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Supporting Balanced Literacy through the teachers college model

Please sit in mixed grade level groups today!. Supporting Balanced Literacy through the teachers college model. January 15, 2014. Today’s goals. Revisit framework / components of Teachers College Model for Units of Study Revisit Interactive Mini-Lessons Begin work with Conferring .

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Supporting Balanced Literacy through the teachers college model

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  1. Please sit in mixed grade level groups today! Supporting Balanced Literacy through the teachers college model January 15, 2014

  2. Today’s goals • Revisit framework / components of Teachers College Model for Units of Study • Revisit Interactive Mini-Lessons • Begin work with Conferring

  3. Revisiting The 90 Minute Literacy block

  4. How will we get where we need to go? Professional Development will support elements of Teachers College Model PD sessions Book Studies Planning

  5. Quick Write • What is your definition of a mini lesson? • How long should a mini-lesson take? • Where do you look for mini-lesson ideas? • What texts can I use for mini-lessons?

  6. Watch and Analyze • 4-5 example • What components of the mini-lesson do you see?

  7. Vertical Discussion • How are your mini-lessons going? • What’s going well? • What’s still a challenge?

  8. Conferring – what is it? • determining what readers have learned and what they need to practice • targeting instruction to meet students’ needs with explicit teaching methods • differentiating for students • researching a student’s use of skills/strategies through observation and questioniong • complimenting and supporting • Teaching students not just how to get through the text they’re in today, but how to apply a strategy tomorrow…

  9. Conference components • Research (0-2 minutes) • Teach your students not to stop what they’re doing when you approach • Listen in to a student reading • Weigh your teaching options • Compliment (0-1 minute) • Teaching Point • Teach (1-2 minutes) • Coach / Active Engagement (2-4 minutes) • Link (30 seconds) • Document your work!

  10. Types of conferring 1) Research  Decide  Teach (observe, listen in to reader, then stop to teach) 2) Coaching (support while reading, then provide teaching point at the end) 3) Proficient Partner (for strong readers) 4) Table (sit at a table to gather observations / data of readers)

  11. Resources for conferring

  12. Conferring – what does it look like? • K-2 Conference

  13. Recording data

  14. How Do We Use Conferring data? • Form strategy groups • Revisit mini-lessons • Help students set specific reading goals • Hold students accountable • Assessment (tracking progress over time) • ????

  15. Now You Try! • Pair up with someone from another grade level. (K-1, 2-3, 4-5) • Take turns reading and coaching. • Use your cheat sheets for guidance!

  16. Ticket out the door… • What is working well for you? • What is still a struggle for you? • What is your plan for improving your implementation of Readers Workshop? • Which of component of your Readers Workshop would you like me to help support?

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