LITERACY PLACE TRAINING MANUAL

LITERACY PLACE TRAINING MANUAL TABLEOF CONTENTS THELITERACYPLACE ADMINISTRATOR What Is a Balanced Literacy Program?........................... 1 What to Look for in a Literacy Place Classroom.................... 2 Chart Concept Theme The Big Idea............................ 5 Observation Guide: Integrated Reading/Language Arts Instruction.................... 6 Chart Administrator s Classroom Observation Checklist...................................... 11 A Summary of Teaching K-2 Children to Read at Literacy Place............................ 12 Chart Literacy Place Flexible Grouping.......................... 13 Literacy Place Checklist Kindergarten............................................. 14 Literacy Place Checklist First-Second Grade........................................ 15 Chart Flexible Grouping Literacy Place.......................... 16 Literacy Place Checklist Third-Sixth Grade...................... 17 Classroom Observation Comments.............................. 18

WHAT IS A BALANCED LITERACY PROGRAM? The following list includes the components of a balanced literacy program and explains how each component helps students with the reading and writing process: Modeled Reading: Teacher reads aloud selections to students provides an adult model of fluent reading develops a sense of story enriches concept and vocabulary development encourages prediction fosters a love and enthusiasm for reading Shared Reading: Teacher and students read text together develops a sense of story or content promotes reading strategies increases comprehension develops fluency expands students vocabulary Guided Reading: Teacher works with a group of students similar in strengths and needs and provides instruction through mini-lessons promotes reading strategies increases comprehension encourages independent reading strengthens students thinking skills allows the teacher to work with individual groups of students on specific reading skills Independent Reading: Students read independently supports writing development extends experiences with a variety of written texts promotes reading for enjoyment and information develops fluency fosters self-confidence as students read familiar and new text THE LITERACY PLACE ADMINISTRATOR 1

Modeled and Shared Writing: Teacher and students collaborate to write text; teacher acts as scribe develops concepts about print develops writing strategies supports reading development provides a model for a variety of writing styles produces text that students can read independently Interactive Writing: Teacher and students compose text together using a shared pen technique in which students do some of the writing provides opportunities to plan and construct text increases spelling knowledge produces written language resources in the classroom Guided Writing: Teacher works with a group of students similar in strengths and needs and provides instruction through mini-lessons models brainstorming of ideas provides students with guidance while learning the writing process provides an audience for the written word Independent Writing: Students write independently strengthens text sequence develops an understanding of multiple uses of writing supports reading development develops writing strategies 2 THE LITERACY PLACE ADMINISTRATOR

WHAT TO LOOK FOR IN A LITERACY PLACE CLASSROOM The following are some questions that may be helpful to keep in mind during a classroom observation. In just ten to fifteen minutes, an administrator should be able to read the literature-based climate of the room and identify some evidences that all students are actively engaged in literacy learning. Is there evidence that DoDEA ELA Standards are being addressed? Who s doing the talking? Is the teacher s voice the main voice, or are students doing most of the talking? Does every student have an opportunity to be heard? Is the teacher directing with authority or guiding and leading from behind? Do the students know the routines and procedures? Do the students go to the teacher every time they have a question or, is there evidence of routines and procedures that develop responsibilities for problem solving and self-management? Are the bulletin boards by and for the students? Is student work displayed everywhere? Are bulletin boards done by the students, with samples of writing, illustrations, and projects rather than commercially generated? Does the seating arrangement and teacher management style allow for collaboration? Are students isolated in rows, or are they grouped so they can conference and assist each other? Is the teacher with the students? Is the teacher always front and center or sitting at a desk, or is he/she mostly among the students, demonstrating and guiding as needed? Is there a hum of activity? Is the classroom silent, or are students quietly talking with each other and actively engaged in various enterprises? Is reading time focused on comprehension and understanding? Are students spending most of reading time oral reading, working on skills, and responding to literal level questions, or do they have frequent opportunities for responding to open-ended questions and participating in high-level discussion? THE LITERACY PLACE ADMINISTRATOR 3

Is the independent work the students are doing meaningful? Are worksheets and workbooks being used with fill-in-the-blank formats, or are there purposeful activities that encourage open-ended responses that require thinking and application of experience and knowledge? Do students have choices? Is everyone doing the same activity, or are there opportunities for students to make decisions about their work for the day? Are there self-selected reading and writing activities? Are there opportunities for students to work together? Are all activities completed individually, or are pairs and groups of students reading, writing, and problem-solving together? Is there time for sharing? Is there a library and a cozy reading area? Are there all types of literature attractively displayed and easily accessible? Are there reference books, dictionaries, and thesauruses available? Is there a pleasant reading area where students can read in a comfortable position and with a friend? Are there learning stations? Are there opportunities for exploration and experimentation on different topics? Are there areas for different kinds of work to be done by individuals and groups? Does the teacher use anecdotal records and observational data in evaluation? Does the teacher use only checks and grades in a grade book? Is there evidence of informal observational data? Do students seem happy and actively involved? Are the students passively completing assignments, or are they excited about the opportunities for learning in their classroom? 4 THE LITERACY PLACE ADMINISTRATOR

The Place real-world context for learning mentor workplace model focus for self-directed and cooperative activities access for all learners provides interest, motivation and choice CONCEPT THEME THE BIG IDEA SOURCEBOOK literature shared by all students as a community of learners grade level, age-appropriate over 150 types of sources, often paired build background knowledge ongoing assessment opportunities MYBOOKS (K 1) PHONICS READERS/ CHAPTER BOOKS (1 2) EMERGENT READER/ FLUENCYLIBRARIES (K 2) Individualize Instruction/ Demonstrate Independence Placecards hands-on, problemsolving activities for grades 3 6 meaningful connections to the theme, mentor, and real world THE LITERACY PLACE ADMINISTRATOR 5 The Mentor real person models use of literacies in the workplace represents philosophy of learning and teaching context/model for: fluent reading comprehension strategies skill/strategy instruction writing/text structure grammar, usage, mechanics, instruction. meaningful connections among wide range of materials encourages reading beyond the sources SHOEBOX LIBRARIES (K 2) TRADEBOOKS (1 6) SPRINTPLUS (3 6) TECHNOLOGY(K 6) Workshops/Projects on-going, open-ended self-directed, cooperative application and demonstration of independence with learned skills in personal, purposeful activities differentiation and access for all abilities and learning styles use multiple texts/resources study skills taught

OBSERVATION GUIDE: INTEGRATED READ ING/LANGUAGE ARTS INS TRUCTIO N The following will assist in the observation process when looking for evidence of integrated Reading and Language Arts instruction. The following guides will lead to evidence of multiple literacies being addressed in the classroom. Reading Is the teacher: providing for daily, self-selected silent reading? reading aloud to students daily? incorporating thematic units in language arts instruction? providing enrichment experiences for challenged readers? recommending books of interest for students? incorporating small flexible groupings for instruction? acting as a facilitator to promote discussion and divergent thinking? assigning reading tasks that promote collaboration and cooperation among students? incorporating before, during and after phrases in every literature lesson? activating and utilizing students prior knowledge? encouraging a variety of responses to questions? modeling or sharing his/her love of reading? collecting student work data to document progress and communicate with parents? Comments: 6 THE LITERACY PLACE ADMINISTRATOR

Writing: Is the teacher: modeling and teaching the stages of the writing process? including holistic and analytic assessment of student writing? regularly conferencing with students? incorporating phonics, spelling, and strategies for beginning readers/writers? responding to student writing with helpful suggestions, thoughtful comments, and very little red marking? assigning daily writings for a variety of purposes to a variety of audiences? encouraging divergent creative thinking through writing assignments? promoting student self-assessment and peer conferencing for the revision and editing process? publishing and displaying student writing? modeling and sharing own joy of writing? collecting student work data to document progress and communicate with parents? Comments: THE LITERACY PLACE ADMINISTRATOR 7

Listening: Is the teacher: promoting listening as a means of learning? providing opportunities for students to hear other students? providing a variety of listening experiences for different purposes? reading aloud to students from narrative and expository text and poetry selections? providing discussion opportunities for students to collaborate, cooperate, and compromise? promoting social skills such as giving eye contact, paraphrasing to demonstrate understanding, and summarizing? Comments: Speaking: Is the teacher: providing daily opportunities for structured oral language? modeling and teaching correct language usage? assigning tasks which focus on the application of fundamentals of the English language? teaching students to facilitate group discussions? modeling and teaching language for a variety of purposes? Comments: 8 THE LITERACY PLACE ADMINISTRATOR

ALSO.... Is the teacher: enabling all children to make choices regarding the materials from which they read and write? resisting labeling of students in terms of ability and achievement? communicating with parents encouraging parents to read to their children, to discuss literature with them, and to support and praise their children s reading and writing process? providing a structured reading environment where opinion, creative thought, and sharing ideas is valued? celebrating literacy and learning daily? Comments: THE LITERACY PLACE ADMINISTRATOR 9

School Teacher Grade Sourcebook/Lesson Components CRITERIA OBSERVATIONS Evidence of classroom organization Evidence of routines Instructional time planned Teacher demonstrations Student awareness of structure, rules and expectations Active student participation Variety of student groupings Whole-class instruction Small-group instruction based on need or interest Independent activities Variety of teaching methods 10 THE LITERACY PLACE ADMINISTRATOR

ADMINISTRATOR S CLASSROOMOBSERVATIONCHECKLIST STUDENTS OBSERVED NOTOBSERVED DISCUSS are aware of theme(s) are actively engaged work in flexible groups have long term projects available read from a variety of sources independent work is meaningful write in response to reading (i.e. journals, written responses to literature, etc.) THE LITERACY PLACE ADMINISTRATOR 11 TEACHER links reading to theme models strategies focuses on strategies, not skills engages in a variety of roles (i.e. facilitator, leader, etc.) meets with students in small groups for a variety of purposes (i.e. instructional needs, interests, task, etc.) utilizes Supported Reading techniques focuses on comprehension & understanding (not simply skills) uses observational data in evaluation ENV IRO NMENT provides a cozy reading area a writing area and/or writing ideas & tools bulletin boards comprised of student work a listening area stations seating arrangements which allow for collaboration

ASUMMARYOF TEACHINGK-2 CHILDRENTO READ ATLITERACY PLACE By the end of Kindergarten During the last 6 weeks of Kindergarten Children build on prior knowledge their name and the ABC song to: master the alphabet see themselves as readers develop concepts of print and writers gain a sense of story develop phonetic awareness As a stepping stone to first grade, children may be introduced to four phonograms: -an, -en, -un, -ig. This lays the foundation for children to see how words are built. The First Three Weeks of First Grade During the first half of Grade 1 Teachers use these first three weeks to evaluate and assess each child. The pacing of first grade (Plans I, II, and III) includes the use of three Big Books to reintroduce and/or review consonants, months and seasons, days of the week, colors, sizes, shapes, and directions. Week 1: When This Box Is Full Children hear initial consonants f, g, and j and the high frequency words I and will. This is a predictable story that also increases the first grader s knowledge of months and seasons. Week 2: Today Is Monday A predictable story/song, initial consonants b, m, and t are used in rhyme. Children also hear high frequency words come and and. Of course, it naturally focuses on the days of the week! Week 3: From Acorn to Zoo This special big book reviews the alphabet and concentrates on phonemic awareness from Aa to Zz. Animals tell this predictable, question and riddle book while developing initial consonants d, p, and w. Does and up are the two high frequency words in this ABC book. For immediate word building and to build self confidence: Children learn all short vowels. Children learn all consonants. During the last half of Grade 1 In order to enhance word building and progress to more complex words: Children learn all long vowels. Children learn digraphs: th, ch, sh, wh. Children learn blending of l, r, and s. During the first half of Grade 2 To build on what students learned in grade one, children learn: r-controlled vowels, 3-letter blends, splash ar, or, er, ir, ur Schwa Dipthongs, ou, ow During the last half of Grade 2 In order to complete formal phonics instruction, children learn: variant vowels, Silent letters, kn, wr, rh oo, ou, aw, au Dipthongs, oi, oy double final consonants, three 12 THE LITERACY PLACE ADMINISTRATOR

DAY 1 FLEXIBLEGROUPING DAY 2 GRADES 1 2 Creating a Community of Learners w Meet the Mentor Reading the Sources w Build Background w Develop Vocabulary Meet the Author/Illustrator Preview and Predict Launch the Key Strategy Blue Read Stream LITERACYPLACE Daily Language Practice Mini-Lessons Paired Selection Lesson Review, preview, and discussion necessary for all groups to complete core selection Teacher Support FLEXIBLE GROUPING Collaborative LITERACY STATIO NS Teacher Support FLEXIBLE GROUPING Collaborative Extra Support Independent Extra Support Independent Key Strategy Discussion Questions Blue Read Stream Mini-Lessons Grammar/Usage/Mechanics Lesson Spelling Lesson Day 1 Daily Language Practice Access Reading w Reflect and Respond, Check Predictions, Read Critically Across Texts Cultural Connections Writing Lesson Grammar/Usage/Mechanics Lesson Spelling Lesson Day 2 Phonics Lesson Day 2 Skills Lesson DAYS 3, 4, AND 5 Daily Language Practice Introduction to small group, independent, and station activities Guided Reading Groups w My Books w Phonics Readers/Chapter Books w Shoebox Libraries w Fluency Library w Trade Books Workshop/Project Activities Idea File FLEXIBLEGROUPS AND STATIONS Independent Leveled Reading w Trade Books w Leveled Library Selections Phonics and Word Building Kit Integrated Curriculum Activities Literacy Stations Literacy-At-Work-Book Integrated Language Arts Activities Technology Options w Audio Cassettes w Wiggle Works Plus w Scholastic.com Writing Activity Grammar/Usage/Mechanics Lessons w Apply to Writing Spelling Lesson Day 3, 4, 5 Skills Lesson Phonics Lesson Workshop/Project Activities THE LITERACY PLACE ADMINISTRATOR 13

Te acher Date LITERACY PLACE CH ECK LIS T KINDERGARTEN Observation Not at all Completely There are massive amounts of reading material in the class big books, charts, poetry posters, pocket charts, little leveled books, collections of interest related trade books, samples of interactive writing, technology, etc. The teacher reads to the class daily from a variety of genre and engages students in shared reading lessons. Children write every day for a variety of authentic purposes independent writing, journals, shared writing, etc. Student writing is displayed and the children read what they write! The Unit Theme engages students as a community of learners. Theme Place, Mentor videos, workshops and projects are used. Children participate in activities that build phonemic awareness. They are learning to identify letters of the alphabet and recognize and use sound/letter relationships. Children work in a variety of group settings with flexible membership. Children work in learning stations, where they display independence in managing themselves, materials, and their learning. The teacher continually assesses student progress and uses this information to guide instruction. Parents/Guardians are informed about the Scholastic program and are provided with Literacy activities they can do with their child at home. 14 THE LITERACY PLACE ADMINISTRATOR

Teacher Date LITERACY PLACE CH ECK LIS T FIRST-SECOND GRADE Observation Not at all Completely There are massive amounts of reading material in the class big books, charts, poetry, pocket charts, little leveled books, theme related trade books, etc. Each child reads daily at his/her instructional and independent levels. The teacher reads to the class often from a variety of genre. The Unit Theme engages students as a community of learners. Theme Place, Mentor videos, workshops and projects are used. The teacher builds comprehension strategies: 1. Linking to student s prior knowledge 2. Explicit teaching of the key strategy 3. Modeling/Coaching the use of strategies Children learn new vocabulary and gain automatic recognition of high frequency words. Word Walls, personal word lists, ABC cards with words, Word Banks, etc. serve as references. Children write every day for a variety of authentic purposes independent writing, journals, interactive writing etc. Student writing is displayed for children to read. Children participate in activities that build phonemic awareness. A variety of phonics activities are used: From Part C of Teacher s Guide, Phonics and Word Building Kit, Phonics Readers, My Books and WiggleWorks. Children work in a variety of groups with flexible membership. The teacher continually assesses student progress for instructional decisions and teaches students self-monitoring. Parents/Guardians are informed about the Scholastic program and are provided with literacy activities they can do with their child at home. THE LITERACY PLACE ADMINISTRATOR 15

DAY 1 FLEXIBLEGROUPING DAY 2 GRADES 3 6 Creating a Community of Learners w Meet the Mentor Reading the Sources w Building Background w Develop Vocabulary Meet the Author Preview and Predict Launch the Key Strategy Blue Read Stream LITERACYPLACE Daily Language Practice Mini-Lessons Cultural Connections Review, preview, and make predictions for completion of core selection Teacher Support FLEXIBLE GROUPING Collaborative LITERACY STATIO NS Teacher Support FLEXIBLE GROUPING Collaborative Extra Support Independent Extra Support Independent Key Strategy Discussion Questions Blue Read Stream Mini-Lessons Grammar/Usage/Mechanics Lesson Spelling Lesson Daily Language Practice Comprehension Check Reflect and Respond, Read Critically Across Texts Assess Reading Grammar/Usage/Mechanics Lesson Spelling Lesson Writing Activity DAYS 3, 4, AND 5 Daily Language Practice Introduction to small group, independent, and station activities FLEXIBLEGROUPS AND LITERACYSTATIONS Guided Reading/Writing Groups w Shoebox Libraries (Grade 3) w Sprint Plus w Trade Books Place Cards Workshop/Project Activities Idea File Independent Leveled Reading w Trade Books w Leveled Library Selections Integrated Curriculum Activities Technology Options w Audio Cassettes w Smart Place CD-ROM w Scholastic.com Integrated Language Arts Activities WHOLEGROUP ACTIVITIES Grammar/Usage/Mechanics Lesson Spelling Lesson Writing Activity 16 THE LITERACY PLACE ADMINISTRATOR

Te acher Date LITERACY PLACE CH ECK LIS T THIRD-SIXTH GRADE Observation Not at all Completely There are massive amounts of reading material in the class anthologies, theme-related trade books, reference materials, classroom library books, science/social studies collections, magazines, newspapers etc. The teacher reads to the class often from a variety of genre. Each child reads daily at his/her instructional level (guided reading with the teacher) and independent level. An intervention is in place (Sprint Plus) for those students who are reading below grade level. The Unit Theme engages students as a community of learners. Theme Place, Mentor videos, workshops and projects are used by students. The teacher builds comprehension strategies: 1. Linking to student s prior knowledge 2. Explicit teaching of the key strategy 3. Modeling/Coaching the use of strategies Students learn strategies for acquiring new vocabulary. Students write every day for different authentic purposes and in a variety of literary styles based on the literature. Students collaborate to revise and evaluate their work, applying grammar, usage and mechanics and spelling lessons to their writing. Each day students work in a variety of groups with flexible membership: whole class settings, small homogeneous or heterogeneous groups, with partners, or individually. The teacher continually assesses student progress for instructional decisions and teaches students selfmonitoring. Parents/Guardians are informed about the Scholastic program and are provided with literacy activities they can do with their child at home. THE LITERACY PLACE ADMINISTRATOR 17