• Illiteracy has become such a serious problem

in our country that 44 million adults are now

unable to read a simple story to their children.

• 45 million adults are functionally illiterate and

read below a 5th grade level.

• To determine how many prison beds will be

needed in future years, some states actually
base part of their projection on how well
current elementary students are performing on
reading tests.
(Source: National Institute for Literacy, National Center for Adult
Literacy, The Literacy Company, U.S. Census Bureau)
Let’s fix this with…
Effective
Balanced
Literacy

Dyan Harris, 2015

Literacy Pacing Guides

• Crucial component to balancing reading and

writing and direct and indirect instruction.
• Literacy should be taken place uninterrupted
between 120-150 minutes each day.
• Consist of 1/3 skill instruction (mini lesson)
and 2/3 reading and writing productivity

Dyan Harris, 2015

• Teacher observations
• Questioning
• Learning/Response Logs
• Writing samples
• Spelling samples
• Portfolios
• Diagnostic Tests
• Standardized Tests
• Common Assessments
 Reading Workshop
Read Aloud (I Do)
Addresses…
• Comprehension
• Vocabulary
• Fluency
• Print concepts
• Content knowledge
• Oral language
• Background knowledge
• Listening comprehension
• Syntactic development
• Word recognition

Guided Reading (We Do)

The Teacher… • Requires flexible small group instruction
• Read Daily
• Requires a plan • Students need different levels of support
• Read in Language of the Day
(Bilingual)
• There needs to be a schedule
• The teachers pre-reads to ensure fluent • 10-15 minute mini-lessons
reading.
• Teacher determines what skills and
• 30 -40 minutes of your Reading Block
themes will be emphasized in each • Students learn to use various reading strategies
day’s reading.
• The teacher strategically plans when to with teacher support
stop to think aloud or engage students • Literacy Library
in with the text.
• The teacher identifies words that
provide opportunities to expand
students’ vocabulary through the use of
context clues. Dyan Harris, 2015
 Reading
Shared Reading (We Do)
• Read the text Workshop
• Reread
• Respond to text
• Share Responses

Independent Reading (You Do)

• Students choose text Listening Read with

Word Work
• Provide time to read Center Someone
independently
• Increase Vocabulary Work on
Box of Books Read to Self
• Give students a Writing
purpose for reading
• Provide an opportunity Computer:
Vocabulary Making words
for them to share Station and sentences I-Station

Dyan Harris, 2015

 Writing
Workshop
Three Components
– Mini-Lesson
– The Writing Time
– Sharing

Conferring Managing Growth and Progress

• Allows us to monitor and adjust • Checklists
• Over-the-shoulder • Status-checks
• Small group • Setting Expectations with deadlines
• A suggestion: conference, rove, • Conference Sheets
conference, rove • Anecdotal Notes
• Rubrics
Dyan Harris, 2015