balanced literacy the whys and whats lori butler, literacy coach harding elementary school
TRANSCRIPT
BALANCED LITERACY
The Whys and WhatsLori Butler, Literacy Coach
Harding Elementary School
RealitiesIn 2007
Within LASS schools, only 60% of all students in grades 6-8 pass ISTEP.
There is a 20% gap between economically advantaged students and economically disadvantaged students, as well as between Caucasian and African American or Hispanic students in all LASS schools.
An extensive survey was conducted by
the LASS Literacy Team in 2007 to determine literacy instructional practices being used by teachers. Of the teachers responding to the survey:
38% did not use vocabulary building strategies every day65% did not teach interactive writing80% did not regularly use guided reading
In addition, from an assessments perspective:
61% did not use running records either weekly or monthly
Only 50% individually conferred with their students at least monthly
Instructional Practices
Many teachers primarily use whole group instruction targeted toward the middle of the class.
Many teachers cannot list an individual child’s strengths and weaknesses as a reader.
Many teachers do not have a deep knowledge of effective literacy practices that are necessary to help the struggling child.
So where do we go from here and what is behind the research?
Lead with questions, not answers.
Engage in dialogue and debate, not coercion.
Conduct autopsies, without blame.
Build red flag mechanisms that turn information into information that cannot be ignored.
Collins, J. (2001). Good to Great
Creating a growth communityCreate a culture wherein people have a tremendous opportunity to be heard.
Determine the truth of the current situation and reality.
Hit the realities of the situation head-on.
Respond to adversity in a way that builds strength.Collins, J. (2001). Good to Great.
Allington’s research tells usstudents need…
TimeTextsTalkTasks Teaching to each child’s needsAssessment Training
Time, Time, Time
Variation in Amount of Variation in Amount of Independent Reading in 5Independent Reading in 5thth Grade GradeTest %-ile
Minutes of Reading Per Day
Number of Words Per Year
90 40.4 2,357,000
50 12.9 601,000
10 1.6 51,000
Allington, 2001;Adapted from Anderson, Wilson, & Fielding, 1988
Texts, Texts, Texts
TEXTS
Appropriate texts for student processing
Interesting texts and materials
Varied genre at all levels
Choice
Talk, Talk, Talk
Talk
Conversations, not interrogations
Not traditional question, respond, and evaluate
Leading children’s thinking, not telling.
Thinking aloud
Tasks, Task, Tasks
Tasks
Children engage in inquiry and problem-solving
Student generated responses
(Not worksheets and test practice)
Choice
Teach, Teach, Teach
Teach
Explicit teaching with guided practice and application
Side-by-side teaching
Mix of whole group, small group, and individual
Bases upon students’ needs
Assessment, Assessment, Assessment
Assessment
Ongoing
Imbedded
Drives instruction one-on-one, small group, and whole group
Qualities of effective classroom Qualities of effective classroom teachers of reading:teachers of reading:
Understand reading and writing development and believe that all children can learnAssess children's progress and relate instruction to their experiencesKnow a variety of ways to teach reading and how to combine methods to be effectiveUse a variety of materials and texts for readingUse flexible grouping strategies to meet individual needsProvide help to children strategically
IRA, 2000
Training, Training, Training
Effective TrainingPresentation of theory or description of skill/strategyModeling or demonstrationPractice in the classroomStructured and open-ended feedbackCoaching for application (in-classroom assistance)
Joyce, B., & Showers, B. (1980, February) Improving inservice training: The message of research. Educational Leadership, pp. 379-385.
Professional development must be:Sustained, ongoing, and intensive Supported by modeling and coachingCollective problem solving around
specific problems of practice. Darling-Hammond & McLaughlin (1995)
Intense support for teachersOpportunities for reflection
Anders, Hoffman, and Duffy (2000)
With an understanding of the “whys,” what is
this framework all about??
Four Kinds of Reading
Interactive Read Aloud
Shared Reading
Guided Reading
Independent Reading
Four Kinds of Writing
Shared Writing
Interactive Writing
Guided Writing (Writer’s Workshop)
Independent Writing
Three Blocks
Reading Workshop: Students read a variety of self-selected and teacher selected texts for extended periods of time. They construct meaning and make connections as they learn from and about reading. Students learn effective comprehension strategies that they apply to all reading genre.
Guided Reading Groups
MIL’s (Literacy Stations)
Sharing
Writing Workshop:Students develop writing strategies and skills, learn about the writer’s craft, and use writing as a tool for learning and communication. Writing for sustained periods, they explore different genres and formats for a range of purposes and for a variety of audiences.
Mini LessonsGuided WritingIndividual WritingIndividual ConferencesSharing
Language and Word Study:Students explore the intricacies of language across multiple genres including literature, informational text, and poetry. They investigate the meaning and structure of words and the conventions and forms of written language.
Interactive Read Aloud
Shared Reading or Performance Reading
Interactive or Shared Writing
Word Study
Vocabulary Instruction
MEANINGFUL & AUTHENTIC
Every assessment, lesson, activity, or task is both meaningful and authentic.
Is it relevant to the student’s needs and learning?
Is it presented and completed in a “real-life” manner?
Is the lesson only pertinent to the particular task?
Comparisons
Individuals: Using a Venn diagram, take five minutes and compare your host classroom framework to this framework.
Share with your table, discuss the differences in place, and what you would change in your own classroom.