Redelivery Presentation, prepared by Janet Junco Original Delivery, Scholastic Trainers Literacy Champion Institute - New Hampstead HS - July 10, 2017

Complete “What I Know/New Thinking” activity in handout Complete “What I Know/New Thinking” activity in handout. Allow time for participants to discuss in small group and share a few comments with whole group.

You will need to talk through the components of this framework Notice that Narrative and Informational Text & Comprehension and Vocabulary apply across the entire framework Two levels of texts are used: Grade-Appropriate & “Just Right” Text. There is more discussion about differing types of text and their purposes on slide 6. Grade Appropriate is text that the student might be frustrated to tackle alone. “Just Right” is text that is easily accessible to the student. Fours models of delivery and practice are present: Focused Lessons where the teacher is teaching “To” the students Guided Instruction and Collaborative Learning in which the teacher facilitates “WITH” the students Independent Work is when the work is done “BY” the student with minimal teacher input All of the framework grows the student language base, strengthening Phonemic Awareness, Phonics, and Word Work

SAMPLE Complete “Observer would see…/Observer would hear…” activity in handouts

Rationale for Grade Level Reading - Complete the “Why This Text? Why This Component?” activity in the handout. Guide participants to the types of texts used in the first column and purpose in the second. Included below is some additional rationale information to facilitate your discussion. When discussing types of books, remember: frustration (80–90% known words), instructional (93–97% known words), and independent levels (100% known words) Rationale for Grade Level Reading - Read Aloud: Reading aloud is the foundation for literacy development. It is the single most important activity for reading success (Bredekamp, Copple, & Neuman, 2000). It provides children with a demonstration of phrased, fluent reading (Fountas & Pinnell, 1996). It reveals the rewards of reading, and develops the listener's interest in books and desire to be a reader (Mooney, 1990). Listening to others read develops key understanding and skills, such as an appreciation for how a story is written and familiarity with book conventions, such as "once upon a time" and "happily ever after" (Bredekamp et al., 2000). Reading aloud demonstrates the relationship between the printed word and meaning – children understand that print tells a story or conveys information – and invites the listener into a conversation with the author. Children can listen on a higher language level than they can read, so reading aloud makes complex ideas more accessible and exposes children to vocabulary and language patterns that are not part of everyday speech. This, in turn, helps them understand the structure of books when they read independently (Fountas & Pinnell, 1996). It exposes less able readers to the same rich and engaging books that fluent readers read on their own, and entices them to become better readers. Students of any age benefit from hearing an experienced reading of a wonderful book. Rationale for Independent Reading: There are strong associations between independent reading and reading achievement, and many researchers believe that independent reading plays a key role in the development of reading fluency (speed and ease of reading), vocabulary, background knowledge, and even spelling. Not surprisingly, motivation also is associated with independent reading; children who are interested in and motivated to read tend to do more independent reading.

Gradual Release of Responsibility Discuss the Gradual Release model as applied to the Balanced Literacy framework

Community Share Quick Write DAILY Closing - 5 min Community Share Quick Write What is the benefit of including time for Community Share? What effect might it have on students when you don’t include it? Complete the Quick Write from the handout. Watch the video. Have participants return to their Quick Write responses after viewing to notice and note how their responses were validated or elaborated on. Share.

Remind participants of objectives Remind participants of objectives. Complete closing activity of your choice.(Some options: http://www.stma.k12.mn.us/documents/DW/Q_Comp/40_ways_to_leave_a_lesson.pdf or https://www.edutopia.org/blog/22-powerful-closure-activities-todd-finley