You may want to share that running records will be used in Guided Reading.(Schools will receive testing materials soon - another fluency inventory may be substituted until then, such as Reading A to Z, Florida Center for Reading Recovery, eas圜BM, etc.) NOTE 1: CC Units 4 & 5 are correctly not in consecutive order to allow for a concentration on nonfiction text during the reading for information standards progression. Point out and discuss “Assessments” at the end of units of study in Wilson, Comp Club, and Traits. Writing Workshop, all writing and conventions related language standards. Discuss the standards directly taught in each component: Word Study/Phonics - reading foundation & vocabulary related language standards Read Aloud - speaking and listening, and vocabulary related language standards Reading Workshop, Mini-Lesson, progression of reading standards beginning with RL1, then RL2, etc. If you are using the computers allow teachers time to check out the resource links. Open the “Pacing Guide and Teacher Guidance” folder.ĥ Yearly Pacing Guide Preview the structure of the pacing calendars. From there you will select “Resources”, then “Instructional” in the drop down menu. The word ACORN on this slide is a live link to new ACORN. We will return to the rest of the front section later.Ĥ NEW ACORN Orient teachers to their binders and ACORN. After finishing this slide you will look at the Pacing Calendar and Teacher Guidance for each component. But Word Study/Phonics and Writing Workshop could happen at a different time. I would recommend keeping the Read Aloud and Readers’ Workshop together in one uninterrupted block of time, as you will probably want to reference the Read Aloud text in your mini-lesson - and practice the mini-lesson strategy independently during rotations. THE COMPONENTS DO NOT HAVE TO BE COVERED IN THIS ORDER OR BACK TO BACK. The handout seen here is in the front portion of the teachers’ binders, pgs 2&3. Total of 120 minutes Word Work min K-2 Wilson - whole group 3-5 Word Sorts - whole group/small group Readers’ Workshop min Mini-lesson - whole group, 20 min Guided Reading - teacher led small group Work Stations - individual/pairs/small group, 45-60 min Daily closing - whole group, 5 min Writers’ Workshop min Mini-lesson - whole group, min Independent practice - individual/pairs, 20-30 min Familiarize teachers with the components of the SCCPSS 120 minute Literacy Block. Building independent READERS and WRITERS with a mastery of the standards is our goal. Specific strategies and skills are modeled for the student, who then applies these directly using high interest, relevant, and engaging texts and writing tasks. Explain that the focus is on the student and the standard. You may want to share the Rationale for Balanced Literacy on pg 1 of their binders. “decision making approach through which the teacher makes thoughtful choices each day about the best way to help each child become a better reader and writer” (Spiegel, 1998) If you have not yet redelivered “Keeping It Balanced” give a very brief overview of the concepts behind Balanced Literacy. Balanced Literacy Initiative Understanding the UnitsĢ Teaching READERS and WRITERS with our standards to guide us To see the notes while you present, use the dropdown in the “Present” button at the top right of this page to select “Presenter’s View/See Notes” You will want to have your hard copies of individual teacher’s grade level binders and/or access to computers during delivery so that teachers can practice the paths to the files and links. Notes have been included on each slide to assist your presentation. Presentation on theme: "Balanced Literacy Initiative Understanding the Units"- Presentation transcript:ġ Balanced Literacy Initiative Understanding the UnitsĪcademic Affairs JPrepared by Janet Junco Teacher Specialist for Balanced Literacy The following is intended to assist you in redelivery of resources for teachers.
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