Monday, February 11, 2013

Post for the week of February 11, 2013

Post for the week of February 11, 2013

Lately I've been reading about "balanced literacy," a term in the field that means different things to different people.  It seems like an approach that is closely linked to the Common Core: student-centered, rigorous instruction that demands students to think critically about reading, writing, speaking, and listening. 

I've also been re-thinking Atul Gawande's excellent book, The Checklist Manifesto.  In it, he posits that checklists, simple lists to remind us, instantly improve our work by reminding us of what's important.

To that end, I decided to adapt the chart in the link above to resemble a checklist of sorts.  How many of these techniques or structures would you see in your own classroom?

Reading Workshop
Writing Workshop
Read Aloud
ð       Teacher has access to the text
ð       Teacher shares his/her thinking regarding strategies
ð       Teacher models fluent reading
Shared Writing
ð       Teacher uses the pen
ð       Teacher explicitly models the writing strategies and skills
Shared Reading
ð       Teacher and student have access to the text
ð       Teacher and students share thinking about reading strategies
Interactive Writing
ð       Teacher and students share the pen
ð       Teacher and students share their ideas about the writing process
Guided Reading
ð       Small, flexible groups with similar needs/interests
ð       Instructional level texts
ð       Teacher led
ð       Book chats with teacher guidance
Guided Writing
ð       Small, flexible groups with similar needs/interests
ð       Focus on modes of writing using different writing stratrgies
ð       Teacher led
Reading Conferences
ð       Teacher and student meet to assess and/or discuss progress, strategy use, and set reading goals
Writing Conferences
ð       Teacher and student meet to assess and/or discuss progress, skills, and set writing goals
Independent Daily Reading
ð       Student selects texts with teacher guidance based on interest and independent reading level
Independent Daily Writing
ð       Student and/or teacher chooses mode, purpose, and audience
Shared Learning
ð       A few children share their learning/strategies from the day
Shared Learning
ð       A few children share their learning/writing pieces from the day

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