Supporting Balanced Literacy through the teachers college model

1. Supporting Balanced Literacy through the teachers college model August 21, 2013

2. Today’s goals • Share framework / components of Teachers College Model for Units of Study • Begin with Interactive Read Alouds(What is it? How do I plan for it?) • Don’t freak out!

3. 90 Minute reading block

4. How will we get where we need to go? Professional Development will support elements of Teachers College Model PD sessions Book Studies Planning

5. Interactive read alouds • Aim for 20-30 minutes daily. • Use quality informational and narrative texts. (Integrate your subject areas and promote intertextual connections!) • Deliberately plan which skills and strategies you will focus on with each text. • Incorporate think-alouds into your instruction. • Build in a day for rereading a text and incorporating skill extension (writing-based retelling, compare-contrast texts…). Goal: engage students in actively using specific reading strategies while teacher guides and coaches.

6. How Do Interactive Read Alouds work? • Choose Texts that are: • High interest & address standards • For your target audience (gr. level, length…) • Diverse and encourage multicultural connections • Clear and accurate • Created by same author or illustrator (create connections) • Choose Vocabulary that is: • Functional and meaningful • Rich, varied, interesting without compromising text’s overall meaning • Important to the story

7. Interactive Read Alouds • Bugs! Bugs! Bugs! (K-2) http://vimeo.com/55950927 Gorillas (3-5) http://vimeo.com/55965891 What do you notice about management? Instruction? Students? Teacher?

8. Possible structure for an interactive read aloud • Book Intro • Think Alouds (at least 2) • Turn and Talk • Think Alouds • Turn and Talk • Grand conversation Let’s try it out!

9. Partner Talk Progression

10. Post Read Aloud • Writing • Whole Group Discussion with accountable talk (Grand Conversation) http://vimeo.com/55950928 • Partner work • Reference strategies again during workshop mini lessons, conferences, small group instruction • Create an anchor chart

11. Gathering assessment data (a.k.a… What do I do with all those darn post it notes?) • What am I assessing? • Engagement • Comprehension • Use of strategies • Collect for quick pulse and to guide small group work • Use as journal starter

12. Your Turn! • With your teammates, choose an engaging text that you can use for a read aloud next week. • What CCSS will you address? • Create post it notes that show your teacher modeling and opportunities for guided student discussion.

13. What should I do from now through the first few weeks of school? Become a reading professional!! • Read Unit 1 of Units of Study • Review your Yearlong map from time to time (look ahead!!) • Continue planning for Read Alouds • Be prepared for planning • Organize your library Do you know how to access Intranet resources?

14. What should I do from now through the first few weeks of school? • Get to know your readers!! • Interest inventories, conferences, observations • Start individual bags of books • Reading Logs (2nd -5th) • Reading Response journals • Start building anchor charts to help students visualize strategies

15. What should I do from now through the first few weeks of school? Create a Reading Environment • Establish reading partnerships • Start individual bags of books • Reading Logs (2nd -5th) • Reading Response journals (all) • Start building anchor charts to help students visualize strategies • Interactive Read Alouds

16. Resources • The Continuum of Literacy Learning • Book studies • Me! (available for modeling lessons, co-planning…) • Any experts in the building?? • http://readingandwritingproject.com/ • Elementary Literacy Grade Level Pages (Intranet Departments Humanities Literacy Elementary Literacy)