Balanced Literacy Concept English Fall 2013 - PowerPoint Presentation

Download presentation
Balanced Literacy  Concept English Fall 2013
Balanced Literacy  Concept English Fall 2013

Embed / Share - Balanced Literacy Concept English Fall 2013

Presentation on theme: "Balanced Literacy Concept English Fall 2013"— Presentation transcript


Balanced Literacy

Concept English Fall 2013Slide2

How I Look At our Work…Slide5


Distinguish between (1) meaning, structure, and visual cues used during reading and between (2) top-down and bottom-up models of reading

Analyze the levels of support within the 3 components of a balanced literacy framework and its connection with common core state standards

Understand why text complexity matters and identify what makes text complex

Identify the components of the PARCC Literacy Content Framework and recognize how to plan instruction using balanced literacy elementsSlide6

3 Cueing SystemsSlide7

Activity 1

Read the poem and answer the first question from each level

Level 1 – “Right there” – literal

Level 2 – Beyond the text – interpretive

Level 3 – About the text, applicationSlide8

What’s the Point?

You can answer questions that relate to structure and visual cues but its impossible to answer questions about meaning without knowing what the words mean.

Reading all words in a passage with accuracy and expression is NOT comprehension.

Reading is the fluent coordination of word recognition and comprehension.

Bottom up model of reading – emphasizes decoding skills

Top down model – focuses on what readers bring to the text and contrasting it with what is written to make sense of it.

CCSS is asking for close reading of complex texts to construct meaning. Slide9

Balanced Literacy Framework

Reading Workshop

Writing Workshop

Word StudySlide10

Literacy Components:






I Do

We Do

You Do

I Do

We Do

You DoSlide11

Gradual Release of Responsibility

Fisher and Frey

Focus lesson

: teacher establishes purpose of lesson & models own thinking

Guided instruction

: teacher questions, prompts, cues students to facilitate their thinking about topic

Collaborative learning


students work together, using academic language to complete a task

Independent learning


students apply what they have learned individuallySlide12

Activity 2

Read the handout

Turn and Talk with a Partner

Put a check next to the elements of balanced literacy your school is using

Decide a percentage

Write a goal… Slide13

Reader’s Workshop

Easy texts

Instructional texts

Complex textsSlide14

Writer’s Workshop

Learn the craft of writing

Use guided writing to build skills

Conduct investigations (students work independently, in pairs, or in small groups)

Practice independent writing Slide15

Language and



Investigate language and how it works

Learn conventions of writing and grammar

Teacher read-


and think-


model conventions of language

Work on various features of words as appropriate to developmental level of students (word sorts, etc.)Slide16

Why Text Complexity MattersSlide17

Why We Need More Complex Texts

Many of the texts students read became easier after 1962.

College books have not

In middle and high school, instruction is heavily



In college, students are expected to read independently

The amount of reading in college is substantially more than what students experience in high school.

It can be up to 8 times greater

Complex texts

have multiple layers of meaning, not all of which are immediately apparent

require students to unlock meaning using sophisticated reading skills and, strategiesSlide18

What Students Need

Age / grade appropriate complex texts for exposure to structures, content, vocabulary, concepts

Instructional level materials that allow them to apply strategies and progress

“Easy” materials that allow them to practice

Can select “challenging” materials for familiar/interesting content

Can select “less challenging” materials for unfamiliar/uninteresting contentSlide19

Text Complexity:


On the ACT college admissions test


how did students

who met/exceeded the benchmark score

differ from

those who didn’t?

A. They could make inferences and think critically

while reading


B. They could answer questions associated with complex


Important Implication


What students can read, in

terms of its


, is at least as important as

what they can do with what they read.

2006, ACT,


Between the

Lines Slide20




performance is driven by text, not questions

Students are expected to read on a level of rigor 2 grades higher

Emphasis on non-fiction requires different knowledge

Complex texts offer new language – students should struggle somewhat and teachers should model the struggle


Activity 3


The Secret Garden

excerpt on handout

What makes this text challenging?

(engage in Think-Pair-Share)

Whole group discussion: Common Textual Challenges

Common Core Exemplar TextSlide22

The Secret Garden Excerpt

When Mary Lennox was sent to


Manor to live with her uncle everybody said she was the most disagreeable-looking child ever seen. It was true, too. She had a little thin face and a little thin body, thin light hair and a sour expression. Her hair was yellow, and her face was yellow because she had been born in India and had always been ill in one way or another. Her father had held a position under the English Government and had always been busy and ill himself, and her mother had been a great beauty who cared only to go to parties and amuse herself with gay people. She had not wanted a little girl at all, and when Mary was born she handed her over to the care of an Ayah, who was made to understand that if she wished to please the


Sahib she must keep the child out of sight as much as possible. So when she was a sickly, fretful, ugly little baby she was kept out of the way, and when she became a sickly, fretful, toddling thing she was kept out of the way also. She never remembered seeing familiarly anything but the dark faces of her Ayah and the other native servants, and as they always obeyed her and gave her own way in everything, because the


Sahib would be angry if she was disturbed by her crying, by the time she was six years old she was as tyrannical and selfish a little pig as ever lived. The young English governess who came to teach her to read and write disliked her so much that she gave up her place in three months, and when other governesses came to try to fill it they always went away in a shorter time than the first one. So if Mary had not chosen to really


Building Capacity Through Close Reading

RL 5.3 (example)


Compare and contrast 2 or more characters, settings, or events in a story or drama, drawing on specific details in the text (e.g., how characters interact)

Select short, worthy passages

Design the lesson so students re-read

Ask students to “read with a pencil”

Remind students to note confusions

Model the text

Discuss the text

Ask text dependent questionsSlide24


Literacy Content Framework

PARCC Model Content Frameworks – ELA/Literacy

Reading Complex Text (5-9 short texts; 1 extended text)

Writing About Texts (routine writing; 2 analyses)

Research Project (1 research project)

Narrative Writing (1-2 narratives)Slide25

Activity 4

Small groups read through handout

Use short texts on back

Create questions that would help students understand how the author conveys meaning and go to a deeper level

Suggest short research subjects for the readings Slide26

PARCC Literacy Content FrameworkSlide27

Reading, Writing Modules

Each module suggests both the number and types of texts that students read and analyze.

Students then write about these texts either to express an opinion/make an argument or to inform/explain.

They may also use these texts as models or triggers for crafting imaginative narratives or narrative descriptions.

In addition, a research task appears in each module.Slide28

Key Terms and Concepts: Reading, Writing, Research

Citing evidence,

Analyzing content,

Using correct grammar,

Acquiring and applying vocabulary,

Conducting discussions, and

Reporting findingsSlide29

Planning Using the PARCC Content Framework

Decide on the topic of a thematic unit, deciding on both content and ELA (reading, writing, foundational skills, language, listening/speaking) goals

Backward map the desired results: enduring understandings, essential questions, what will kids know, understand and do (activities, assessments)

Design summative assessment and then formative assessments

Explore internet resources on topic (books, articles, videos, activities)

Develop lessons around clustered common core standardsSlide30

Activity 5…

Read and review handout (annotations of Mildred Taylor trade books on the theme of racial discrimination and its effect – these books are for guided reading/small group instruction)

Which book from the list or which additional resource could serve as the anchor text for all students to read with your support?

What questions can you pose related to the Paul Laurence Dunbar and Martin Luther King texts (back of handout) that address the theme ?

What short research projects related to the theme could be conducted?


group share

By: luanne-stotts
Views: 4
Type: Public

Balanced Literacy Concept English Fall 2013 - Description

How I Look At our Work Objectives Distinguish between 1 meaning structure and visual cues used during reading and between 2 topdown and bottomup models of reading Analyze the levels of support within the 3 components of a balanced literacy framework and its connection with common ID: 708764 Download Presentation

Related Documents