PARENT UPDATE

What is Balanced Literacy?

Balanced Literacy is a researched approach to teaching that integrates

four major components:

• Independent Reading: Students read a variety of texts on their

independent reading level. Students respond to the text and interact

with what they are reading, writing on sticky notes, or responding in

a reading journal. Teachers hold individual conferences with

children about their books to support their interactions with text.

• Supported Reading: Students read teacher-selected (instructional

level) or self-selected (independent level) text. Teachers provide

guidance in a variety of whole class, small group, and partner

formats. Students learn effective comprehension strategies they

apply to fiction and nonfiction texts. Teachers work with students in

guided reading groups.

• Word Work: Students explore the particulars of language across

multiple genres including literature, informational texts, and poetry.

They investigate the meaning and structure of words and the

conventions and forms of written language through authentic text

and a variety of word study strategies.

• Writing: Through various writing experiences, students develop

writing strategies and skills, learn about the writer's craft, and use

writing as a tool for learning and communication. Students write for

sustained periods, compose a variety of texts, and explore different

genres and formats for a range of purposes and for a variety of

audiences.

When your children are

reading, pull up a seat next to

them and ask them about

what they are reading. Ask

them to share what they have

been writing down on their

post-its or in their notebook.

Try to help them go deeper

into their books, using critical

thinking questions.

Examples:

http://www.tip.duke.edu/node/822

VOLUME #2 ISSUE # 1

For more information, please contact us at (980) 344-1010

BEREWICK ELEMENTARY SCHOOL

OCTOBER 2013

Common Core & Essential Standards “The new normal”

Recently, our state adopted the Common Core

standards for Literacy and Math. North Carolina

has also developed new Essential Standards for

Science and Social Studies. These new standards

are clearly written and relevant to the real world;

these standards ask that we go deeper with our

understanding of fewer concepts. They prepare our

students for their future.

For more information about Common Core: http://www.pta.org/common_core_state_standards.asp

For more information about NC Essential Standards: http://www.ncpublicschools.org/acre/standards/support-tools/

“AT THE END OF THE DAY, THE MOST OVERWHELMING KEY TO A CHILD’S SUCCESS IS THE

POSITIVE INVOLVEMENT OF PARENTS.” ~JANE D. HULL

“EVERY CHILD, EVERY DAY, FOR A BETTER TOMORROW.”

HELP!

Homework looks very

different! One of the biggest changes in the transition to

Balanced Literacy is that students are actually

spending most of their time READING! It is so

great to visit classrooms and see students who

cannot get enough of their books! We are

teaching your children how to interact with

their books and work on THINKING WHILE

READING. Homework has changed to match

what students are working on in class. Your

child might be asked to respond in a notebook

or on post-it notes. Post-its are great because

your children can stick their thoughts right on

the pages of the book! Plus, they are small, so

students have to jot quickly and get right back

to reading. Once finished with a book, students

can store their sticky notes in a notebook and

keep them all to track their thinking!

VOLUME #2 ISSUE #1

OCTOBER 2013

WORD WORK – A NON-TRADITIONAL APPROACH TO SPELLING

Word Work is a new focus at Berewick for 2013-2014.

All students study words during their balanced literacy block.

There are multiple purposes to word study. Students develop a

general knowledge of English spelling. Students also discover

generalizations about spelling, rather than just memorizing

spelling rules. They learn the patterns and conventions of

English needed to read and spell. Students increase their

specific knowledge of words related to the meaning. In this

program, students work on sorting words into categories based

on spelling patterns. Because students work at different

spelling stages, they may all be working on different sorts and

their homework will be different as well. In addition, students

are not assessed using a traditional spelling test, but are rather

assessed on their knowledge of the spelling pattern given words

they have not practiced.

Words Their Way is a research based practice that

focuses on the three layers of the English language: alphabet,

pattern, and meaning. In this research, the authors of words

Their Way discovered that these layers build upon each other.

They discovered that students move through stages in spelling

development that correspond with their reading ability.

Month by Month Phonics and Vocabulary focuses on

exposing students to the most commonly misspelled words as

well as building vocabulary. Teachers in fourth and fifth grade

supplement this word study with Words Their Way for small

group word study.

SPELLING STAGES:

1. Stage 1 (Pre-K – mid 1st Grade) –

Emergent Spellers learn to recognize

and write the letters of the alphabet.

They sort pictures by rhyme and

beginning sound. They begin to

understand the concepts of words and

match picture cards to words.

2. Stage 2 (K – mid 2nd

Grade) –

Letter-Name Alphabetic Spellers

apply the alphabet principles to

consonants. They are able to

correctly represent most short-vowel

patterns, consonant digraphs (sh, th,

ph, etc.) and consonant blends.

3. Stage 3 (1st – 4

th Grade) – Within

Word Spellers spell single-syllable,

short vowel words correctly. They

begin to include patterns or chunks of

letter sequences related to sound and

meaning.

4. Stage 4 (3rd

– 8th

Grade) – Syllables

and Affixes Spellers learn

multisyllabic words and patterns.

They also sort by specific vowel

combinations, inflected endings, and

accented syllables. Then, students

work on dividing words with open

syllables (like cli/mate) and close

syllables (like sup/ply), and

unaccented syllables. Students also

focus on less common prefixes and

suffixes.

5. Stage 5 (5th

– 12th

Grade) –

Derivational Relational Spellers spell most words correctly. They

learn how to sort words by pattern

and meaning, focusing on meaning

and related word parts. They learn

common prefixes, suffixes, root

words, and the Greek/Latin origins.

“EVERY CHILD, EVERY DAY, FOR A BETTER TOMORROW.”

“WORDS MEAN MORE THAN WHAT IS SET DOWN ON PAPER. IT TAKES THE HUMAN VOICE TO

INFUSE THEM WITH DEEPER MEANING.” ~ MAYA ANGELOU

Grades K-3: Words Their Way

Grades 4-5: Month By Month Phonics & Vocabulary

VOLUME #2 ISSUE #1

OCTOBER 2013

Parent Update – Assessments and Text Levels

VOLUME #2 ISSUE #1

OCTOBER 2013

“EVERY CHILD, EVERY DAY, FOR A BETTER TOMORROW.”

We are using new reading assessments this year. Just like last year, your child’s teacher did a

running record assessment to determine their Leveled Text Level. In grades K-3, students are

assessed using Reading 3D, a state required assessment. In grades 4-5 we are using Teachers’

College Running Records. Both of these reading assessments provide a Fountas and Pinnell

Text Level, letters A-Z. In addition, your child took a computerized assessment, called MAP.

The MAP assessment is a guideline for growth and a tool for teachers to understand what the

students know. There is no “pre-teaching” before this assessment. MAP provides another

level, called the Lexile level. There are two kinds of Lexile measures: the Lexile reader

measure and the Lexile text measure. Students receive a Lexile reader measure as a score that

describes his or her reading ability. Books and other texts receive a Lexile text measure from a

software tool called the Lexile Analyzer - it describes the book's reading demand or difficulty.

Check with your child’s teacher to find out their Fountas and Pinnell level and Lexile level, and

then search your books at home or the library!

Berewick Elementary School 5910 Dixie River Road

Charlotte, NC 28278

(980) 344-1010

For more information, please contact Academic Facilitator, Linda Schultz

linda.schultz@cms.k12.nc.us ; http://lindaschultz.cmswiki.wikispaces.net/

OR Principal, Mojdeh Henderson: Mojdeh.henderson@cms.k12.nc.us

For more information

about Lexile Levels,

visit their website:

http://lexile.com/ Lexile Levels are used in the

new Common Core

standards!