Welcome to Back to School Night
Tonight’s Agenda
 My literacy philosophy
 Our classroom schedule
 Instructional activities
 Assessment and evaluation
 Importance of group work
 Parental involvement
Mrs. Wetzel's Literacy Philosophy
I believe the teaching of literacy will include a balance of
reading, writing, speaking and listening activities.
As your child’s fifth grade teacher I believe it is crucial
to use a variety of instructional strategies to meet the
needs of all diverse learners.
I believe literacy concepts are taught by the use of
authentic literature and the use of research based
practices.
What is balanced literacy?
Balanced literacy is a way of teaching that incorporates in depth
instruction on phonemic awareness, phonics, fluency, vocabulary,
comprehension, and writing. I provide daily opportunities for students
to apply what they’re learning in authentic literacy activities.
A Day in 5A
7:40 – 8:00 Morning Work
8:00 -8:45 Science/Social Studies
8:45 – 9:30 Special Classes
9:30-9:45 Recess
9:45 – 10:30 Math
10:30 – 10:50 Math Problem Solving
10:50 – 11:15 Self Selected Reading
11:15 – 12:15 Lunch/Recess
12:15 – 12:30 Read Aloud
12:30 – 1:00 Shared Reading
1:00 – 1:45 Writing
1:45- 2:30 Guided Reading
2:30 – 3:00 Interventions
Red identifies literacy blocks of time
Time Spent During School Day
Interventions
8%
Time
Special Area
12%
Science/S.S.
12%
Math
18%
Literacy
50%
Instructional Activities
In a balanced literacy program there are many
components that work together to engage and teach
students. I offer a variety of researched based
instructional activities throughout my literacy time.
Let’s take a look.
What is Morning Work?
We will begin each day with morning work which will last for 20
minutes. This is a fun, exciting, and productive way to start our day.
Morning work consists of a number of different activities all centered
around word work.
Morning Work Activities
•Morning Message – A letter from me consisting of a variety of topics. Some might
include activities we will be doing later that day, a current event that has recently taken
place, or outcomes of school events from the night before.
•Word Sorts - Students will know what skill they are working on and get out the
corresponding word sort. They will sit with a small group that is also working on the same
activity. They will work collaboratively to sort their words based on the skill.
•Answer of the Day – A solitary vocabulary word from the week or weeks prior will be
on the screen. The students see the word and without discussion they get out a post it note
to write three questions. The only requirement is all three questions must have that word as
the answer.
•Vocabulary - We use this time to discuss new words throughout the year. This is a time
we discuss meaning or meanings, where the words come from, and synonyms or antonyms
to the words.
What is Self Selected Reading?
Each day we spend a minimum of 25 minutes reading books of
our choice. This allows the students a chance to read books on
their level that are of interest to them personally.
Self Selected Reading Activities
While the students are reading I pull them back individually to
discuss what they are reading. Through these conversations I guide
them in the following ways:
•what types of books to choose
•help them to decode unfamiliar words
•give them guidance with strategies that good readers use
This time is about fostering the love of reading.
What is Daily Read Aloud Time?
A favorite time of day for many students is read aloud time. The
students gather on the rug around me and listen as I read from
books of all different genres.
Read Aloud Activities
During read aloud time students are:
•listening to quality literature.
•hearing a model of strong fluency.
•listening to the teacher think aloud about what she is reading (asking questions
and making inferences).
•using the comprehension strategies themselves.
•participating in grand conversations.
•enjoying reading.
Ask your child to tell you about what we are reading. You may even want to go to
the library to check out a book to read aloud with your child.
What is Shared Reading?
Every day the whole class spends time on fifth grade level text. This
allows each student to be exposed to grade level text daily. State
Standards are used to determine what skills are to be taught during
this time.
Shared Reading Activities
Throughout shared reading we:
• read from our basal readers.
• have author studies in literature focus units.
• all read from the same novel.
Before, during, & after reading we:
•study words from the text.
•learn about the elements of stories.
• produce cumulating activities.
•participate in grand conversations.
What is Writer’s Workshop?
Every day we dedicate 45 minutes to writing. Again, our curriculum is
guided by state standards. I use these standards along with best
practices to engage and teach students the craft of writing for a
purpose and audience.
Writer’s Workshop
Our writing is broken apart in three parts.
•The first 15 minutes is devoted to a minilesson on a specific skill.
•The next 25 minutes the students may be doing a variety of things.
Most will be engaged in writing, however others may be peer
conferencing or working with the assistant in a small group on a
specific skill. While this is taking place I am circulating the room to
conduct mini conferences with students on their writing.
•The last 10 minutes are used for author’s microphone. This is a time
to share and respond to student’s writing.
Writing Activities
•Numerous activities that go along with the six traits of writing:
ideas, organization, word choice, voice, sentence fluency, and
conventions
•Activities that correspond with the writing process: prewriting,
drafting, revising, editing, and publishing
•Lessons about the types of writing we do: descriptive, persuasive,
narrative, poetry, expository, etc.
What is Guided Reading?
We devote 45 minutes daily to guided reading. Guided reading is when students are reading and
participating in literacy activities on their own independent level. It is at this time of day students
get more instruction on how to be successful readers and a love of reading is fostered. If you
were to walk into our classroom during this time of day you would see many different stations
and/or activities taking place, all of which are leveled for the individual reading levels.
Guided Reading Station Activities
•Fluency Station – Students practice fluency on their independent
reading level.
•Vocabulary Station – Students practice previously taught vocabulary
terms using games, word sorts, and our vocabulary notebook.
•Computer Station – Students write in our class blog answering
questions and commenting on the book we are reading aloud or the text
we are reading during shared reading.
•Book Basket Station – Students read content area texts on their
independent reading level with buddies.
•I pad Station – Students play phonics and vocabulary games using apps
on their level.
•Mrs. Wetzel’s Station – Students work with teacher in small groups.
•Editing Station – Students edit transparencies to practice editing skills.
Monday
1:45 - 2:05
Tuesday
2:05 - 2:30
1:45 - 2:05
Wednesday
2:05 - 2:30
1:45 - 2:05
Thursday
2:05 - 2:30
1:45 - 2:05
Friday
2:05 - 2:30
1:45 - 2:05
2:05 - 2:30
Jesus Lain
Serjio
Mrs. Wetzel's
Group
Fluency
Book Baskets
Ipad
Mrs. Wetzel's
Group
Computer
Vocab
Editing
Mrs. Wetzel's
Group
Fluency
Alberto Ana
Henry
Mrs. Wetzel's
Group
Computer
Fluency
Book Baskets
Mrs. Wetzel's
Group
Fluency
Editing
Ipad
Mrs. Wetzel's
Group
Vocab
Alyssa Audra
Fluency
Mrs. Wetzel's
Group
Editing
Vocab
Fluency
Mrs. Wetzel's
Group
Ipad
Book Baskets
Computer
Mrs. Wetzel's
Group
Alicia Alberto
Hunter
Computer
Mrs. Wetzel's
Group
Ipad
Book Baskets
Editing
Mrs. Wetzel's
Group
Fluency
Vocab
Fluency
Mrs. Wetzel's
Group
Ipad
Vocab
Fluency
Mrs. Wetzel's
Group
Book Baskets
Editing
Fluency
Mrs. Wetzel's
Group
Computer
Computer
Tom Alicia
Ramiro
Editing
Ipad
Computer
Mrs. Wetzel's
Group
Vocab
Fluency
Computer
Mrs. Wetzel's
Group
Fluency
Book Baskets
Karina Brooke
Vocab
Editing
Mrs. Wetzel's
Group
Fluency
Computer
Ipad
Mrs. Wetzel's
Group
Fluency
Book Baskets
Computer
Book Baskets
Fluency
Mrs. Wetzel's
Group
Computer
Ipad
Fluency
Mrs. Wetzel's
Group
Computer
Vocab
Editing
ABC Chart
Justin Isaiah
Kennedy Kaylee
Why do we assess?
After the students observe, learn, practice, and independently do the task at
hand, I will assess them to check for understanding.
Types of Assessment
• Tests
• Rubrics
• Observations
• Running Records
• Projects
• Benchmarks
• Prompts
• Self Assessments
• DIBELS
How often will your child be assessed
& how will the scores be used?
As you just heard, assessment is so much more than tests. Therefore
your child will be assessed everyday through observations, projects,
prompt writing, etc. I will use these assessments to determine your
children’s grades for their progress report. As you know, our
corporation uses standard based progress reports, not a report card
based on percentages. Therefore the assessments given in class are
used and represented on the progress report.
Why do students work in groups?
In our classroom your child will be participating in whole class work, small group
work, and individual work throughout the day. The purpose of this is to match
classroom instruction to meet the needs of the individual students.
Classroom Groups
• Whole Group Instruction: mini-lessons, shared reading, content
area (Science and Social Studies)
•Small Group Instruction: guided reading, guided math, content area
•Individual Work: throughout every subject
How can we work together?
I am thankful for the opportunity to meet you tonight. I am also thankful for
the opportunity to teach your child this year. Since we both care deeply
about your child, let’s take a look at how we can work together.
Parental Involvement at Home
Websites to use at Home
• Read! Read! Read!
• Help them with homework.
• Engage them in conversations
•
•
•
•
at home.
Study with them for tests.
Include vocabulary words at
home.
Provide educational
opportunities.
Look through their Friday
Folder.
 http://kidblog.org/home.php
This is for our class blog. You too can
respond to our literacy discussions.
Also it might help you engage your
child in dinner conversations.
 http://internet4classrooms.com/
This site is an awesome resource. It is
organized by grade level so your child
can pick where they need to be and
has a ton of activities and games for
all subjects, including language arts.
It is motivating so your child will
enjoy all it has to offer.
Parental Involvement at School
•Volunteer!
•Become a guest mystery reader.
• Read the classroom newsletter.
Thank You For Coming!
I hope this presentation has provided you with some helpful
information and gives you a better idea of how literacy is taught in
our classroom. I look forward to the year ahead working with your
child as well as working with you. Please contact me anytime if
needed. Thanks again for coming tonight!
References
 Armbruster, B.A., Lehr, F. & Osborn, J. (2001), Put Reading
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First: The Research Building Blocks for Teaching Children to Read.
Retrieved from http://www.osepideasthatwork.org
Hadaway, N.L., Vardell, S.M.,Young, T.A. (2009). What Every
Teacher Should Know About English Language Learners. Allyn &
Bacon, Boston, MA.
Pacific Resources for Education and Learning. (2003), Focus on
Fluency. Retrieved from http://www.prel.org
Texas Education Agency. (2002), The Red Book Series. Retrieved
from http://www.tea.state.tx.us
Tompkins, G. (2010), Literacy for the 21st Century: A Balanced
Approach, 5th edition, NY: Allyn & Bacon.
Impact Statements
Student Impact Statement
This project will impact P-12
students learning in that after
reading the texts, discussing crucial
elements to a balanced literacy
program with other colleagues via
blackboard, and focusing on reading
theorists such as Emmett Betts, the
teacher will have a better
understanding on what it takes to
teach reading effectively. Thus
students at all levels will receive the
correct instruction in order for
them to become successful readers.
Professional Practice Impact Statement
The Balanced Literacy Project has
professionally impacted my
teaching literacy greatly. I have a
much better understanding of the
elements needed to teach literacy,
their value, and how they all work
together to form an effective
literacy program. Because of this
project, I am more confident using
these new teaching practices daily
with the ultimate goal of my
students becoming successful
readers.