Balanced LiteracyInteractive Read Aloud &

Minilessons

Feedback from last Professional Development

3 Points Learned

-Form, Function, Fluency-Lesson Plan Process (for D-ELD)-Purpose of ELD - Academic Language-F+F+F=Language Objective

Two Questions Rolling Around

-What kind of resources do we use?-What do the rest of the English only students do during D-ELD?

1 Point Sitting Square

-Five day plan is easier with Gradual Release of Responsibility-Students must practice language

Goals

-Use new lesson plan-Start ASAP-Use GLAD strategies-Incorporate Accountable Talk

Agenda - Essential Questions

1. What is the district’s vision for Balanced Literacy?

2. How might we plan Interactive Read Aloud?

3. How might we plan for Writer’s Workshop?

4. How do we connect BL and ELD?

5. How can technology be integrated into Balanced

Literacy?

Facilitator’s Responsibilities- ENGAGE in research

- PREPARE relevant content

- COMMUNICATE clearly

- LEAD discussions

- PROMOTE inquiry

- MANAGE time

- LISTEN well and address questions

Participant’s Responsibilities- ASK questions to generate information

- PARTICIPATE with interest & enthusiasm

- ENCOURAGE each other

- REACT to ideas, not people

- MINIMIZE distractions (Please set cell phones and devices to vibrate.)

- SUPPORT and TRUST teammates

- HAVE FUN!

Clock Partners

Please circulate around the room to make appointments with four teachers who do not work at your site.

Write their name on your clock at the agreed upon time.

WW Mini-Lesson ObservationPlease find PACKET 3, page 6:

● Room 47: 20 teachers● Room 48: 20 teachers

We will return to H-15 at 9:30.

Reflecting

Noticings

Wonderings

Writing - Highs and LowsThinking back on your experiences as a writer, what have been the ‘highs’ and ‘lows’ of your writing life.STOP AND JOT.

Turn and talk with a partner.

What does this suggest about teaching?

Balanced Literacy - Where are we going?

Writers Workshop

1. Complete ‘How Does My Practice Match the Research on WRITING?’ in PACKET 3

How might we use a rubric like this to continue to support our work?

2. Identify one area of success and one area of growth.

3. Turn and share with your clock partner.

Writers Workshop - Overview

As you read “Writers Workshop Unit of Study 6th Grade Launching the Writer’s Notebook” (pages 3 of PACKET 4) consider:

● What does it look like?● What does it sounds like?● What does it feel like?

Share your thinking with your partner.

Writers Workshop - A Day in the LifeSkim “Mini Lesson Architecture” in PACKET 3

Think: Given your school’s schedule …

About how much time will be given to students for independent writing time?

What rituals and routines will support that effort?

Writers Workshop - Mini-lesson Match-up

Connection (1-2 min)

Teach (4-6 min)

Active Engagement (2-3 min)

Link (1 min)

PACKET 3

Answer: PACKET 3 page 2

Purposeful Practice - Teaching Rehearsal● Create a Partnership.

● Individually read a lessons. Partnerships will read:

○ Session 3: Tables 1, 2, 3

○ Session 4: Tables 4, 5, 6

● Reread the lesson. Divide and rehearse teaching the lesson:

○ Partner A: Teach, Independent Practice

○ Partner B: Active Engagement, Share

● Pairs squared: Join a partnership to create a quad. Take turns teaching your lesson.

Writers Workshop and our ELLsIn what ways do we see Writers Workshop supporting the ELLs in our classroom?

● Standards● Structure● Small groups● Scaffolding● Seesaw

What the experts say

Grammar instruction in isolation does not improve writing (Hillocks, 1986). School age children learn approximately 4000 words in a school year, but only 400 are learned through direct instruction. (Greenwood & Flanigan,2007)

“…we put great trust in conversation as a way to support deeper comprehension…As children learn to talk well about text they are also learning to think well about text.” (Calkins, 2001)

Please move to your 3:00 partner.

HOW do we learn to do the things we love to do?

Partner Talk

Balanced Literacy - Where are we going?

Please move to your 6:00 partner.

Instructional Interactive Read Aloud

1. Experience it.

Partner Read page 5 from packet #1.

Taking turns, Partner A read left column and Partner B read right column.

2. Self-assess with page 4 from Packet #1.

IRA: Purposeful Practice

2. Independently read the same lesson from Packet #2.

Lesson 1 Lesson 2

Tables 1, 2, 3 Tables 4, 5, 6

3. Orally rehearse the lesson together. ○ Partner A: Connect, Link, Active Engagement, Share ○ Partner B: Teach

4. Pairs Squared (Join another partnership.) Teach your lesson to the other pair.

1. Think: What texts might you use for IRA? Stop and jot.

Balanced Literacy - Where are we going?

Clarifying Designated ELD (Groups of Four)

Step 1: Reader reads “Features of Designated ELD Handout” - items 1, 2 & 3.

Step 2: Facilitator asks the group - How might this support our ELLs in accessing ELA and other content areas?

Step 3: Group discusses.

Step 4: Repeat steps above for items 4-6. Again for 7-10.

Step 5: Again for 7-10.

Roles: 1. Reader, 2. Facilitator, 3. Timekeeper, 4. Focus Monitor

How might we utilize technology in Balanced Literacy?

We will begin at 2:00

Planning TimeWHAT: Use a strategy to stay focused during planning time

WHY: So that you can maximize your time today

HOW: 1. Quickly choose - IRA, WW, or D-ELD? Get that packet.

2. Read one lesson - Highlight the Teaching Point AND list supplies needed

3. Record the week’s plan on a piece of paper - List the Teaching Points and supplies you’ll need each day.

Be ready to share with a colleague!

Resources1. “Gate 4-A”, Interactive Read Aloud Text,

http://gratefulness.org/resource/gate-4-a-immigration-hope-tears/ 2. Designated ELD Lesson connected to Interactive Read Aloud

https://docs.google.com/a/ausd.us/document/d/1XEJmSnfBLoJ-HNGl7K9z5C8ukA6iiCjEe5MTa3aNKwA/edit?usp=sharing

3. Designated ELD Lesson connected to Writer’s Workshop https://docs.google.com/a/ausd.us/document/d/16YDU6Pz7r-TpetL0PFV-X1m2Q09r2SRxShahVExO-zY/edit?usp=sharing

4. Technology Teacher Resources - https://docs.google.com/a/ausd.us/drawings/d/1LrIYP_1PfNK2vT0UkqJkBQGh0-WP1fVjMcMPwWm_kJI/edit?usp=sharing

5. Seesaw Resources - https://docs.google.com/a/ausd.us/document/d/1mWsPQou_W-yWEbd3NPgrc8b_JWNyz7N9nd7dwV1f54c/edit?usp=sharing

Feedback Forms

Please place in center of table.

Clarifying Designated ELD (Groups of Four)

Step 1: Reader reads “Features of Designated ELD Handout” - items 1 and 2.

Step 2: Facilitator asks the group - How would you paraphrase those elements?

Step 3: Group discusses.

Step 4: Repeat process through item number 4. Facilitator asks the group - “How are the first two elements different than the first two?”

Step 5: Repeat steps above for items 5-8. Duplicate Step 4 at item #8.

Roles: 1. Reader, 2. Facilitator, 3. Timekeeper, 4. Focus Monitor

Clarifying Designated ELD (continued)With your group

1. Agree on a sample D-ELD lesson to focus on.a. Connected to Interactive Read Aloudb. Connected to Writer’s Workshop

2. Read the lesson independently. (6 min)3. Facilitator asks: “Where do you see a feature

of D-ELD?”4. Group discusses.5. Focus Monitor records.