Educational resources for elementary students. Helping teachers, parents, and students become active thinkers and future leaders. We encourage giggles, grins, hugs, & high fives!
And a FREE BALANCED LITERACY Resource to get you started!
2019 is the Year of BALANCED LITERACY!
But wait! THIS IS 2020!
Did I miss it??? NO!
2020 is a new decade!
We get a BALANCED LITERACY “do-Over”!
Ready to UPDATE your literacy block?
Balanced Literacy: Here is your NEW YEAR PLAN!
The Why? The What? and The How?
This Week: Writer’s Workshop
Balanced literacy has been defined as “an approach designed to help individual students learn how to process a variety of increasingly challenging texts with understanding and fluency.” (Fountas & Pinnell, 2001)
It is an approach to teaching. NOT a curriculum. It is HOW we teach our students to be independent readers and writers. It is NOT what books we use to teach them.
Balanced Literacy has been defined in “components” or “pieces” of literacy instruction.
This 8-week series will focus on the components of a complete BALANCED LITERACY program. We will focus on clear and concise definitions. Definitions that educators can discuss in collaborations. A “common language” where we can learn from each other and with each other.
The 8 components we will focus on are:
Read Alouds
Shared Reading
Guided Reading
Independent Reading
Modeled / Interactive Writing
Shared Writing
Guided Writing / Writer’s Workshop
Word Work
Each week we will focus on one area of Balanced Literacy and share experiences, teacher tips, and resources to support and expand our Balanced Literacy repertoire.
During the writing workshop, students are invited to live, work and learn as writers. They observe their lives and the world around them while collecting, drafting, revising, editing, and publishing well-crafted narrative and expository texts. Students receive direct instruction in a minilesson, during which the teacher explicitly names a skill proficient writers use that is within reach for most of the class, then demonstrates the skill and provides students with a brief interval of guided practice using it. Students then have time to write, applying the repertoire of skills and strategies they’ve learned, while receiving feedback through one-to-one conferences and small group instruction designed to move them along trajectories of development.
The mini-lessons are short, focused, direct. They typically fall into the categories of classroom procedures, the writer’s process, the qualities of good writing, and editing skills. The lesson is 5-10 minutes of directed instruction. Start off your writing lessons by brainstorming ideas. This lesson will help set the stage for a year of writing by giving students a place to find ideas to put in their future writing pieces. If you use interactive notebooks or writing folders, each student needs a place to put ideas, writing pieces in process, and finished works.
In my first grade classroom, my students have a folder, a journal, and a Pictionary ( pictures and words ). At the beginning of the school year, we practice writing.
Our routines include:
First, they draw a picture with your PENCIL. ( No crayons, yet )
Next, they write the words. After one month of school, we are now beginning to write 2-3 sentences. NO— THEY ARE NOT PERFECT—- We are just beginning the process.
Last, they may color their picture …unless they would like to ADD MORE. And then they can ADD MORE words to match the picture!
I like to play classical music while my students are writing. I FEEL it helps them focus on their writing and gives them a quiet, calm atmosphere to create.
Right now our writing stamina is at about 10-15 minutes. As we become better writer’s, our stamina will increase to about 30-40 minutes.
My students are placed into 4 groups. 10-15 minutes before we dismiss, we ask the 6 team members if they would like to READ or PASS. If they choose to READ, they get their journal and come to the big “TEACHER CHAIR”. They choose 1 story to share with us. Our emergent readers can tell us the story and then they show us their picture.
Later in the year, we will give one compliment and ask one question to the “AUTHOR”. They LOVE this! It is important to discuss “beginning writer’s” and “advanced writers”, ahead of time.
No hurt feelings and EVERYONE’S work is appreciated!
Writer’s Workshop is a planned time during the day when students can create writing of their own.
During this time, guided writing small groups may be meeting with the teacher or individual conferences may be happening. Whatever your choice, embrace the attempts. The successes and the failures will make them better readers and writers. We learn from our mistakes. Hold them accountable. Quality work is always our goal.
These literacy posts may help in YOUR Balanced Literacy journey.
And a FREE BALANCED LITERACY Resource to get you started!
2019 is the Year of BALANCED LITERACY!
But wait! THIS IS 2020!
Did I miss it??? NO!
2020 is a new decade!
We get a BALANCED LITERACY “do-Over”!
Ready to UPDATE your literacy block?
Balanced Literacy: Here is your NEW YEAR PLAN!
The Why? The What? and The How?
This Week: Shared / Interactive Writing
Balanced literacy has been defined as “an approach designed to help individual students learn how to process a variety of increasingly challenging texts with understanding and fluency.” (Fountas & Pinnell, 2001)
It is an approach to teaching. NOT a curriculum. It is HOW we teach our students to be independent readers and writers. It is NOT what books we use to teach them.
Balanced Literacy has been defined in “components” or “pieces” of literacy instruction.
This 8-week series will focus on the components of a complete BALANCED LITERACY program. We will focus on clear and concise definitions. Definitions that educators can discuss in collaboration.
A “common language” where we can learn from each other and with each other.
The 8 components we will focus on are:
Read Alouds
Shared Reading
Guided Reading
Independent Reading
Modeled / Interactive Writing
Shared Writing
Guided Writing / Writer’s Workshop
Word Work
Each week we will focus on one area of Balanced Literacy and share experiences, teacher tips, and resources to support and expand our Balanced Literacy repertoire.
This week we jump into Shared & Interactive Writing!
You can’t THINK of Writing without thinking …
LUCY CALKINS!
Shared Writing
During shared writing, the teacher transcribes the entire text while engaging students in a rich discussion about how the text should be composed.
Shared writing is taught to small groups or a whole class in briskly paced, 5- to 20-minute lessons.
First, develop and extend children’s background and language knowledge on a topic or experience of interest.
Establish a purpose for the writing and an intellectually engaging opportunity for students to apply new learning. Students might write a letter to a local newspaper or write directions for a new game they have developed.
Write the entire text yourself in front of students (using chart paper or document viewer) while requesting input from students regarding aspects of the writing where they most need to expand their expertise.
Think about what you have just read.
Ready to expand? Here you go!
During the writing, model processes needed by your students. Have a small whiteboard available, for example, to demonstrate to students how to say a word slowly and write sounds heard into “sound boxes” (Clay, 2006) before writing a phonetically regular word into the text for them.
Demonstrate in-the-moment revision during shared writing as necessary to construct a strong draft. Reread the text to students from time to time to discuss what needs to be written next or to monitor whether or not the text conveys information clearly.
Do not deliberately make errors during shared writing. Model the immediate construction of a high-quality draft.
Read the completed text to students.
Post the text in an accessible spot in the classroom, and provide opportunities for students to read or use the text multiple times over the next several days or weeks.
Shared writing is a process teachers use to help children to understand how to write a particular kind of text and to provide them with a model piece of writing to emulate. It involves a teacher producing some text on the board with input from the class. The students ” discuss and collaborate” while the teacher is the scribe.
The main difference between shared and interactive writing is who is holding the pen. In shared writing, the teacher holds then pen and serves as the scribe. The teacher also serves the roles of… summarizer of ideas, questioner, and prompting for quick decisions on spelling and print concepts.
Interactive Writing
Interactive writing is a cooperative event in which teacher and children jointly compose and write text. Not only do they share the decision about what they are going to write, they also share the duties of scribe. The teacher uses the interactive writing session to model reading and writing strategies as he or she engages children in creating text.
Through questioning and direct instruction, the teacher focuses the children’s attention on the conventions of print such as spaces between words, left-to-right and top-to-bottom directionality, capital letters, and punctuation. Clay (1979)
And a FREE Balanced Literacy Resource to get you STARTED!
2019 is the Year of BALANCED LITERACY!
But wait! THIS IS 2020!
Did I miss it??? NO!
2020 is a new decade!
We get a BALANCED LITERACY “do-Over”!
Ready to UPDATE your literacy block?
Balanced Literacy: Here is your NEW YEAR PLAN!
This 8-week series will focus on the components of a complete BALANCED LITERACY program. We will focus on clear and concise definitions. Definitions that educators can discuss in collaborations. A “common language” where we can learn from each other and with each other.
The 8 components we will focus on are:
Read Alouds
Shared Reading
Guided Reading
Independent Reading
Modeled / Interactive Writing
Shared Writing
Guided Writing / Writer’s Workshop
Word Work
Each week we will focus on one area of Balanced Literacy and share experiences, teacher tips, and resources to support and expand our Balanced Literacy repertoire.
Guided reading is subject to many interpretations, but Burkins & Croft (2010) identify these common elements:
Working with small groups
Matching student reading ability to text levels
Giving everyone in the group the same text
Introducing the text
Listening to individuals read
Prompting students to integrate their reading processes
Engaging students in conversations about the text
The goal is to help students develop strategies to apply independently. Work focuses on processes integral to reading proficiently, such as cross-checking print and meaning information, rather than on learning a particular book’s word meanings. (For example, a student might see an illustration and say “dog” when the text says puppy, but after noticing the beginning /p/ in puppy, correct the mistake.) During guided reading, teachers monitor student reading processes and check that texts are within students’ grasps, allowing students to assemble their newly acquired skills into a smooth, integrated reading system (Clay, p.17)
It varies based on reading level, but here’s a general structure for a 15-20 minute lesson.
Students re-read familiar texts for several minutes. This is a great way to promote fluency!
For just a minute or so, the students practice previously learned sight words.
The teacher introduces the text.
The students read the text out loud or silently while the teacher coaches. They do not take turns reading; instead, each child reads the text in its entirety.
The teacher leads a discussion of the text.
The teacher makes 1-2 teaching points.
If time allows, students do a few minutes of word work or guided writing.
Establish Routines. Routines for The Lesson format ( this helps with TIME constraints ), routines for when Guided reading happens, AND routines for what the OTHER students are doing while the teacher is teaching at the table.
2. Make SMART text choices. The text should provide multiple opportunities for students to apply strategies and skills you have identified for the group.
3. Dive into INSTRUCTION. Before, during & after reading.
3. Assess and Be Flexible. Your groups should be fluid and should change as your students’ instructional needs change. That’s where informal and formal assessments come in handy.
How to help our youngest readers and writers to add more DEPTH to stories?
How to help them analyze a story and determine the details of a character?
WHY?
I want my students to interact with story characters.
I want them to summarize, sequence, use inferences.
I want them to compare and contrast story elements.
I want them to draw conclusions, and problem-solve.
But most of all, I want them to LOVE reading and writing!
My little ones ( First Grade ) are just learning about print.
So, HOW do I help them discover the good/bad qualities of a story character?
And help them decipher the changes that can AND SHOULD, occur?
TALK. WHAT? TALK!
If you want your youngins’ to expand their knowledge base, YOU have to TALK!
TALK…READ….WRITE!
My newest product Character Traits for Reading & Writing , gives the teacher resources for discussion , printables for student work, and visuals for language acquisition.
All of the first steps for expanding vocabulary.
Speaking, Reading, Writing,
What a WONDERFUL World!
Character Traits for Reading and Writing. How to help young students interact with story characters through discussion, and new vocabulary.1stgradefireworks Character Traits for Reading and Writing. How to help young students interact with story characters with pocket chart and sorting cards. 1stgradefireworks Character Traits for Reading and Writing. How to help young students interact with story characters through writing and text connections. 1stgradefireworks Help YOUR students interact with story characters through CHARACTER TRAITS FOR READERS AND WRITERS
