Balanced Literacy Instruction (in Action)
@COBB_ELA
Balanced Literacy Instruction (in Action) LIZ COBIA, K-12 ELA SUPERVISOR
@elizabethcoia
ASHLEY KENNEDY, 6-12 ELA PROFESSIONAL LEARNING SPECIALIST @ammorris123
Supporting YOU w/ Balanced Literacy Instruction LEADER FORM K-12 FOCUS WALKS (Invite them to join us)
Quick Scan
Share Out: Accountable Talk Prompts I’ve noticed… During the work session, I see a great deal of… My teachers seem to… I am wondering…
Let's Move!
Think, Ink, Share "Reading is to the mind what exercise is to the body." Make a connection to this quote and what you just experienced.
Learning Target ELAGSE6RI5: Analyze how a particular sentence, paragraph, chapter, or section fits into the overall structure of a text and contributes to the development of the ideas.
Work Session Purpose for Reading: Why did the author include each section in the text? I doCircle words or phrases that you think are important. We doWhat is the most important word or phrase in this section and why? You doVisualizing the text-Read the section and make a visual representation of the most important word or phrase and how it contributes to the overall meaning or development of ideas.
Closing Grab your notebook! Listen to a peer and provide feedback using the praise, question, suggest protocol.
Praise, Question, Suggest
Debrief the Lesson Use your teacher reflection checklist. Glows? Grows?
How does this standard progress? ELAGSE4RI5: Describe the overall structure (e.g., chronology, comparison, cause/effect, problem/solution) of events, ideas, concepts, or information in a text or part of a text. ELAGSE6RI5: Analyze how a particular sentence, paragraph, chapter, or section fits into the overall structure of a text and contributes to the development of the ideas. ELAGSE9-10RI5: Analyze in detail how an author’s ideas or claims are developed and refined by particular sentences, paragraphs, or larger portions of a text (e.g., a section or chapter).
Supporting TEACHERS w/ Balanced Literacy Instruction Cobb Teaching and Learning Standards, Frameworks, and Units Teacher Guidance Documents Acquired resources (professional learning) Independent Reading (organization and accountability) Reading Course Guidance Document and Checklist
Supporting TEACHERS w/ Balanced Literacy Instruction Unit Frameworks & Overviews (Housed on CTLS; Available after July 1) Face-to-face & Digital Professional Learning 2017-2018 Quarterly Trainings (5:00-6:30): August 29th (Lost Mountain Middle School) October 24th (Lindley Middle School) January 30th (Lost Mountain Middle School) March 20th (Lindley Middle School)
Let us know how we can support you! LIZ COBIA, K-12 ELA SUPERVISOR
@elizabethcoia
ASHLEY KENNEDY, 6-12 ELA PROFESSIONAL LEARNING SPECIALIST @ammorris123
Balanced Literacy Instruction (in Action) LIZ COBIA, K-12 ELA SUPERVISOR
@elizabethcoia
ASHLEY KENNEDY, 6-12 ELA PROFESSIONAL LEARNING SPECIALIST @ammorris123
Supporting YOU w/ Balanced Literacy Instruction LEADER FORM K-12 FOCUS WALKS (Invite them to join us)
Quick Scan
Share Out: Accountable Talk Prompts I’ve noticed… During the work session, I see a great deal of… My teachers seem to… I am wondering…
Let's Move!
Think, Ink, Share "Reading is to the mind what exercise is to the body." Make a connection to this quote and what you just experienced.
Learning Target ELAGSE6RI5: Analyze how a particular sentence, paragraph, chapter, or section fits into the overall structure of a text and contributes to the development of the ideas.
Work Session Purpose for Reading: Why did the author include each section in the text? I doCircle words or phrases that you think are important. We doWhat is the most important word or phrase in this section and why? You doVisualizing the text-Read the section and make a visual representation of the most important word or phrase and how it contributes to the overall meaning or development of ideas.
Closing Grab your notebook! Listen to a peer and provide feedback using the praise, question, suggest protocol.
Praise, Question, Suggest
Debrief the Lesson Use your teacher reflection checklist. Glows? Grows?
How does this standard progress? ELAGSE4RI5: Describe the overall structure (e.g., chronology, comparison, cause/effect, problem/solution) of events, ideas, concepts, or information in a text or part of a text. ELAGSE6RI5: Analyze how a particular sentence, paragraph, chapter, or section fits into the overall structure of a text and contributes to the development of the ideas. ELAGSE9-10RI5: Analyze in detail how an author’s ideas or claims are developed and refined by particular sentences, paragraphs, or larger portions of a text (e.g., a section or chapter).
Supporting TEACHERS w/ Balanced Literacy Instruction Cobb Teaching and Learning Standards, Frameworks, and Units Teacher Guidance Documents Acquired resources (professional learning) Independent Reading (organization and accountability) Reading Course Guidance Document and Checklist
Supporting TEACHERS w/ Balanced Literacy Instruction Unit Frameworks & Overviews (Housed on CTLS; Available after July 1) Face-to-face & Digital Professional Learning 2017-2018 Quarterly Trainings (5:00-6:30): August 29th (Lost Mountain Middle School) October 24th (Lindley Middle School) January 30th (Lost Mountain Middle School) March 20th (Lindley Middle School)
Let us know how we can support you! LIZ COBIA, K-12 ELA SUPERVISOR
@elizabethcoia
ASHLEY KENNEDY, 6-12 ELA PROFESSIONAL LEARNING SPECIALIST @ammorris123
