to
respond.For exampleGuided Reading is:
• • •
Activity – Guided and Shared Reading in action.
Watch a series of short videos with a focus on :
• What is the teacher doing?• What are the stduents doing?• What is the mini lesson and/or stratgey
being attempted?
A Classroom Management Plan
Group One Group Two GroupThree
Group Four
Activity GuidedReading
LiteratureCircles
Writingfrom I.D.R
ContentAreaResearch
Activity Writingfollow upfrom GuidedReading
Writing –ReadingResponse
Word Study GuidedReading
Management of Groups
Must include:
• Learning centers • Task management board• Independent reading for an
extended period of time.
How to Select, Introduce and Use Leveled Text
Examine a suitable text!Use the “SEEDFOLKS” text and
identify the challenges in:
• Concepts, ideas and information• Text structures and vocabulary• New or tricky words
“SEEDFOLKS”
• Watch the Guided Reading lesson where the “SEEDFOLKS” text is used.
• Using the lesson planner, “back plan” onto the planner, adding to or amending what you have already noted
• Share your plan with another person
Reciprocal Teaching and Book Clubs
Two additional forms of small group instruction
Begin by reviewing and confirming understandings about Guided Reading
Reciprocal TeachingUsing Reciprocal Teaching in
Shared Reading
One way of introducing Reciprocal Teaching strategies is through
modeling with whole class shared reading
Teachers can use: • The Orbit chart or overhead• National Geographic overhead
Reciprocal TeachingView Pat Carney, Grade 4 teacher using
reciprocal teaching strategies
• What are the roles in Reciprocal Teaching?
Students?Teacher?
Text choice?
• Chart to compare with those in Guided Reading
• I agree because…• I disagree because...• I also noticed...• I’d like to add that...• I didn’t understand...• Say more about what you mean.• I don’t understand what you mean.• Can you show where that is in the text/illustration?• What is your evidence?• Why do you think that?• I think the author meant...• How do you know that?• We’re getting far away from the text.• What does the author say that makes you think that?
The Language of Response
Literature Circles in Action
1. Form groups ( 4-5 people )2. Discuss how strategies might be used when
reading “The Giver”.
Try and use each of the 4 (predict, clarify, question, summarize) strategies from
Reciprocal Teaching and add:• making connections
• visualizing and inferring• using narrative text structure
"Jonas," she said, speaking not to him alone but to the entire community of which he was a part, "you will be trained to be our next Receiver of Memory. We thank you for your childhood."Then she turned and left the stage, left him there alone, standing and facing the crowd, which began spontaneously the collective murmur of his name."Jonas." It was a whisper at first: hushed, barely audible. "Jonas. Jonas."Then louder, faster. "JONAS. JONAS. JONAS."With the chant, Jonas knew, the community was accepting him and his new role, giving him life, the way they had given it to the newchild Caleb. His heart swelled with gratitude and pride.But at the same time he was filled with fear. He did not know what his selection meant. He did not know what he was to become.Or what would become of him.
Lois Lowry is an award-winning author who has written many popular books. She lives in Cam-bridge, Massachusetts.
SharedReading
GuidedReading
IndependentReading
TO WITH BY
ReadAloud
DemonstrationExpectation
Approximation, Response & Feedback
Teacher provides maximum support
Student takes major
responsibility
Engagement
Reciprocal
Teaching
Literature Circles
Immersion & Demonstration
ResponsibilityUse/Practice
Gradual Release of Responsibility
Instructional Practices
Gradual Release of Responsibility
Instructional Practices
Modified for presentation by Deanna M. Albert, Ph.D.
How can you best manage time and resources to enable
– Guided Reading– Reciprocal Teaching
and– Literature Circles
to become part of the instructional routine of your
classroom?
Read Aloud and/or Shared Reading
Independent Reading
Independentreading
Lit.Circle
Guided Reading
Writing Social Studies
Science
Writing related to
writer’sworkshop
Response to
Read Aloud
Response to Independent
Reading
Writing related to
small group reading