1. S UPPORTING B ALANCED L ITERACY THROUGH THE TEACHERS COLLEGE MODEL April 23, 2014 Please sit in mixed grade level groups today!

2. T ODAY ’ S GOALS Revisit framework / components of Teachers College Model for Units of Study Revisit Conferring Consider Word Work

3. H OW WILL WE GET WHERE WE NEED TO GO ? August / September Interactive Read Alouds OctoberInteractive Read Alouds November / DecemberMini lessons JanuaryMini lessons / Conferring FebruaryConferring MarchAssessments? AprilWord Work? May/JuneFocus for Next Year Professional Development will support elements of Teachers College Model Book Studies Planning PD sessions

4. L ET ’ S R EFLECT ON O UR W ORK T HIS Y EAR ! Let’s try out mentimeter together.mentimeter

5. C ONFERRING – WHAT IS IT AGAIN ? determining what readers have learned and what they need to practice targeting instruction to meet students’ needs with explicit teaching methods differentiating for students researching a student’s use of skills/strategies through observation and questioning complimenting and supporting Teaching students not just how to get through the text they’re in today, but how to apply a strategy tomorrow…

6. C ONFERENCE COMPONENTS Research (0-2 minutes) Teach your students not to stop what they’re doing when you approach Listen in to a student reading Weigh your teaching options Compliment (0-1 minute) Teaching Point Teach (1-2 minutes) Coach / Active Engagement (2-4 minutes) Link (30 seconds) Document your work!

7. R ESOURCES FOR CONFERRING Child What can s/he do? What can s/he not do? What’s next? (refer to Continuum and CCSS) Text What does this text demand? What does the text level demand? (refer to Continuum) Unit of Study What teaching points have I already addressed from the unit? What do we hope child will be able to do? Balance of Instruction Print, Comprehension, Fluency, Reading Habits & Behaviors Response to Reading Fountas and Pinnell Prompting App Prompts for strategic actions, conferring, book discussion, F & NF NEWNEW

8. C ONFERRING – L ET ’ S T RY IT O UT ! K-2 Conference 3-5 Conference3-5 Conference : Old Yeller Refer to: 1) Continuum (pgs. 36-37) 2) CCSS: RL 5.1 (quote accurately from text when explaining & inferring) RL 5.3 (compare/contrast 2 or more characters w/ detail) RL 5.6 (describe how speaker’s POV influences events) SL 5.4 (report on a topic with details and speak understandable pace) C: TP: NS: Set up your index card!

9. V ERTICAL D ISCUSSION How is conferring going? What’s going well? What’s still a challenge? How is conferring guiding your instruction? How is conferring helping students set / revise on their own personal reading goals? What tools do you find useful for notetaking?

10. H OW D O W E U SE C ONFERRING DATA ? Form strategy groups Revisit mini-lessons Help students set specific reading goals Hold students accountable Assessment (tracking progress over time) ????

11. W ORD W ORK Let’s go to mentimeter and consider what word work / word study looks like in our building.mentimeter

12. T YING UP LOOSE ENDS Register NOW for the school PD work we’ve already completed for a total of 2 Literacy CEUsNOW 1)LIT 367 FA13 Literacy Book Study 2)LIT 367 FA13 Developing Readers Workshop Look to register for summer PD: Summer Teacher Conference - June 16 – 26 Summer Teacher Conference Grades 1,2,3 – July 14-16, August 4-6, August 12-14 Grades 1,2,3 Teachers College Institute – July 21-24

13. T ICKET OUT THE DOOR … Return to mentimeter.mentimeter