1. Balanced Literacy Office of Academic Affairs Savannah Chatham County
Public School System
M. Ann Levett, Ed.D., Superintendent of Schools
Vallerie C. Cave, Ph.D., Executive Director of Elementary/
K-8 School Governance
Janet Junco, Teacher Specialist for Balanced Literacy

3. Increasing Volume of Engaged Reading
Widens vocabulary
Builds fluency and comprehension
Widens world knowledge
Builds empathy and understanding

4. Balanced
Literacy
A framework for reading and writing instruction using engaging and authentic text to provide targeted instruction and student practice using the state standards.

5. Maximizing time with eyes on the page and pen to the paper

6. Balanced Literacy is NOT…
A “Product” or purchased program
New fad – been around since 1990’s

7. Whole language v Phonics/Word Study
Teacher led learning v. independent student practice
Writing & Reading Connections
Grade Level Text v “Just Right” Text
Whole group v small group
Animated slide for quick introduction of elements in “Balance”
Narrative Text versus Informational Text
So what’s in “balance”?

9. Let’s look at the parts…
…ask me anything!
For the following slides, a quick overview of component and expectations will be reviewed. Participants will be encourage to ask clarifying questions.

10. Word Study Wilson Fundations K-2 “Words Their Way”
15-30 minutes
Word Study
Wilson Fundations K-2
Phonics by Wiley Blevins (intervention)
“Words Their Way”
Similar word study
Greek/Latin roots
Word of the week
Word lists available in resources
Reminders of where everything is posted and support for Wilson on ACORN

11. Daily Read Aloud Comprehension Club Content area trade books
15-30 minutes
Daily Read Aloud
Comprehension Club
Content area trade books
At or above grade level
Comprehension Club titles and teaching cards
Content Area titles and resources

12. Read Aloud FIRST GRADE FOURTH GRADE Enjoy the story! Vocabulary
Explore ideas
READ ALOUD
Introduce book and intended focus of study. GIST summary, why you choose this story and what you expect students will like, QUICK discussion about author/illustrator.
Frontload vocabulary relevant to the STORY.
Frontload concepts relevant to the STANDARD.
During the initial read aloud…ENJOY THE STORY! Really build student engagement – expression, participation, pictures, predictions, etc. Build relationship with the text – emotional memory strongest type of memory
LOVE the story while setting up coming instruction
Understand your slice of the pie – familiarize yourself with progression of standards (handout)

13. Reading Mini-Lesson Whole group instruction Standards driven
20 minutes
Reading Mini-Lesson
Whole group instruction
Standards driven
Strategy toward skill practice
Gradual release model (I do, we do)
Linking to Teacher Guidance & Serravallo

14. Teacher introduces and models a strategy or concept.
FIRST GRADE
FOURTH GRADE
ELAGSE1RL3: Describe characters, settings, and major events in a story, using key details.
ELAGSE4RL3: Describe in depth a character, setting, or event in a story or drama, drawing on specific details in the text (e.g., a character’s thoughts, words, or actions).
I DO
Teacher introduces and models a strategy or concept.
NOTE: Participants will plan these portions only after doing the Questioning Bonus Bang, slides 14-16
UNPACK standard with the students – make sure they have a clear understanding of what we will be looking at in the coming lesson.
WHAT LANGUAGE WILL YOU ALL BE USING???
Purpose, purpose, purpose…
Planning Questions:
Will you use the entire story or just a part of the story to practice the strategy? Determine ahead of time.
What SKILL are the students learning? What strategy will you use? Where can you get strategy ideas? (Teacher Guidance/Serravallo)
Do you need to adjust or adapt strategy? For instance, in fourth grade maybe do not need a full plot map at this point (early in the year), and will include only exposition, rising action, climax, falling action and resolution and to follow how Grace is feeling as events change.
PROVIDE MODEL! Create anchor chart or tool

15. Class practices as a group using same text.
FIRST GRADE
FOURTH GRADE
ELAGSE1RL3: Describe characters, settings, and major events in a story, using key details.
ELAGSE4RL3: Describe in depth a character, setting, or event in a story or drama, drawing on specific details in the text (e.g., a character’s thoughts, words, or actions).
WE DO
Class practices as a group using same text.
Structured whole group practice –
How will you maintain language of the standard?
ALL provided opportunity to practice using same text – What are ways you assure that every student gets the opportunity to practice strategy and share thinking?
i.e., Turn & talk, Graffiti boards, Contribute to anchor – interactive anchor charts, Flip card/wipe board, Interactive notebook

16. Independent Practice Individual/partner work Standards driven
45-60 minutes
Independent Practice
Individual/partner work
Standards driven
Strategy toward skill practice
Gradual release model (you do)
Independent level text
CLASSROOM LIBRARY and on-line reading resources – i.e., Get Epic!, and International Library on Padlet

17. Student practices independently using “Just Right Text”
FIRST GRADE
FOURTH GRADE
ELAGSE1RL3: Describe characters, settings, and major events in a story, using key details.
ELAGSE4RL3: Describe in depth a character, setting, or event in a story or drama, drawing on specific details in the text (e.g., a character’s thoughts, words, or actions).
YOU DO
Student practices independently using “Just Right Text”
Now time for Independent Practice:
What will YOUR accountability piece look like?

18. Guided Reading Differentiated Instruction Instructional level text
Rotations
10-20 minutes
Guided Reading
Differentiated Instruction
Instructional level text
Data driven
Critical reading skills
Emphasize inclusion of writing support at the Guided Reading table

19. Writer’s Workshop Traits Independent writing
30-45 minutes
Writer’s Workshop
Traits
Independent writing
Feedback – teacher, peers, self-evaluation
DAILY writing – district focus for ALL grade levels.

20. Build a culture in support of reading! R E A D

21. Encourage independent reading Read with your scholar
WHAT CAN PARENTS DO TO SUPPORT BALANCED LITERACY AT HOME?
Encourage independent reading
Read with your scholar
Listen to your child read daily

22. What would happen if the story took place on the moon?
Talk about the stories! Ask questions that might spark a conversation.
What advice would you give Flat Stanley?
Who would you be friends with from the story? Why?
What would happen if the story took place on the moon?

23. Consider joining the public library
Free checkout
books
videos
audiobooks
e-books
…for the entire family!

24. Consider the ways your own attitudes about reading impact your scholar.
Use positive language about reading with your child.

25. Have fun writing notes to each other

26. crosswords Hangman Boogle Play with language Would You Rather?
puns
Boogle
Play
with language
crosswords
Would You Rather?
Hangman
…MadLIb,
puns…jokes… scrabble... word search…scattegories…rhyming…
aunt annie’s picnic…

27. Q
& A

28. Janet Junco Teacher Specialist for Balanced Literacy
– cell
, ext

30. Actively Build Motivation!
Make it relevant – this should be FUN!
Allow for choice – encourage discussion about choice
Promote successes – share what’s going well
Collaboration – build relationships between readers and text
Find connections – pick up threads to follow