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A Comprehensive Approach to Balanced Literacy. Presented by Dr. Edwina Frasca-Stuart Director 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 - PowerPoint PPT Presentation
Citation preview
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?
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
Comprehension of Words
Broca’s AreaProcessing of
Syntax
Broca’s AreaProcessing of
Syntax
ThalamusThalamus Auditory Cortex
Auditory Cortex
Motor CortexProduction of
Speech
Motor CortexProduction of
Speech
Speech
15
16
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
Comprehension of Words
Wernicke’s Area
Comprehension of Words
Broca’s AreaProcessing of
Syntax
Broca’s AreaProcessing of
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
18
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
Vert
ical
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
Developmental Levels
Developmental Levels
Developmental Levels
Developmental Levels
Developmental Levels
We started with the Pennsylvania Language Arts Standards WHAT
We Teach
WHAT We Teach
WHAT We Teach
WHAT We Teach
The Language Arts Wheel
WHAT We Teach
WHAT We Teach
PennsylvaniaLanguage ArtsStandards
HOW We
Teach
HOW We
Teach
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
Ohio State University Literacy Framework
•Read Alouds
•Shared Reading
•Guided Reading
•Independent Reading
Reading Scaffold
Ohio State University Literacy Framework
•Read Alouds
•Shared Reading
•Guided Reading
•Independent Reading
Reading Scaffold
Ohio State University Literacy Framework
•Read Alouds
•Shared Reading
•Guided Reading
•Independent Reading
Reading Scaffold
Ohio State University Literacy Framework
•Read Alouds
•Shared Reading
•Guided Reading
•Independent Reading
Reading Scaffold
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
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
High TeacherSupport
Low 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
Principles of Systemic Change Bucks County
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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
Principles of Systemic Change Bucks County
Intermediate Unit 82
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
Principles of Systemic Change Bucks County
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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
Principles of Systemic Change Bucks County
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Next Steps
Ø Principles of Systemic Change
Ø Article on the Principles of Systemic Change
Principles of Systemic Change Bucks County
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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 Systemic Change Bucks County
Intermediate Unit 86
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.
Principles of Systemic Change Bucks County
Intermediate Unit 87
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
Principles of Systemic Change Bucks County
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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
Principles of Systemic Change Bucks County
Intermediate Unit 89
“Enduring” Understanding
“Enduring” Understanding
Represents a Big Idea
Resides at the Heart of Systemic Change
Requires “uncoverage” of abstract or often misunderstood ideas
Potentially engaging work
Principles of Systemic Change Bucks County
Intermediate Unit 90
The Adaptation/Innovation Subsystem:
The Nine Principles of Systemic Change
Principles of Systemic Change Bucks County
Intermediate Unit 91
Principle One
Stakeholders within a Change Process
must understand “The Change
Process.”
Principles of Systemic Change Bucks County
Intermediate Unit 92
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?
Principles of Systemic Change Bucks County
Intermediate Unit 93
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
Principles of Systemic Change Bucks County
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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
Principles of Systemic Change Bucks County
Intermediate Unit 96
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
Principles of Systemic Change Bucks County
Intermediate Unit 97
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…
Principles of Systemic Change Bucks County
Intermediate Unit 98
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
Principles of Systemic Change Bucks County
Intermediate Unit 99
Vision
Skill Acquisition and Change
Successful Change
Principles of Systemic Change Bucks County
Intermediate Unit 100
Skill Acquisition and Change
Vision
Successful Change
Inappropriate Guilt
Need forSupport
The Implementation Dip
Principles of Systemic Change Bucks County
Intermediate Unit 101
Principle Three:
School Culture is at the heart of Systemic Change.
A major reform effort is a “reculturing” of school.
Principles of Systemic Change Bucks County
Intermediate Unit 102
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.
Principles of Systemic Change Bucks County
Intermediate Unit 103
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.
Principles of Systemic Change Bucks County
Intermediate Unit 104
Teacher Subculture - Norms The unspoken rules of the
standards and expectations of the teacher group
Principles of Systemic Change Bucks County
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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?
Principles of Systemic Change Bucks County
Intermediate Unit 106
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.
WOW!
“Do, then plan…and do and plan some more.”
Principles of Systemic Change Bucks County
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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
Principles of Systemic Change Bucks County
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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.
Principles of Systemic Change Bucks County
Intermediate Unit 109
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.
Principles of Systemic Change Bucks County
Intermediate Unit 110
Problem Classification System-level problem District-level problem Building-level problem Hallway-level problem Classroom-level problem Teacher and/or Student-level
problem
Principles of Systemic Change Bucks County
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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
Principles of Systemic Change Bucks County
Intermediate Unit 112
Problem-Solving
How a problem is classified, helps to determine the route that is taken to resolve it.
Classifying problems promotes meaningful problem-solving.
Principles of Systemic Change Bucks County
Intermediate Unit 113
Systemic Change occurs when the system is restructured, not “band-aided”…
Principles of Systemic Change Bucks County
Intermediate Unit 114
Not A Quick Fix
Principles of Systemic Change Bucks County
Intermediate Unit 115
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.
Principles of Systemic Change Bucks County
Intermediate Unit 116
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
Principles of Systemic Change Bucks County
Intermediate Unit 117
Principle Seven
Change is resource hungry.
Time – “Retiming” Energy – “The work of
Change” External Assistance Content Resources Psychological Resources
Principles of Systemic Change Bucks County
Intermediate Unit 118
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
Principles of Systemic Change Bucks County
Intermediate Unit 119
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
Principles of Systemic Change Bucks County
Intermediate Unit 120
Principle NineLeadership, both administrative and
teacher-based, is a crucial component of systemic change efforts.
Types of Leadership Transactional leadership Transformational leadership
Leadership Density
Principles of Systemic Change Bucks County
Intermediate Unit 121
Leadership Themes Moral Purpose
Understanding Change
Developing Relationships
Knowledge Building
Coherence Making
Fullan, 2001
Principles of Systemic Change Bucks County
Intermediate Unit 122
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
Principles of Systemic Change Bucks County
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Back to Word Splash Revisit Word Splash
Principles of Systemic Change Bucks County
Intermediate Unit 124
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
Principles of Systemic Change Bucks County
Intermediate Unit 125
Wrap-up - Next Steps
Thursday, September 1, 2011