NOTE: To change the image on this slide, select the picture and delete it. Then click the Pictures icon in the placeholder to insert your own image. UTILIZING 3-5 TD RESOURCES WITH BALANCED LITERACY LI/TD Magnet Institute 2013

Let’s get to know each other!  Kelly Kollar- TD Catalyst Teacher at Polo Ridge  Amanda O’Neal- 3-5 TD Multi-Age Teacher at Tuckaseegee and former Balanced Literacy Pilot Teacher in 5 th grade LI

Today’s goals!  Goal 1: Analyze the structure of Balanced Literacy.  Goal 2: Investigate unit planning in Balanced Literacy.  Goal 3: Assess how we currently use TD Resources.  Goal 4: Evaluate the best ways to incorporate TD Resources within the structure of Balanced Literacy.  Goal 5: Share ideas and strategies for implementation.

LET’S LOOK AT THE BASIC COMPONENTS OF BALANCED LITERACY!

Components of Balanced Literacy Interactive Read AloudMini-Lesson Reader’s Workshop Conferring Guided Reading Strategy Work Word Study Balanced Literacy

Where does whole-group discussion fit in?

Example Daily Schedule 8:45-9:15 Word Study 9:15-9:35 Mini-Lesson 9:35-10:35 Reader’s Workshop 10:35-11:15 Writing 11:15-12:15 Lunch 12:15-1:45 Math 1:45-2:30 Specials 2:30-3:10 Science/SS 3:10-3:30 Interactive Read-Aloud

Goal 1: Putting the Parts Together!  What do you currently do that would fit within the structure of Balanced Literacy?  What components of Balanced Literacy are especially beneficial in the TD Literacy classroom?

UNIT PLANNING- A MONTH BY MONTH APPROACH

Planning Units of Study  Month By Month units in Teachers College Curriculum Guide (by grade level)  Teachers College Reading and Writing Project Teachers College Reading and Writing Project  Unit Examples  Launching Reader’s Workshop, Characters, Biographies, Series Books, Non-Fiction, Non-Fiction Research, Interpretative Texts, Historical Fiction Book Clubs, Test Prep  Poetry?

Front-End Unit Planning  Teaching Points  Read-Alouds  Student Activities-responses, sticky notes  Assessments

Goal 2: It starts with the Units!  How are you currently planning literacy and how will it look with Balanced Literacy?

HOW WILL WE FIT IN THE TD RESOURCES WE ARE ALREADY USING?

Goal 3: Assess how we currently use TD Resources.  Take a look at the following resources. On your index card, write how you already use them in your classroom.  Great Books  William and Mary  Novel Study  Jacob’s Ladder  Touchpebbles  Music of the Hemispheres  Menus  Performance Assessments  Paiedia  Building/Organizing Thinking Skills

Junior Great Books Daily Schedule  Interactive Read Aloud  High quality text  Three days or more: first read, second read, discussion  Mini-Lesson support  Word Study  rich vocabulary  vocabulary activities in teacher manual Possible Units  Characters  Interpretative Texts  Book Clubs  Test Prep

William and Mary Units Daily Schedule  Teaching Points  Research-based for gifted learners  Apply to a variety of texts  Mini-Lessons  Plan units and lessons  Reader’s Workshop  Questions for individual work and small group work  Word Study  Vocabulary activities/webs  Assessment  Questions and graphic organizers Possible Units  Characters  Interpretative Text  Non-Fiction/Research  Book Clubs  Biographies  Poetry

Jacob’s Ladder Daily Schedule  Assessment  Texts for Mini-Lessons  Strategy Work  Leveled ladders  Skill based  Genre based Possible Units  Non-Fiction  Biographies  Historical Fiction  Interpretative Texts  Poetry  Test Prep

Organizing Thinking Skills Daily Schedule  Word Study  Strategy Groups  Graphic organizers for a variety of skills  Mini-Lessons  Modeling teaching points  Writer’s Workshop Possible Units  Characters  Non-Fiction/Research  Concepts in Science and Social Studies

Novel Study Daily Schedule  Interactive Read Aloud  Modeling through think-alouds  Student copies  Mini-lesson  Carry over from read-aloud  Strategy Work  Small group, leveled novel study  Word Study  Vocabulary menus  Assessment  Shared text, performance tasks Possible Units  Characters  Interpretative Texts  Book Clubs  Biographies  Concept Unit in Social Studies or Science

Music of the Hemispheres Daily Schedule  Mini- Lessons  Read Alouds  Writer’s Workshop  Word Study Possible Units  Poetry  Test Prep

Menus and Performance Assessments  Reader’s Workshop  Individual responses  Unit work  Assessment  At individual reading levels  Synthesizing multiple texts/multi- media  Management

Paideia Seminars  Interactive Read-Alouds  Reader’s Workshop  Speaking and Listening  Writing extensions  Integrate into content areas  Group Projects/Panel Discussions

Touchpebbles  Interactive Read-Aloud  Speaking and Listening Strand  Think and discuss a text critically  Integrate into content areas  Writing extensions

Goal 4: Let’s Evaluate the best ways to incorporate TD resources!  Review how you already use these resources in your classroom.  On the second index card, write how you can use these same resources and activities within the balanced literacy framework.

Goal 5: Share ideas and strategies for implementation!  How will we make sure that our Balanced Literacy classes meet the needs of gifted learners?

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