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.