1. 2016 Leadership Academy Beverly Hoffmaster and Robyn Lopez
BCS Literacy Model
2016 Leadership Academy
Beverly Hoffmaster and Robyn Lopez
Accountability Integrity Respect

2. BCS Literacy Model – Quick Write
What is going well? Where are teachers still struggling?
Accountability Integrity Respect

3. Accountability . Integrity . Respect
Berkeley County Schools
English Language Arts/Literacy Model I.
K-5 Whole Group Instruction
K-5 Guided Reading
K-2 Stations
Word Work, Writing, Listening, Technology
Flexible
Guided Reading Groups
K-5 Independent Reading
Grades 3-5
Partner Reading
Literature Circles
II.
See attached notes
III.
K-5
Whole Group
Wrap Up/Closure
(Summarize, Apply, Share)
Accountability Integrity Respect

4. BCS Summer PD Sessions to Enhance and Sustain the Literacy Model
Teaching Reading to Black Adolescent Males
Reading Fluency for K – 2
Elementary Science Adoption/Science Activities
Partner Reading Relationships (2)
Accountability Integrity Respect

5. BCS Summer PD Sessions to Enhance and Sustain the Literacy Model
Mini Lessons and Read Alouds
Words Their Way
First 20 Days (2)
Literature Circles: Moving Beyond the Roles (2)
Qualitative Reading Inventory (QRI)
Accountability Integrity Respect

6. Berkeley Reads 2020 (BCS Literacy Grant)
Early Literacy Coach at Targeted Schools
Foundational Reading Skills Focus
Word Study – Shoe Activity
Access to Books
Community/School of Events
Professional Development Sessions
Accountability Integrity Respect

7. Guided Reading – Grades K - 2
Small, flexible, and purposeful groups of students
Form groups using data – STAR, IRL and Informal Teacher Observation (Know Your Students!)
Students read from texts at their instructional levels
Engage readers in conversations about the texts
Accountability Integrity Respect

8. Guided Reading – Grades K - 2
Daily opportunities to expand vocabulary through reading, conversation, and explicit instruction
Students write about reading
Creates engagement in and motivation for reading
Goal – to teach reading comprehension and help students develop strategies to apply independently
Accountability Integrity Respect

9. Guided Reading – Grades K - 2
Look for trends across classroom data to form groups
Need to “teach the reader” not teach the book
Spend less time in “telling mode” and more time responding to what they need as individual readers
Differentiated reading instruction

10. Accountability . Integrity . Respect
“Through guided reading, students learn how to engage in every facet of the reading process and apply their reading power to all literacy contexts.” Fountas and Pinnell
Accountability Integrity Respect

11. Independent Reading – Grades 3 -5
the heart of the Reading Workshop
the time when students practice strategies modeled in the mini-lesson
the opportunity to confer with students/take anecdotal notes
Accountability Integrity Respect

12. Independent Reading Grades 3 - 5
Four key elements of independent reading that will help students become successful readers: - Choice - Strategies - Time - Goals
Accountability Integrity Respect

13. Independent Reading Grades 3 - 5
“To progress as readers, readers must have ample time to read a lot and they must have texts they can read independently.”
Accountability Integrity Respect

14. Literature Circles – Grades 3 - 5
Literature Circles ….Then and Now… Literature Circles and their impact on the Literacy Model…

15. Accountability . Integrity . Respect
First 20 Days
Establishing procedures and routines
Introducing procedural and academic mini- lessons
Getting to know students as readers
Reading is thinking
Creating a culture of literacy
Accountability Integrity Respect

16. Accountability . Integrity . Respect
First 20 Days – Grades K - 2
Week 1 – What is reading?, What do readers do?, How do we choose books?, and How is the classroom library organized?
Week 2 – Continue with What kinds of books interest us?, Choosing just right books, Independent reading book boxes, Reading group routines (Whole group and small group) and Story elements – Fiction
Accountability Integrity Respect

17. Accountability . Integrity . Respect
First 20 Days – Grades K - 2
Week 3 – Nonfiction features; Thinking, talking and sharing about your reading; Independent reading; and Responding to reading
Week 4 – Active Reading Strategies - Thinking about the Text, Making Connections, Visualizing, Determining the Importance of the Text (The BIG Ideas), and Summarizing
Accountability Integrity Respect

18. Accountability . Integrity . Respect
First 20 Days – Grades 3 - 5
Two Critical Goals
Help students think of themselves as readers by reading books that they will enjoy and having them participate in all the choices and decisions readers make
Establish the roles and routines of the reading workshop
Accountability Integrity Respect

19. Accountability . Integrity . Respect
First 20 Days – Grades 3 - 5
Mini-Lessons…
Opening statement (teaching point)/demonstration or example
Lessons build on each other...first lessons focus maily on routines
Points are repeated
Anchor charts are posted on the room…referred to again and again
Accountability Integrity Respect

20. Accountability . Integrity . Respect
First 20 Days – Grades 3 - 5
Week 1...
procedural and academic mini lessons
Week 2...
academic mini lessons...literature/nonfiction
Week 3...
responding to literature...journaling
Week 4...
Reading strategies...comprehension...vocabulary
Accountability Integrity Respect

21. Accountability . Integrity . Respect
BCS Literacy Resources
Accountability Integrity Respect

22. Accountability . Integrity . Respect
Wrap Up…
What? & How?
Accountability Integrity Respect