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Carol Bennett, WRESA 1What is Balanced Literacy• It i.docx

Balanced literacy is a comprehensive language arts program that develops students' reading, writing, speaking, and listening skills through various instructional strategies, including guided reading and independent reading. Effective implementation requires individualized assessment, scaffolding instruction, and fostering engagement and motivation to ensure that children enjoy and find value in reading. Ultimately, the goal is for students to become proficient readers, writers, and speakers, preparing them for lifelong learning.

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Carol Bennett, WRESA 1 What is Balanced Literacy? • It is a comprehensive program of language arts acquisition. It contains all of the components necessary for students to master written and oral communication. Carol Bennett, WRESA 2 Areas of emphasis include: • reading, • writing, • speaking, • listening, • and viewing. Carol Bennett, WRESA 3 Balanced Literacy • Balanced literacy begins with creating a genuine appreciation for good literature.
• It includes teaching phonics, grammar skills, reading and comprehension strategies, and writing forms and skills. • Direct and indirect reading instruction, shared reading, and independent reading experiences must be provided. Carol Bennett, WRESA 4 Balanced Literacy • Reading Aloud (Modeled Reading) • Shared Reading • Guided Reading • Independent Reading • Modeled or Interactive Writing • Shared Writing • Guided Writing (Writing Workshop) • Independent Writing
Carol Bennett, WRESA 5 Effectiveness of Balanced Literacy • A balanced literacy plan is most effective when children are given direct instructional support and a variety of daily reading and writing experiences that are needed in the complex process of becoming independent readers and writers. Carol Bennett, WRESA 6 What Is A Balanced Reading Program? • A balanced reading program includes: • Knowing students individually. • Balancing both direct and indirect instruction. • Balancing instructional activities including skills emphasis and meaning emphasis. Carol Bennett, WRESA 7 Balanced reading is deep-rooted in the belief that teachers should be
constantly aware of students' individual needs and progress. Carol Bennett, WRESA 8 Teachers Should Use a Variety of Assessment Tools: • teacher observations, • oral reading samples, • writing samples, • spelling samples, • portfolios, • as well as standardized and other tests. Carol Bennett, WRESA 9 Teachers who know students individually provide many kinds of support, enabling students to move to higher levels of reading and literacy development.
Carol Bennett, WRESA 10 Scaffolding Instruction • Teachers of balanced reading provide direct instruction to scaffold learning and make learning to read and write easier. • They also provide ample opportunity and support for students to use and extend their instruction in functional reading and writing. Carol Bennett, WRESA 11 Examples of Scaffolding • Story Mapping: To help students think about how the different story elements work together: – Characters – Setting – Problem – Main events – Resolution • Character Sketching: To help students focus on how the main character’s personal traits often
direct the action of the story. • Cooperative Group Discussions: To help students understand confusing concepts. Carol Bennett, WRESA 12 Learning Conditions • Children must spend time - both inside and outside the classroom - reading and writing under conditions for learning that are favorable for individual achievement. Carol Bennett, WRESA 13 Teaching/Learning Styles • Likewise, some time should be spent in individual, small-group, and whole-group direct instruction to support children's literacy needs.
Carol Bennett, WRESA 14 Engagement and Motivation • Engagement and motivation are crucial components for children as they learn to read. Adults must foster joy in and purposefulness for reading because children will not become proficient readers if they do not enjoy the experience or see any value in it. Carol Bennett, WRESA 15 Long Range Goal • Students must be proficient as readers, writers, and speakers to be successful, contributing adults and lifelong learners. Carol Bennett, WRESA 16 Start and End Each Day with Literature
• Use Books That Really Generate Response! Carol Bennett, WRESA 17 Developing Life-Long Habits • Every child in every classroom, every day, deserves the chance to behave like and enjoy the pleasure of being a good reader. Components of Balanced Literacy Word Study Word Study is the study of our alphabetic symbol system. This involves the areas of phonics (letter/sound relationships), morphemic analysis (using word parts to denote meaning), and automaticity for sight words. Word study involves both the decoding (reading) and encoding (phonics and spelling)
of our symbol system so students can make meaning from an author’s message and convey meaning by creating their own message. Interactive Read Aloud Interactive Read Aloud is a time when the teacher reads a piece of quality writing aloud to the whole class and stops at planned points to ask questions that elicit student response. Students learn to think deeply about text, to listen to others, and to grow their own ideas. Shared Reading Shared Reading is a type of focus lesson in which either enlarged print is utilized, or all students have the text to “share” the reading process with a group of students. The teacher uses this time, explicitly modeling reading strategies and skills that the students need to learn. The responsibility for reading is “shared” between the teacher and the students, although the teacher reads most of the text. Strategy Groups Strategy Groups are also known as a Guided Reading Groups. The teacher meets with a small group that needs to work on a specific strategy or that has a similar reading level. Each student has a copy of the text and
reads it quietly. The teacher uses this time to explicitly teach and to have students practice the strategy they need to learn. Independent Reading/ Reader’s Workshop Independent Reading is a time when students read text (either self-selected or teacher recommended) at their Independent Reading level to practice reading strategies, develop fluency and automaticity. The teacher confers with students one-on-one, prompts the use of the strategies, discusses various aspects of the text, and learns about each student as a reader. Students may respond to the text in meaningful ways through writing, discussing, or sketching. Independent Reading Conference An Independent Reading Conference is a time when the teacher works one-on- one with a student to teach the student what s/he needs to learn about reading. The teacher uses the conference to assess (research) what the student needs to learn, to decide what to teach the student and then to teach the student. Some people think of an Independent Reading conference as a “private lesson. Two Hour Literacy Block
Whole Class Lesson – Shared Reading • 3-4 days per week lesson from the anthology/ Science Social Studies text • 1-2 days per week other text • Appx. 20 minutes Independent Reading/Small Group Lessons • Includes o Mini-Lesson (sometimes overlaps with phonics, shared reading or read aloud) o 1:1 conferring o Wrap-up • 4-5 times per week • 1-2 small groups meet each day • Independent Reading: 30-45 minutes • Guided reading groups: 15-20 minutes Independent Reading in Kindergarten is shorter (10-15 minutes). In Kindergarten the teacher might pull small groups as children work in Literacy Centers. Whole Class Lesson – Read Aloud
• 5 days per week • Appx. 10-15 minutes • Usually takes place outside of literacy block. Possible times include morning meeting, end of the day, before lunch, after lunch. Whole Class Lesson – Phonics/Word Study/Spelling/Vocabulary • 5 days per week • Appx. 15 minutes Writer’s Workshop/Literature Extensions • Includes: o Mini-Lesson (sometimes overlaps with shared reading, phonics, read aloud, interactive writing, shared writing) o 1:1 conferring o Wrap-up • Writer’s workshop: 4-5 times per week • Literature Extension: 1-2 times per week • Appx. 30-45 min. Teachers might choose to work with small groups while students work on literature extensions.
Time Management: Organizing the Literacy Block Reader’s Workshop Reading Focus Lesson (whole class lesson) Guided Practice (small group lessons) Independent Practice (Ind. Reading and 1:1 conferring) Share ---------------------------- Time: 45-60 min. per day Word Study Word Strategies/Spelling
(whole class lesson) Guided Practice (small group/ 1:1support) Does not happen every day Share ---------------------------- Time: 15 – 20 min. per day Writer’s Workshop Writing Focus Lesson (whole class lesson) Guided Practice (small group lessons) Independent Practice (Ind. Writing and 1:1 conferring) Share
---------------------------- Time: 45 – 60 min. per day Book Selection EASY * you can read the words fluently (smooth and with an interesting voice) *you know how to say all the words *you have background knowledge of the subject *sometimes the book has a larger print *you understand the story *your reading rate may be quicker
*your thinking comes easy as you read the words CHALLENGING *many of the words are too hard to decode (failed a five finger test) *you don't know what the tricky words MEAN *your reading becomes choppy more than it is fluent *you don't have any background knowledge of the subject *often the print is small or overwhelming *you lose focus as you are reading *you are not enjoying the book because you have to do too much word work *your thinking is confused *your reading rate slows way down JUST RIGHT *you can read most of the words *you can understand what you are reading
*you enjoy the book *you may have some background knowledge of the subject *you can read the book with smooth fluency but there are some choppy places *your reading rate is just right- not too slow and not too fast *you can figure out the tricky words and still get the meaning of the story Prompts to Support the Use of Strategies To support the control of early reading behaviors: Read it with your finger. Did you have enough (or too many) words? Did it match? Were there enough words?
Did you run out of words? Try _______. Would that make sense? Try _______. Would that sound right? To support the reader’s use of self monitoring or checking behavior: Were you right? Where’s the tricky word? (after an error) What did you notice? (after hesitation or stop) What’s wrong? Why did you stop? What letter would you expect to see at the beginning, end? What ________ fit there? Would ________ make sense? Do you think it looks like ________? Could it be _________? It could be _________, but look at ________. Check it. Does it look right and sound right to you? You almost got that. See if you can find what is wrong. Try that again. Reading Strategies Levels A-B (1, 2,3)
� Using a pattern to predict � Using picture clues � Understanding left-to-right directionality � Matching one-to-one speech to print � Pointing under the words � Locating known words on a page and using them as anchors Levels C-D (4,6) � Understanding how patterns change � Using picture cues to search for meaning � Understanding left-to-right directionality when there is more than one line of print � Locating known words on a page and using them as anchors � How to know when a book is “just right” � Monitoring for meaning—checking to make sure it makes sense � Monitoring for language—does it sound right? � Attending to beginning letters in a word—predicting from first letter or letters � Going back to reread when stuck � Locating some high frequency words with automaticity Levels E-F (8,10) � Rereading � Self-correcting � Cross-checking one cue against another � Monitoring for meaning � “Just right” book selection � Using word analogies to decode simple unknown words � Using graphophonic knowledge to look across words � Recognizing common “chunks” in words
� Using the pointing finger only at difficulty � Locating many high frequency words automatically � Words with common chunks � Understanding the difference between fiction and nonfiction texts Levels G-H (12,14) � Rereading � Self-correcting � Reading fluently � “Just right” book selection � Integrating cues from meaning, structure, and visual cues � Ongoing monitoring for meaning � Using increasingly difficult chunks within words � Independence in reading � Learning how to read nonfiction texts by using the table of contents, headings and captions Levels I-J (16,18) � All of the before mentioned strategies � Skipping a word, going on, and coming back � Using context clues to understand an unknown word � Reading with intonation � How to use punctuation cues to read with phrasing � Retelling using names, important events, and general gist of story � Inferring from illustrations � Making text-to-self connections
� Using diagrams, captions, index, etc. to read nonfiction texts Levels K-L (20, 24) � Self-correcting regularly � Reading with fluency, intonation and phrasing � “Just right” book selection � Using more challenging graphophonic strategies to problem- solve through text � Solving unknown words with relative ease � Learning how to carry a story line through chapters � Inferring from pictures, character’s actions, author’s choice of words � Retelling the gist of the story, including connected, personal thoughts � Making text-to-text connections � Understanding how series books are organized � Skimming and scanning nonfiction texts for important information Levels M-P (28, 30, 34, 38) � Using meanings of word parts ( prefixes, suffixes, root words) to decipher unknown words � Inferring from multiple sources within text � Determining importance of events/facts within text � Making text-to-world connections (as well as previously stated connections)
� Building stamina for reading longer � Understanding theme � Characterization � How characters change from beginning to end of a book and why � Using nonfiction for research purposes To support the reader’s use of all sources of information: Check the picture. Does that make sense? Does that look right? Does that sound right? You said (…). Can we say it that way? You said (…). Does that make sense? Try that again and think what would make sense. Try that again and think what would sound right. Do you know a word like that? Do you know a word that starts with those letters? What could you try? Do you know a word that ends with those letters? What do you know that might help? What can you do to help yourself? To support the reader’s self-correction behavior: Something wasn’t quite right. Try that again.
I liked the way you worked that out. You made a mistake. Can you find it? To support phrased, fluent reading: Can you read this quickly? Put your word together so it sounds like talking. Sample Reading Conference Notes Student______________________________________________ ___________________ DATE/ BOOK/ TITLE/ LEVEL WHAT DOES THE STUDENT KNOW? WHAT DOES THE STUDENT NEED TO LEARN? HOW CAN I TEACH THIS? 10/17 Dan the Flying Man level C how to look at the first letter and the picture.
how to locate and use word parts- an, at use magnetic letters to make and break words find books with these word families for student to practice using word parts 10/22 Tracks level C reads for meaning Relies on first letter Used word parts when prompted more work on word parts sight words and, it, is practice with decodeable books so student can practice using word parts 10/24 At the Ball Park Level D used word parts independently
make sure she is rereading and self questioning Guided Reading Group with graphic organizer and modeled reading from teacher Reading Conference Notes Student______________________________________________ ___________________ DATE/ BOOK/ TITLE/ LEVEL WHAT DOES THE STUDENT KNOW? WHAT DOES THE STUDENT NEED TO LEARN? HOW CAN I TEACH THIS?
Independent Reading Notes Student Date Title/Level Strategies Used Next Steps Fluency Sample Guided Reading Notes Strategy: Using picture clues Text/Level: J Name: Alex Needs prompting Name:
Kristen Refer to picture for unknown words Name: Tammy Refer to picture for unknown words Name: Bob Refer to picture for unknown words Name: Rick Needs prompting Strategy: Using picture clues Text/Level: J
Name: Alex Uses picture clues to read unknown words Name: Kristen Uses picture clues to read unknown words Name: Tammy Uses picture clues to read unknown words Name: Bob Uses picture
clues to read unknown words Name: Rick Uses picture clues to read unknown words Strategy: Retelling Text/Level: K Name: Alex Needs graphic organizer Name: Kristen Omits relevant details Name:
Tammy Omits relevant details Name: Bob Includes beginning, middle, end Name: Rick Needs graphic organizer Strategy: Retelling Text/Level: K Name: Alex Uses graphic organizer effectively Name:
Kristen Includes beginning, middle, and end Name: Tammy Includes beginning, middle, and end Name: Bob Includes details Name: Rick Uses graphic organizer effectively
Guided Reading Notes Month of: Students: Strategy: Text/Level: Name: Name: Name: Name: Name: Strategy: Text/Level: Name: Name: Name: Name:
Name: Strategy: Text/Level: Name: Name: Name: Name: Name: Strategy: Text/Level: Name: Name: Name: Name:
Name: Total Possible Score: 8.00 Creates a Presentation, Including a Description of What Has Been Learned About Balanced Literacy Total: 6.00 Distinguished - Creates a comprehensive presentation, including a thorough description of what has been learned about balanced literacy. Proficient - Creates a presentation, including a description of what has been learned about balanced literacy. Minor details are missing. Basic - Creates a brief presentation, including a description of what has been learned about balanced literacy. Relevant details are missing. Below Expectations - Attempts to create a presentation, including a description of what has been learned about balanced literacy; however, significant details are missing. Non-Performance - The presentation is either nonexistent or lacks the components described in the assignment instructions. Reading: Comprehension Total: 0.60 Distinguished - Distinguishes probable implications of the text for contexts, perspectives, or issues outside the assigned task or beyond the author’s explicit message. Proficient - Uses the text, general background understanding, and/or specific knowledge of the author’s context to draw more intricate inferences about the author’s message and approach. Basic - Considers how textual features (e.g., sentence and paragraph structure or tone) contribute to the author’s message; draws fundamental inferences about context and rationale of
text. Below Expectations - Inadequately captures vocabulary and makes an effort to paraphrase or summarize the information the text communicates. Non-Performance - The assignment is either nonexistent or lacks the components described in the instructions. Reading: Analysis Total: 0.60 Distinguished - Appraises tactics for relating ideas, text structure, or other textual features in order to gain knowledge or insight within and across texts and disciplines. Proficient - Recognizes connections among ideas, text structure, or other textual features, to analyze how they support a sophisticated understanding of the text as a whole. Basic - Recognizes the connections among portions of a text in considering how these connections contribute to a fundamental understanding of the text as a whole. Below Expectations - Makes an effort to recognize portions of a text as needed to respond to inquiries posed in the assignment. Non-Performance - The assignment is either nonexistent or lacks the components described in the instructions. Written Communication: Control of Syntax and Mechanics Total: 0.27 Distinguished - Displays meticulous comprehension and organization of syntax and mechanics, such as spelling and grammar. Written work contains no errors, and is very easy to understand. Proficient - Displays comprehension and organization of syntax and mechanics, such as spelling and grammar. Written work contains only a few minor errors, and is mostly easy to understand. Basic - Displays basic comprehension of syntax and mechanics, such as spelling and grammar. Written work contains a few errors, which may slightly distract the reader.
Below Expectations - Fails to display basic comprehension of syntax or mechanics, such as spelling and grammar. Written work contains major errors, which distract the reader. Non-Performance - The assignment is either nonexistent or lacks the components described in the instructions. Written Communication: Slide Requirement Total: 0.27 Distinguished - The length of the assignment is equivalent to the required number of correctly formatted slides. Proficient - The length of the assignment is nearly equivalent to the required number of correctly formatted slides. Basic - The length of the assignment is equivalent to at least three quarters of the required number of correctly formatted slides. Below Expectations - The length of the assignment is equivalent to at least one half of the required number of correctly formatted slides. Non-Performance - The assignment is either nonexistent or lacks the components described in the instructions. Written Communication: Resource Requirement Total: 0.26 Distinguished - Uses more than the required number of scholarly sources, providing compelling evidence to support ideas. All sources on the reference slide are used and cited correctly within the body of the assignment. Proficient - Uses required number of scholarly sources to support ideas. All sources on the reference slide are used and cited correctly within the body of the assignment. Basic - Uses less than the required number of sources to support ideas. Some sources may not be scholarly. Most sources on the reference slide are used within the body of the assignment. Citations may not be formatted correctly. Below Expectations - Uses inadequate number of sources that provide little or no support for ideas. Sources used may not be
scholarly. Most sources on the reference slide are not used within the body of the assignment. Citations are not formatted correctly. Non-Performance - The assignment is either nonexistent or lacks the components described in the instructions. Powered by

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Carol Bennett, WRESA 1What is Balanced Literacy• It i.docx

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    Carol Bennett, WRESA1 What is Balanced Literacy? • It is a comprehensive program of language arts acquisition. It contains all of the components necessary for students to master written and oral communication. Carol Bennett, WRESA 2 Areas of emphasis include: • reading, • writing, • speaking, • listening, • and viewing. Carol Bennett, WRESA 3 Balanced Literacy • Balanced literacy begins with creating a genuine appreciation for good literature.
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    • It includesteaching phonics, grammar skills, reading and comprehension strategies, and writing forms and skills. • Direct and indirect reading instruction, shared reading, and independent reading experiences must be provided. Carol Bennett, WRESA 4 Balanced Literacy • Reading Aloud (Modeled Reading) • Shared Reading • Guided Reading • Independent Reading • Modeled or Interactive Writing • Shared Writing • Guided Writing (Writing Workshop) • Independent Writing
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    Carol Bennett, WRESA5 Effectiveness of Balanced Literacy • A balanced literacy plan is most effective when children are given direct instructional support and a variety of daily reading and writing experiences that are needed in the complex process of becoming independent readers and writers. Carol Bennett, WRESA 6 What Is A Balanced Reading Program? • A balanced reading program includes: • Knowing students individually. • Balancing both direct and indirect instruction. • Balancing instructional activities including skills emphasis and meaning emphasis. Carol Bennett, WRESA 7 Balanced reading is deep-rooted in the belief that teachers should be
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    constantly aware ofstudents' individual needs and progress. Carol Bennett, WRESA 8 Teachers Should Use a Variety of Assessment Tools: • teacher observations, • oral reading samples, • writing samples, • spelling samples, • portfolios, • as well as standardized and other tests. Carol Bennett, WRESA 9 Teachers who know students individually provide many kinds of support, enabling students to move to higher levels of reading and literacy development.
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    Carol Bennett, WRESA10 Scaffolding Instruction • Teachers of balanced reading provide direct instruction to scaffold learning and make learning to read and write easier. • They also provide ample opportunity and support for students to use and extend their instruction in functional reading and writing. Carol Bennett, WRESA 11 Examples of Scaffolding • Story Mapping: To help students think about how the different story elements work together: – Characters – Setting – Problem – Main events – Resolution • Character Sketching: To help students focus on how the main character’s personal traits often
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    direct the actionof the story. • Cooperative Group Discussions: To help students understand confusing concepts. Carol Bennett, WRESA 12 Learning Conditions • Children must spend time - both inside and outside the classroom - reading and writing under conditions for learning that are favorable for individual achievement. Carol Bennett, WRESA 13 Teaching/Learning Styles • Likewise, some time should be spent in individual, small-group, and whole-group direct instruction to support children's literacy needs.
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    Carol Bennett, WRESA14 Engagement and Motivation • Engagement and motivation are crucial components for children as they learn to read. Adults must foster joy in and purposefulness for reading because children will not become proficient readers if they do not enjoy the experience or see any value in it. Carol Bennett, WRESA 15 Long Range Goal • Students must be proficient as readers, writers, and speakers to be successful, contributing adults and lifelong learners. Carol Bennett, WRESA 16 Start and End Each Day with Literature
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    • Use Books ThatReally Generate Response! Carol Bennett, WRESA 17 Developing Life-Long Habits • Every child in every classroom, every day, deserves the chance to behave like and enjoy the pleasure of being a good reader. Components of Balanced Literacy Word Study Word Study is the study of our alphabetic symbol system. This involves the areas of phonics (letter/sound relationships), morphemic analysis (using word parts to denote meaning), and automaticity for sight words. Word study involves both the decoding (reading) and encoding (phonics and spelling)
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    of our symbol systemso students can make meaning from an author’s message and convey meaning by creating their own message. Interactive Read Aloud Interactive Read Aloud is a time when the teacher reads a piece of quality writing aloud to the whole class and stops at planned points to ask questions that elicit student response. Students learn to think deeply about text, to listen to others, and to grow their own ideas. Shared Reading Shared Reading is a type of focus lesson in which either enlarged print is utilized, or all students have the text to “share” the reading process with a group of students. The teacher uses this time, explicitly modeling reading strategies and skills that the students need to learn. The responsibility for reading is “shared” between the teacher and the students, although the teacher reads most of the text. Strategy Groups Strategy Groups are also known as a Guided Reading Groups. The teacher meets with a small group that needs to work on a specific strategy or that has a similar reading level. Each student has a copy of the text and
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    reads it quietly. Theteacher uses this time to explicitly teach and to have students practice the strategy they need to learn. Independent Reading/ Reader’s Workshop Independent Reading is a time when students read text (either self-selected or teacher recommended) at their Independent Reading level to practice reading strategies, develop fluency and automaticity. The teacher confers with students one-on-one, prompts the use of the strategies, discusses various aspects of the text, and learns about each student as a reader. Students may respond to the text in meaningful ways through writing, discussing, or sketching. Independent Reading Conference An Independent Reading Conference is a time when the teacher works one-on- one with a student to teach the student what s/he needs to learn about reading. The teacher uses the conference to assess (research) what the student needs to learn, to decide what to teach the student and then to teach the student. Some people think of an Independent Reading conference as a “private lesson. Two Hour Literacy Block
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    Whole Class Lesson– Shared Reading • 3-4 days per week lesson from the anthology/ Science Social Studies text • 1-2 days per week other text • Appx. 20 minutes Independent Reading/Small Group Lessons • Includes o Mini-Lesson (sometimes overlaps with phonics, shared reading or read aloud) o 1:1 conferring o Wrap-up • 4-5 times per week • 1-2 small groups meet each day • Independent Reading: 30-45 minutes • Guided reading groups: 15-20 minutes Independent Reading in Kindergarten is shorter (10-15 minutes). In Kindergarten the teacher might pull small groups as children work in Literacy Centers. Whole Class Lesson – Read Aloud
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    • 5 daysper week • Appx. 10-15 minutes • Usually takes place outside of literacy block. Possible times include morning meeting, end of the day, before lunch, after lunch. Whole Class Lesson – Phonics/Word Study/Spelling/Vocabulary • 5 days per week • Appx. 15 minutes Writer’s Workshop/Literature Extensions • Includes: o Mini-Lesson (sometimes overlaps with shared reading, phonics, read aloud, interactive writing, shared writing) o 1:1 conferring o Wrap-up • Writer’s workshop: 4-5 times per week • Literature Extension: 1-2 times per week • Appx. 30-45 min. Teachers might choose to work with small groups while students work on literature extensions.
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    Time Management: Organizing theLiteracy Block Reader’s Workshop Reading Focus Lesson (whole class lesson) Guided Practice (small group lessons) Independent Practice (Ind. Reading and 1:1 conferring) Share ---------------------------- Time: 45-60 min. per day Word Study Word Strategies/Spelling
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    (whole class lesson) GuidedPractice (small group/ 1:1support) Does not happen every day Share ---------------------------- Time: 15 – 20 min. per day Writer’s Workshop Writing Focus Lesson (whole class lesson) Guided Practice (small group lessons) Independent Practice (Ind. Writing and 1:1 conferring) Share
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    ---------------------------- Time: 45 –60 min. per day Book Selection EASY * you can read the words fluently (smooth and with an interesting voice) *you know how to say all the words *you have background knowledge of the subject *sometimes the book has a larger print *you understand the story *your reading rate may be quicker
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    *your thinking comeseasy as you read the words CHALLENGING *many of the words are too hard to decode (failed a five finger test) *you don't know what the tricky words MEAN *your reading becomes choppy more than it is fluent *you don't have any background knowledge of the subject *often the print is small or overwhelming *you lose focus as you are reading *you are not enjoying the book because you have to do too much word work *your thinking is confused *your reading rate slows way down JUST RIGHT *you can read most of the words *you can understand what you are reading
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    *you enjoy thebook *you may have some background knowledge of the subject *you can read the book with smooth fluency but there are some choppy places *your reading rate is just right- not too slow and not too fast *you can figure out the tricky words and still get the meaning of the story Prompts to Support the Use of Strategies To support the control of early reading behaviors: Read it with your finger. Did you have enough (or too many) words? Did it match? Were there enough words?
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    Did you runout of words? Try _______. Would that make sense? Try _______. Would that sound right? To support the reader’s use of self monitoring or checking behavior: Were you right? Where’s the tricky word? (after an error) What did you notice? (after hesitation or stop) What’s wrong? Why did you stop? What letter would you expect to see at the beginning, end? What ________ fit there? Would ________ make sense? Do you think it looks like ________? Could it be _________? It could be _________, but look at ________. Check it. Does it look right and sound right to you? You almost got that. See if you can find what is wrong. Try that again. Reading Strategies Levels A-B (1, 2,3)
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    � Using apattern to predict � Using picture clues � Understanding left-to-right directionality � Matching one-to-one speech to print � Pointing under the words � Locating known words on a page and using them as anchors Levels C-D (4,6) � Understanding how patterns change � Using picture cues to search for meaning � Understanding left-to-right directionality when there is more than one line of print � Locating known words on a page and using them as anchors � How to know when a book is “just right” � Monitoring for meaning—checking to make sure it makes sense � Monitoring for language—does it sound right? � Attending to beginning letters in a word—predicting from first letter or letters � Going back to reread when stuck � Locating some high frequency words with automaticity Levels E-F (8,10) � Rereading � Self-correcting � Cross-checking one cue against another � Monitoring for meaning � “Just right” book selection � Using word analogies to decode simple unknown words � Using graphophonic knowledge to look across words � Recognizing common “chunks” in words
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    � Using thepointing finger only at difficulty � Locating many high frequency words automatically � Words with common chunks � Understanding the difference between fiction and nonfiction texts Levels G-H (12,14) � Rereading � Self-correcting � Reading fluently � “Just right” book selection � Integrating cues from meaning, structure, and visual cues � Ongoing monitoring for meaning � Using increasingly difficult chunks within words � Independence in reading � Learning how to read nonfiction texts by using the table of contents, headings and captions Levels I-J (16,18) � All of the before mentioned strategies � Skipping a word, going on, and coming back � Using context clues to understand an unknown word � Reading with intonation � How to use punctuation cues to read with phrasing � Retelling using names, important events, and general gist of story � Inferring from illustrations � Making text-to-self connections
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    � Using diagrams,captions, index, etc. to read nonfiction texts Levels K-L (20, 24) � Self-correcting regularly � Reading with fluency, intonation and phrasing � “Just right” book selection � Using more challenging graphophonic strategies to problem- solve through text � Solving unknown words with relative ease � Learning how to carry a story line through chapters � Inferring from pictures, character’s actions, author’s choice of words � Retelling the gist of the story, including connected, personal thoughts � Making text-to-text connections � Understanding how series books are organized � Skimming and scanning nonfiction texts for important information Levels M-P (28, 30, 34, 38) � Using meanings of word parts ( prefixes, suffixes, root words) to decipher unknown words � Inferring from multiple sources within text � Determining importance of events/facts within text � Making text-to-world connections (as well as previously stated connections)
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    � Building staminafor reading longer � Understanding theme � Characterization � How characters change from beginning to end of a book and why � Using nonfiction for research purposes To support the reader’s use of all sources of information: Check the picture. Does that make sense? Does that look right? Does that sound right? You said (…). Can we say it that way? You said (…). Does that make sense? Try that again and think what would make sense. Try that again and think what would sound right. Do you know a word like that? Do you know a word that starts with those letters? What could you try? Do you know a word that ends with those letters? What do you know that might help? What can you do to help yourself? To support the reader’s self-correction behavior: Something wasn’t quite right. Try that again.
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    I liked theway you worked that out. You made a mistake. Can you find it? To support phrased, fluent reading: Can you read this quickly? Put your word together so it sounds like talking. Sample Reading Conference Notes Student______________________________________________ ___________________ DATE/ BOOK/ TITLE/ LEVEL WHAT DOES THE STUDENT KNOW? WHAT DOES THE STUDENT NEED TO LEARN? HOW CAN I TEACH THIS? 10/17 Dan the Flying Man level C how to look at the first letter and the picture.
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    how to locateand use word parts- an, at use magnetic letters to make and break words find books with these word families for student to practice using word parts 10/22 Tracks level C reads for meaning Relies on first letter Used word parts when prompted more work on word parts sight words and, it, is practice with decodeable books so student can practice using word parts 10/24 At the Ball Park Level D used word parts independently
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    make sure sheis rereading and self questioning Guided Reading Group with graphic organizer and modeled reading from teacher Reading Conference Notes Student______________________________________________ ___________________ DATE/ BOOK/ TITLE/ LEVEL WHAT DOES THE STUDENT KNOW? WHAT DOES THE STUDENT NEED TO LEARN? HOW CAN I TEACH THIS?
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    Independent Reading Notes StudentDate Title/Level Strategies Used Next Steps Fluency Sample Guided Reading Notes Strategy: Using picture clues Text/Level: J Name: Alex Needs prompting Name:
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    Kristen Refer to picture forunknown words Name: Tammy Refer to picture for unknown words Name: Bob Refer to picture for unknown words Name: Rick Needs prompting Strategy: Using picture clues Text/Level: J
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    Name: Alex Uses picture clues toread unknown words Name: Kristen Uses picture clues to read unknown words Name: Tammy Uses picture clues to read unknown words Name: Bob Uses picture
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    clues to read unknown words Name: Rick Usespicture clues to read unknown words Strategy: Retelling Text/Level: K Name: Alex Needs graphic organizer Name: Kristen Omits relevant details Name:
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    Tammy Omits relevant details Name: Bob Includes beginning, middle, end Name: Rick Needsgraphic organizer Strategy: Retelling Text/Level: K Name: Alex Uses graphic organizer effectively Name:
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    Guided Reading Notes Monthof: Students: Strategy: Text/Level: Name: Name: Name: Name: Name: Strategy: Text/Level: Name: Name: Name: Name:
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    Name: Total Possible Score:8.00 Creates a Presentation, Including a Description of What Has Been Learned About Balanced Literacy Total: 6.00 Distinguished - Creates a comprehensive presentation, including a thorough description of what has been learned about balanced literacy. Proficient - Creates a presentation, including a description of what has been learned about balanced literacy. Minor details are missing. Basic - Creates a brief presentation, including a description of what has been learned about balanced literacy. Relevant details are missing. Below Expectations - Attempts to create a presentation, including a description of what has been learned about balanced literacy; however, significant details are missing. Non-Performance - The presentation is either nonexistent or lacks the components described in the assignment instructions. Reading: Comprehension Total: 0.60 Distinguished - Distinguishes probable implications of the text for contexts, perspectives, or issues outside the assigned task or beyond the author’s explicit message. Proficient - Uses the text, general background understanding, and/or specific knowledge of the author’s context to draw more intricate inferences about the author’s message and approach. Basic - Considers how textual features (e.g., sentence and paragraph structure or tone) contribute to the author’s message; draws fundamental inferences about context and rationale of
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    text. Below Expectations -Inadequately captures vocabulary and makes an effort to paraphrase or summarize the information the text communicates. Non-Performance - The assignment is either nonexistent or lacks the components described in the instructions. Reading: Analysis Total: 0.60 Distinguished - Appraises tactics for relating ideas, text structure, or other textual features in order to gain knowledge or insight within and across texts and disciplines. Proficient - Recognizes connections among ideas, text structure, or other textual features, to analyze how they support a sophisticated understanding of the text as a whole. Basic - Recognizes the connections among portions of a text in considering how these connections contribute to a fundamental understanding of the text as a whole. Below Expectations - Makes an effort to recognize portions of a text as needed to respond to inquiries posed in the assignment. Non-Performance - The assignment is either nonexistent or lacks the components described in the instructions. Written Communication: Control of Syntax and Mechanics Total: 0.27 Distinguished - Displays meticulous comprehension and organization of syntax and mechanics, such as spelling and grammar. Written work contains no errors, and is very easy to understand. Proficient - Displays comprehension and organization of syntax and mechanics, such as spelling and grammar. Written work contains only a few minor errors, and is mostly easy to understand. Basic - Displays basic comprehension of syntax and mechanics, such as spelling and grammar. Written work contains a few errors, which may slightly distract the reader.
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    Below Expectations -Fails to display basic comprehension of syntax or mechanics, such as spelling and grammar. Written work contains major errors, which distract the reader. Non-Performance - The assignment is either nonexistent or lacks the components described in the instructions. Written Communication: Slide Requirement Total: 0.27 Distinguished - The length of the assignment is equivalent to the required number of correctly formatted slides. Proficient - The length of the assignment is nearly equivalent to the required number of correctly formatted slides. Basic - The length of the assignment is equivalent to at least three quarters of the required number of correctly formatted slides. Below Expectations - The length of the assignment is equivalent to at least one half of the required number of correctly formatted slides. Non-Performance - The assignment is either nonexistent or lacks the components described in the instructions. Written Communication: Resource Requirement Total: 0.26 Distinguished - Uses more than the required number of scholarly sources, providing compelling evidence to support ideas. All sources on the reference slide are used and cited correctly within the body of the assignment. Proficient - Uses required number of scholarly sources to support ideas. All sources on the reference slide are used and cited correctly within the body of the assignment. Basic - Uses less than the required number of sources to support ideas. Some sources may not be scholarly. Most sources on the reference slide are used within the body of the assignment. Citations may not be formatted correctly. Below Expectations - Uses inadequate number of sources that provide little or no support for ideas. Sources used may not be
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    scholarly. Most sourceson the reference slide are not used within the body of the assignment. Citations are not formatted correctly. Non-Performance - The assignment is either nonexistent or lacks the components described in the instructions. Powered by