Balanced Literacy - Differentiating through crystal clear expectations

Reader’s Workshop - 7th GradeGoogle Classroom Code - wek8r81

Please use this to label the Office Depot box and store all of the ELA teaching curriculum.

Thank you!

Welcome

deserie Bradvica and Ana Haskins

NormsWe commit to…

Respect the knowledge and experience you bring

Prepare an experience that is:● Clear● Relevant● Based on research● Reflective of the realities of our

schools

We ask YOU to…

Be open to new learning

Be fully present, putting aside:● Phones● Computers for anything

unrelated● Student work● Plan books● Concerns of the day

Let’s ALL:- Respect start and end times

- Keep the conversation focused: on topic, one voice at a time

Site Team Goals from Balanced Literacy Day #1 PD

7th Grade(10/18 & 10/29)

BaldwinConfer with students/sm groups

BrightwoodConfer in reading and annotate

Emery ParkPlan WW effectively and improve conferring

FremontUse only the red construction chart to plan

GarfieldWe will attempt to confer with all our students

GranadaStudents analyze evid by end of Bend 2

MargueritaConfer with each student twice by Thanksgiving.

M HighlandsImplement ML architecture

Northrup ParkPlan out writing together

RamonaPlan & implement specific supp for Emerging ELLs

RepettoPlan lessons with charts (make charts)

YnezWork collab with middle grade combo classes

Agenda (Teachers will be able to…)1) Identify CCSS related to key understandings within the

Historical Fiction Book Clubs Reading Unit of Study2) Practice think-alouds towards CCSS unit-specific goals3) Clarify specific expectations for varied levels of ELLs

within this unit of study4) Summarize the key understandings of the Historical

Fiction Book Clubs Reading Unit of Study

And...we’re aiming for lunch ~12:05 PARK/ ~12:30 BALDWIN, for one hour

Partnerships & a Triad

12:00 One triad, please

“When people look at my pictures I

want them to feel the way they do

when they want to read a line of a

poem twice.” - Robert Frank

1. Share a photograph from your device with your partner.

2. Share a success you have in ELA with your partner.

PHOTO SHARE

“All children are ready to learn, but are starting from different places...it is the teachers who need to know how to create appropriate instruction for where each

child is.” - J. Serravallo

How do I confer with a reader when I don’t know the book?Guiding Principles

1. Worry less about the content of the book and focus instead on what you know about children’s literature in general. Focus on what you know about text complexity and genre.

2. Skim the blurb, peek at the cover, sneak a quick glance at the page the student is reading. Notice what you do as a reader and compare it to what the student is doing.

3. Once students are working on a goal, learn about what they are doing related to the goal. Narrow the focus.

Teach the READER

Not the book

DifferentiationThrough

Conferring

Goal #1 - Engagement in and Volume of Reading WITH Comprehension

SRA - Levels 18-36/J-Z

Goal #2 - Literature - setting & characters

How does a sixth grader show understanding of how setting shapes the character?

How does a seventh grader show understanding of how setting shapes the character?

How does an eighth grader show understanding of how setting shapes the character?

Discuss with your partner.

Tools from the Unit

Let’s try it out...let’s take the 7th Grade Historical Fiction Clubs Pre-Assessment. You’ll need a half sheet of paper.

Open the Google Form PreAssessment in Drive1. Open Google Drive2. Type in “Historical

Fiction Clubs.”3. Open the “Assessment”

folder.4. Open the Google Form.

Score your response with your partner & the Rubric

CCSS RL 7.3

RL7.1-7.10RI7.1-7.10SL7.1-7.3

RL7.1-7.10RI7.1-7.10RF7.3-7.4W7.4, 7.8-7.10

SL7.1-7.3

Reading Workshop & Standards

If we’re teaching students where they areWe need Student Work Samples They need Visible Tools and

Reminders

SupportingGoal #2:Setting & Character

Preparing for March...

“When we want to be self-determining in terms of our professional growth, the

first thing we can do is believe things can be different.”

Unit Overview - Bend by Bend1. Open Historical Fiction Book Clubs spiral to Orientation pages -

vii.2. Person #1 read Overview - p vi; Person #2 read Assessment &

Matching Students to Books - pages vii; Person #3 read Getting Ready - pages viii.

3. Jot notes on notetaking sheet. 4. When all your group is ready, teach your information to your

group.5. On your own - Determine the key understandings from each bend

that you will commit to for your students on page 1 in the square box.

6. Take turns reading the first five session plans to each other.

26

Thinking Map Overview/Homework

27

7th Library and Additional Shelves

Planning Time- Take your EL data and continue

using the tools provided in the packet to complete expectations for varied ELs in this unit

- Work on Session Plans 6 and following for Historical Fiction Book Clubs

- Create conferring toolkit for this reading unit of study

- Work on Session Plans for Writing About Reading

ELD

English Language Development

Newsela.com

Little review from last year

LAnguage brain

Receptive*Reading

* Listening

Productive *Writing *Speaking

English Learners What should they be able to do

and how do I help them to the next level?

What does Independent Reading / Conferring look like for my newcomers and emerging students?

What about my expanding and bridging students?

Looking at the standards and EL Level progressionsLanguage Aquisition

Reading instruction for beginners

Reading at an intermediate level

Reading at the advanced level

Video notetaking guide at the different EL levelsSpeaker is Nancy Cloud Professor and Author of

Literacy Instruction for English Language Learners

Let’s start with the standards

Page 13 of your packet

With a partner highlight key words that lead you to what

to expect

Collaborative ELD Part I.A.1 Exchange IdeasELD Part I.A.3 Offer and Support Ideas

InterpretiveELD Part I.B.5 Listen AttentivelyELD Part I.B.6 Read CloselyELD Part I.B.7 Evaluate Language

Can Do Descriptors for English Language Readers

Nancy mentioned WIDA World-Class Instructional Design and Assessment

Page 17Choose the columns that match your current students

Age Appropriate and accessible

How to confer with my newcomer/emergent reader

Cultural Sensitivity Text Features /Easily Translated

Graphic Novels

What to look for...

Make Connections / Wordless Pages

*Onomatopoeia *Act out actions*Label with post-its: “Doorknob”

Relatable with few words to a page

Use sentence frames from book “My name is___”

Watch for themes as entry points to main idea or connection to student for conferring. Examples here divorce,friendship, lack of friends

*Teach academic vocabulary in context*American ideals like “Justice” Social Norms

And Feelings

Autobiographical based on the author’s childhood and fitting in

Author of DRAMA ( top ten list for graphic novels)

HISTORICAL FICTIONW/ multiple perspectives

Non- Fiction Text that is age appropriate

Reading to learn history and science! Perfect for historical fiction

HINT: HOOPLA.com or Epic(register with a library CardScholastic book order points Mini grants PTA / school site council Site IS / Principals

Lower reading level: 2nd grade

FOCUS is ELD STANDARDS PArt I.B.6 Read Closely: Main idea, characters, events / Part I.B.7 Describe Specific Language PART II.B.3 VERBS (actions needed to act it out)PART II.B.4 NOUNS (adding adjectives- feelings)

DESIGNATED ELD

READER’s Theater (Scene)

Goal: How does Setting affect the characters?

Planning with Realistic Expectations For My English

LAnguage Learners Historical Fiction Book ClubsPage 21 in the packet

Reading instruction for beginners

Reading at an intermediate level

Reading at the advanced level

Video notetaking guide at the different EL levelsSpeaker is Nancy Cloud Professor and Author of

Literacy Instruction for English Language Learners

LUNCHTIME

Come back at … 1:05

Read Aloud Demonstration Practice ● Park School; 1:10-1:50

○ D3 BW, Repetto○ D6 EP, Marg, North

● Baldwin School; 11:30-12:10○ 48 M High, Ynez○ 49 Fre, Gar, Gran, Ramona○ (Baldwin please split)

After the demonstration, meet with a small group of students. Continue demonstrating determining setting’s impact on character from the read aloud. Rank yourself with the progression in front of students.

Reflections from Demonstration

Planning Time- Take your EL data and continue

using the tools provided in the packet to complete expectations for varied ELs in this unit

- Work on Session Plans 6 and following for Historical Fiction Book Clubs

- Create conferring toolkit for this reading unit of study

- Work on Session Plans for Writing About Reading

“We hope that the reading of historical fiction...will not only kindle in your

students an interest in this genre, but that it will also generate awareness of how much we have yet to learn from history and the stories

of people who struggled, suffered, and persevered as we do today.”

Site Team Collaborative Goal1. Reflect on your learning from

today.2. Discuss with your site colleagues.3. Decide on a goal as a grade level

team.4. Write that goal on a post it WITH

your site’s name.5. Add what Ana and deserie might do

to support you towards that goal.6. Place it on the chart.