1. Welcome to the BFS Introduction to Literacy by Design: Reader’s and Writer’s Workshop

2. Best Current Practices in Language Arts Instruction  Gradual Release of Responsibility – like riding a bike  5 Pillars of Reading Instruction  Balanced Literacy – combines reading, writing and phonics  Literacy by Design's research-based approach to differentiation embeds intervention strategies into the framework of the program as a whole.  All students should be successful at college/career- ready skills, so the LBD strategy begins with the Common Core of Standards. This sets clear, high goals for instruction.

4. 1. Demonstration1. I do, you watch. 2. Guided Practice2. I do, you help. 3. Independent Practice3. You do, I help. 4. Application4. You do, I watch. Gradual Release of Responsibility

5. Research shows that optimal learning is achieved when teachers use the Gradual Release of Responsibility Model of instruction. Teaching PhaseTeacher BehaviorLearner Behavior Demonstration Initiates Models Explains Thinks aloud Shows “how to do it” Listens Observes May participate on a limited basis

6. Research shows that optimal learning is achieved when teachers use the Gradual Release of Responsibility Model of instruction. Teaching PhaseTeacher BehaviorLearner Behavior Guided Practice Demonstrates Leads Suggests Explains Responds Acknowledges Thinks Together Listens Interacts Questions Collaborates Responds Tries out Approximates Participates  Thinks Together

7. TEACHER HANDS OVER RESPONSIBILITY Teaching PhaseTeacher BehaviorLearner Behavior Independent Practice Applies learning Takes charge Practices Problem solves Approximates Self-corrects Scaffolds Validates Teaches as needed Evaluates Observes Encourages Clarifies Confirms Coaches Thinks on My Own

8. TEACHER HANDS OVER RESPONSIBILITY Teaching PhaseTeacher BehaviorLearner Behavior Application Initiates Self-monitors Self-directs Applies learning Problem solves Confirms Self-evaluates Affirms Assists as needed Responds Acknowledges Evaluates Sets goals Thinks Alone

11. The Elements of Reading Instruction

13. “It rapidly burst out of the holed mountain. You infer a “holed mountain” is like a volcano, and “burst” sounds like an explosion. You create an image of the volcano erupting.” S.R.

15. Vocabulary Six-Step Process Explain - terms using a student-friendly explanation of the new term Restate - the explanation in their own words Show - a graphic representation of the term Discuss - periodically to add to their knowledge of the terms Refine and Reflect - Notebook entries Apply in Learning Games

16. Reading: 90 minutes Build reading skills: 20 minutes Read and comprehend instruction: 20 minutes Differentiated reading instruction: 45 minutes (small group/independent/individual conferences) Closing: 5 minutes Writing: 60 minutes Build Writing Skills: 20 minutes Differentiated writing instruction: 35 minutes (small group/independent/individual conferences) Closing: 5 minutes

31. Writing Instruction

34. Eight Levels of Choice for Precise Teaching From the Leader in Leveled Texts — Rigby Eight Levels in Grades 1-5 Easy Placement Grade-Level Interest and Content Built-in Acceleration

35. Keys for helping ELL Develop Reading Proficiency Background Knowledge:  All readers apply what they know about the world to make sense of what they read. Teachers can draw on ELLs’ background knowledge by using the preview/view/review technique. Effective Use of Psychological Strategies and Linguistic Cueing Systems  As they read, all readers use cues from three language cueing systems: phonics (sounds and letters), syntax (the order of the words), and semantics (the meanings of words). Good readers use all three of these cueing systems to predict and confirm as they read. Appropriate Materials  Students need a variety of texts as they read. ELLs need texts at different levels. Students draw on their background knowledge when they read. Therefore, texts that connect to students’ past experiences or are of high interest to them are more easily read. Organize Curriculum Around Themes  When reading lessons are organized around themes, ELLs are supported in the construction of meaning as they read.

37. Assessment  Diagnostic - Rigby READS–helps determine placement and growth (beginning of the school year and end of the school year)  Ongoing Theme Tests (every two weeks)  Comprehension Organizers (daily)  Writing Pieces (daily)  Spelling Tests (every week)  Writing Bridge (daily)

38. Assessment  Purpose: to improve instruction  The purpose in literacy: to become better readers, writers, and thinkers  The starting point: CLARITY (the year’s expectations)  With the end in mind, decide on what evidence will show how the students are progressing towards those expectations  Beginning of the year test is crucial

39. Assessment  Assessment drives the instruction  Keep notes/observations/anecdotal records  Use checklists/rubrics  Strategy: set a goal for how many kids your are going to observe on a given day  Assessment should be part of the instruction on a daily basis (anytime you teach, you are assessing)  Single assessment doesn’t give us an accurate picture of the student’s ability

40. Assessment  Look for evidence as you teach: coordinate benchmarks and instruction (create a staircase curriculum, so the instruction is coordinated across the grade levels)  Instruction should include both whole group and small (flexible) groups: assessment focuses instruction  Role of students: make it clear of what is expected (show and discuss rubrics/scoring procedures and set goals for them to learn)

41. Assessment  Evidence Portfolio: selectively choose evidence that match grade level benchmarks (can be used for grades on standards based report cards)  Conferencing: student led conference

43. THANK YOU!