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@aussiepd.editure.comchris.lowrey@aussiepd.editure.com

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

t In

dep

en

den

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Teach

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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

A Third Form of Small Group Instruction

Literature CirclesOr Book Clubs

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

Modeling a Book Introduction

"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

And finally,

• Questions

• Evaluations

• Professional Development Certificates

• Attendance / Sign in sheets

Thank you for participating in today’s workshop