TOPIC 1: STRENGTHENING
INSTRUCTION WITH COMPONENTS OF
BALANCED LITERACY
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Friendly talk probe
Who do you agree with?
What is your definition of Balanced
literacy/guided reading?
MANAGEMENT
*Share: guided reading/independent group schedule
• Quick transitions
• Teacher is able to hold guided reading groups
without being interrupted
• Students problem solve during centers/rotations
without teacher guidance
• Time for closure/check in (exit tickets)
INDEPENDENT ACTIVITIES
• Common Core alignment – grade level appropriate
• Connected to focus skill of the week and/or prior weeks
(spiral)
• Accountability – feedback?
• Task completion/successful with tasks?
• Reflect a balance of all literacy components
• Why do non consumable activities make it easier to go
deeper?
INDEPENDENT READING
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Monitor progress and level selected
Amount of time each day/per week
Priority
Depth and purpose
Accountability-keep it short and simple
Reflect a balance of fiction and non-fiction
• *How often are your students reading independently?
• *How do you hold them accountable?
CREATIVE IDEAS FOR STATIONS/ROTATIONS
Read to Self/Independent Reading: self-selected on their levels, readers response sheet once a
week, graphic organizers, reading logs, genre graph, needs to be daily (time in content areas?
Require one rotation a day? Use during I and E?)
Read to Someone/Partner Work: “practice” part of the mini lesson with partner, “managed
choice”, genre study, author study, content (ex: ss weekly readers, Time for Kids, Science AZ, SS textbook, etc.), book clubs (don’t release until two guided reading groups), Reader’s
Theater, poetry
Work on Words/Word Study: Words Their Way (sorts), spelling, vocabulary, prefixes/suffixes,
phonics, choice boards – limit choice
Writing Practice/Work on Writing: reader’s response/ACE strategy, graphic organizers, reading
practice (mini lesson skill), free journaling, letter writing, poems, write the room (all the
words that start with… A, etc.), finish up writing from writing block, grammar practice
Listening/Technology: Reading Eggs, Reading practice online, Tumblebooks, Research in
content area (reading or watching video and taking notes), books on tape, wikis or blogs for
book clubs
Share: What common core aligned activities
have you found to be successful?
GOOGLE DOC
BALANCED LITERACY
EVIDENCE
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Anchor charts
Classroom library
Word Walls
Classroom organization including GR
table and materials
Anchor Charts
WORD WALLS
Guided Reading Tables
Guided Reading Tables
TOPIC 2: ASSESSMENT
How many times do the white t-shirt team
pass the basketball?
http://www.youtube.com/watch?v=IGQmdoK_ZfY
“If the only tool you have is a hammer, you will see every
problem as a nail.”
-Maslow
FORMATIVE VS. SUMMATIVE ASSESSMENT
• FORmative Definition: on-going assessments and
observations used to modify and validate instruction.
“Assessment FOR learning”
• Summative Definition: assessment used to evaluate
effectiveness of instruction and measure student
achievement at the end of a unit, term, etc.
“Assessment OF learning”
PURPOSE OF FORMATIVE ASSESSMENT
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Create groups
Refine and change groups
Informs lesson plans
Guides instruction focus
Informal and quick
Not graded
FORMATIVE ASSESSMENT TECHNIQUES
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Reading 3D (benchmarks/PM) – Ex: FSF, PSF, DORF, etc.
Aimsweb
Running records w/MSV analysis
County benchmarks
Teacher created activities (exit tickets/journal responses, etc)
Anecdotal Notes
Reading Logs/Reading Responses
Writing Samples/Spelling Inventories
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Resources: http://www.aft.org/pdfs/teachers/teach11materials/t11_providingh3.pdf
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http://www.isbe.state.il.us/common_core/pdf/ela-teach-strat-read-text-k-5.pdf
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http://www.isbe.net/common_core/pdf/ela-teach-strat-read-lit-k-5.pdf
ANECDOTAL NOTES – WHAT SHOULD I WRITE??
K-3
Lenses for observing students:
• Note areas of weakness in Reading 3D assessments/PM – ex: if FSF is in the
“red” – make this your focus area in lessons and record progress in anecdotal
notes
• Note miscues through MSV analysis – what decoding strategies are they
using?
• Use classroom assessments – what skills have they mastered?
• Use “reading behavior” suggestions for levels as a guide
• Use summary charts as a guide
*Share sample note talking forms and summary charts
ANECDOTAL NOTES – WHAT SHOULD I WRITE??
4-5
Lenses for observing students:
• Note areas of weakness in AIMS Web assessments/PM
• Note miscues through MSV analysis from Running Records –
what decoding strategies are they using?
• Use headings from summary charts and “major skills” of the
grade
• Use classroom assessments – what skills have they mastered?
• Use “reading behavior” suggestions for levels as a guide
*Share sample note talking forms and summary charts
ANECDOTAL NOTES – SUMMARY CHARTS
Reflect on your guided reading notes:
• Look for Patterns/Common Errors
• Look for Common Strengths
Select a sample summary chart to evaluate a
group of students
HOW WILL YOU USE YOUR NOTES?
• Guided Reading Lesson Planning – includes text
selection, skill focus, word work, etc.
• Mini lesson focus
• Strategy/Intervention group – could be mixed
ability, focus on a SKILL – possibly a teacher
assistant group
Don’t just think about the LEVEL of the text, but
also about the NEEDS of your students.
USING ASSESSMENT TO DEEPEN INSTRUCTION
• Mini lessons throughout the week take one skill
and go deeper/apply to other content areas
• Guided Reading Teaching Points focus on 1-2
skills providing a scaffold for students
• Gradual Release of responsibility and increase in
difficulty
REVIEW 3 ELEMENTS OF GUIDED READING
• Before
• During
• After
*BDA Guide
Look over your lesson plan and highlight each section - BDA
WHERE ARE YOU IN THE
PROCESS?
Self-Reflection of Balanced Literacy
OBSERVING READERS
Does the reader:
Read without pointing?
Read word groups (phrases)?
Put words together?
Read smoothly?
Read the punctuation?
Make the voice go down at periods?
Make the voice go up at question marks?
Pause briefly at commas, dashes, and hyphens?
Read dialogue with intonation or expression?
Stress the appropriate words to convey accurate meaning?
Read at a good rate—not too fast and not too slow?