Download Balanced Literacy

WELCOME!
Jessica Prescott
Karon Stocks
Literacy Coach, Stripling ES, Gwinnett County Public Schools
Literacy Coach, Benefield ES, Gwinnett County Public Schools
Teaching 12 years, Coaching 6 years
Teaching 13 years, Coaching 5 years
Graduate of Miami University, University of Dayton, and The Literacy
Collaborative at The Ohio State University
Graduate of Piedmont College, Georgia State University, and Troy
University
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Balanced Literacy is a curricular methodology that
integrates various modalities of literacy
instruction-Interactive Read Aloud, Shared
Reading, Guided Reading, Independent Reading,
Shared Writing, Interactive Writing, Guided
Writing, and Independent Writing. Assessmentbased planning is at the core of this model. The
balanced literacy approach is characterized by
explicit skill instruction and the use of authentic
texts in the Reading and Writing Workshop
Model. Through various modalities, the teacher
implements a well-planned comprehensive
literacy program that reflects a gradual release
of control, whereby responsibility is gradually
shifted from the teacher to the students.
Adapted from: http://en.wikipedia.org/wiki/Balanced_Literacy
TIME CAPSULE
What is your definition of Word Study as a part of Balanced Literacy?
 Write your definition on a slip of paper and set aside.
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TIMELINE FOR CREATING A WORD STUDY
FRAMEWORK
Knowledge of a
developmental
continuum and the
9 categories of
learning
Teaching throughout
the Balanced Literacy
Framework
Framework
Meeting the standards
(CCSS/AKS)
Assessment
A DEVELOPMENTAL PROCESS
A DEVELOPMENTAL PROCESS
Systematic Approach to Teach Phonics and Word
Study
Stage 1: Emergent (PreK-mid 1st)
Stage 2: Letter Name (grades 1-2)
Stage 3: Within Word Pattern (Grades 2-4)
**Words Their Way and Word Journeys
9 Categories of Learning
1.
Early Learning Concepts
2.
Phonological Awareness (and Phonemic
Awareness)
3.
Letter Knowledge
4.
Letter/Sound Relationship
5.
Spelling Patterns
6.
High-Frequency Words
7.
Word Meaning
8.
Word Structure
9.
Word-Solving Actions
**Fountas and Pinnell
LET’S CREATE THE DEVELOPMENTAL CONTINUUM
Part One:
1.
Get in a group of 2-3
2.
Take ONE baggie from the middle of the table
3.
Take out the big card (the CATEGORY card)
from the baggie and read to your group quietly.
4.
Then, take the 6 small cards (PRINCIPLE cards)
out of the bag.
5.
You and your team have 5 MINUTES to arrange
the PRINCIPLE cards in order of difficulty.
6.
Take out your sign and hold it in the air when
your group is finished.
Part 2:
1.
2.
3.
4.
Each team will get 2 MINUTES to debrief
with the table.
Start with Early Learning Concepts, followed
by Phonological Awareness, Letter
Knowledge, and Letter Sound Relationship.
Tell your team the GIST of your
CATEGORY card, and how you arranged
your PRINCIPLE cards.
Hold the paddle in the air when you are
finished, but DO NOT put your cards away
yet!
Early Learning Concepts
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Recognizing one’s name
Understanding that one spoken word matches
one group of letters
Understanding the concept of a word
Using letters in one’s name to represent it or
“write” a message
Distinguish between print and pictures
Using left-to-right directionality of print
Phonological Awareness
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Hearing and connecting rhyming words
Hearing and saying individual sounds
(phonemes) in words
Hearing similar beginning phonemes in words
Hearing similar ending phonemes in words
Manipulating phonemes at the beginning of
words
Hearing and identifying phonemes in a word in
sequence
DISCLAIMER!!!
THESE PRINCIPLES TO DO NOT REPRESENT EVERYTHING CHILDREN LEARN OR YOU WOULD TEACH WITHIN THIS CATEGORY…THEY ARE ONLY A SAMPLE.
Letter Knowledge
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Producing letter names
Categorizing letters by feature
Making connections between words by
recognizing letters
Recognizing letters in continuous text
Recognizing the sequence of letters in words
Using efficient and consistent motions to form
letters
Letter/Sound Relationships
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Recognizing that letters represent consonant
sounds
Recognizing similar beginning consonant sounds
and the letters that represent them
Recognizing and using consonant clusters that
blend 2 or 3 consonant sounds (onsets)
Recognizing and using vowels in words with silent
e (CVCe)
Recognizing and using y as a vowel sound
Recognizing and using vowel sounds with r
DISCLAIMER!!!
THESE PRINCIPLES TO DO NOT REPRESENT EVERYTHING CHILDREN LEARN OR YOU WOULD TEACH WITHIN THIS CATEGORY…THEY ARE ONLY A SAMPLE.
ALIGNING THE AKS WITH
COMMON CORE
(AKS-Academic Knowledge and Skills)
THE PHONOLOGICAL AWARENESS PROCESS
The process starts at the bottom and goes up.
Word Study
Fluency &
Handwriting
Spelling
Phonological Awareness
ACADEMIC KNOWLEDGE AND SKILLS
GCPS WORD STUDY DESCRIPTORS
Stage One
The student will begin to discover written language evident by pretend writing that consists of scribbles, strings of
letters, symbols and/or pictures. Students understand that writing represents a message, but no letter-sound
correspondence is evident, and the shape of the letters and location of the message on the page are
approximations.
Stage Two
The child has developed the understanding of the concept of what a word is and has begun to read and write.
Reading and writing involve the “letter name” process which means letter by letter break down of a word using its
sound. This involves temporary spelling with the child moving from incomplete to complete sound representation.
Stage Three
Readers and writers at this stage no longer have to decode/construct words letter by letter, but now use chunks of
letters- both vowels and consonants. This automaticity leads to more fluent reading and writing. At this stage the
child is able to study words by sound and pattern, looking closely at vowel patterns within and across words.
Spellers at this level also need to study the use and spelling of homophones and contractions.
Stage Four
Students at this stage use most vowel patterns in single-syllable words correctly. They learn to apply their pattern
knowledge to multisyllabic words-within syllables and across syllable boundaries. The principles of syllable
juncture, including the addition of affixes, become the instructional focus.
Stage Five
Students have mastery of high frequency words and control of polysyllabic words. These advanced readers and
writers encounter more cognitive academic language which includes Greek and Latin roots and less commonly
used roots with affixes. The study of derivatives leads to broader understanding of spelling complexities.
AKS/CCSS ALIGNMENT
SIGHT WORDS BY READING LEVEL
FIRST GRADE SIGHT WORDS BY THE WEEK
CREATING A CLASSROOM
FRAMEWORK
 
FRAMEWORK
WITHOUT GUIDED READING COMPONENT
FRAMEWORK
WITH GUIDED READING COMPONENT
THINGS TO REMEMBER…
THESE WILL PROBABLY ANSWER THOSE QUESTIONS YOU ARE HAVING! 
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Word Study = spelling + phonics + vocabulary—these are not taught in isolation
Word Study is designed to take 10-20 minutes each day
Word Study needs to be done daily to be effective
The Word Wall activities were designed to take 5-7 minutes
The Word Principle activities were designed to take 10-12 minutes
The Word Wall and Word Principle activities were designed to be taught together for a total of 1520 minutes.
Shared Reading is done during the Reading Block, but is designed to include the study of words
Shared Reading is in the form of a poem in this framework, but it can be in the form of a big book
if the book is appropriate for Shared Reading
Word Work Principle in Guided Reading should be 3 minutes before or after your Guided Reading
lesson.
REVISIT TIME CAPSULE
Looking back on your definition of Word
Study, how has your definition
changed?
What did you find striking?
What was confirmed for you?
What surprised you?
What are you still wondering?
On the back of the paper, write down one
thing you can go back and use in your
classroom.
RESOURCES
CONTACT INFO
Jessica Prescott
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Jessica_prescott@gwinnett
.k12.ga.us
[email protected]
Karon Stocks
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[email protected].
ga.us
[email protected]
Gwinnett County Public Schools
http://www.gwinnett.k12.ga.us/gcps-mainweb01.nsf/