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Welcome to the BFS Introduction to Literacy by Design: Reader’s and Writer’s Workshop

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Welcome to the BFS Introduction to Literacy by Design: Reader’s and Writer’s Workshop. Best Current Practices in Language Arts Instruction. Gradual Release of Responsibility – like riding a bike 5 Pillars of Reading Instruction Balanced Literacy – combines reading, writing and phonics

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Presentation Transcript
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Best Current Practices

inLanguage ArtsInstruction

  • Gradual Release of Responsibility – like riding a bike
  • 5 Pillars of Reading Instruction
  • Balanced Literacy – combines reading, writing and phonics
  • Literacy by Design\'s research-based approach to differentiation embeds intervention strategies into the framework of the program as a whole.
  • All students should be successful at college/career-ready skills, so the LBD strategy begins with the Common Core of Standards. This sets clear, high goals for instruction.
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Research shows that optimal learning is achieved when teachers use the Gradual Release of Responsibility Model of instruction.

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Research shows that optimal learning is achieved when teachers use the Gradual Release of Responsibility Model of instruction.

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“It rapidly burst out of the holed mountain. You infer a “holed mountain” is like a volcano, and “burst” sounds like an explosion. You create an image of the volcano erupting.” S.R.

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Vocabulary Six-Step Process

  • Explain - terms using a student-friendly explanation of the new term
  • Restate - the explanation in their own words
  • Show - a graphic representation of the term
  • Discuss - periodically to add to theirknowledge of the terms
  • Refine and Reflect - Notebook entries
  • Apply in Learning Games
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Reading: 90 minutesBuild reading skills: 20 minutesRead and comprehend instruction: 20 minutesDifferentiated reading instruction: 45 minutes (small group/independent/individual conferences)Closing: 5 minutesWriting: 60 minutesBuild Writing Skills: 20 minutesDifferentiated writing instruction: 35 minutes(small group/independent/individual conferences)Closing: 5 minutes

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Background Knowledge:

  • All readers apply what they know about the world to make sense of
  • what they read. Teachers can draw on ELLs’ background knowledge by
  • using the preview/view/review technique.

Keys for helping ELL Develop

Reading Proficiency

Effective Use of Psychological Strategies and Linguistic Cueing Systems

  • As they read, all readers use cues from three language cueing systems: phonics (sounds and letters), syntax (the order of the words), and semantics (the meanings of words). Good readers use all three of these cueing systems to predict and confirm as they read.

Appropriate Materials

  • Students need a variety of texts as they read. ELLs need texts at different levels. Students draw on their background knowledge when they read. Therefore, texts that connect to students’ past experiences or are of high interest to them are more easily read.

Organize Curriculum Around Themes

  • When reading lessons are organized around themes, ELLs are supported in the construction of meaning as they read.
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Assessment

  • Diagnostic - Rigby READS–helps determine placement and growth (beginning of the school year and end of the school year)
  • Ongoing Theme Tests (every two weeks)
  • Comprehension Organizers (daily)
  • Writing Pieces (daily)
  • Spelling Tests (every week)
  • Writing Bridge (daily)
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Assessment

  • Purpose: to improve instruction
  • The purpose in literacy: to become better readers, writers, and thinkers
  • The starting point: CLARITY (the year’s expectations)
  • With the end in mind, decide on what evidence will show how the students are progressing towards those expectations
  • Beginning of the year test is crucial
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Assessment

  • Assessment drives the instruction
  • Keep notes/observations/anecdotal records
  • Use checklists/rubrics
  • Strategy: set a goal for how many kids your are going to observe on a given day
  • Assessment should be part of the instruction on a daily basis (anytime you teach, you are assessing)
  • Single assessment doesn’t give us an accurate picture of the student’s ability
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Assessment

  • Look for evidence as you teach: coordinate benchmarks and instruction (create a staircase curriculum, so the instruction is coordinated across the grade levels)
  • Instruction should include both whole group and small (flexible) groups: assessment focuses instruction
  • Role of students: make it clear of what is expected (show and discuss rubrics/scoring procedures and set goals for them to learn)
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Assessment

  • Evidence Portfolio: selectively choose evidence that match grade level benchmarks (can be used for grades on standards based report cards)
  • Conferencing: student led conference
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