Parent University 101 –

We signed up to do an open house with parents across the district.  Our post tonight is our plan for the session:

First Impressions:

  • We will display mentor text from the current Unit of Study (Informational UoS).  (Read aloud for reading and writing workshop)
  • Provide sample browser boxes for independent reading (Independent work and strategy small groups)
  • Provide sample guided reading texts (Small groups- guided reading)
  • Anchor charts that mirror classroom instruction in real time (Reading and writing workshop)
  • Writing Rubrics & Checklists  (Writers workshop)
  • Sample tools for parents to take home (Independent work- reading and writing)
  • Sample of student writing (from the UoS) (Writers workshop)

Introductions:

A Balanced Literacy Framework offers a system that can adjust itself  so that students can become flexible learners.  There is a shared responsibility from teacher to student. Children are stakeholders in their own learning.  The context for learning is authentic – the purpose for learning is informed by the teaching.  Students working in a balanced literacy framework are self-regulated and learn how to articulate their goals, manage their time, and independent work ethic.  

Forming Relationships:

We want to demonstrate how this is a “Balanced Literacy” Framework.  This is the big reveal- time to experience what your child does.  

Writers Workshop/ Read Aloud/Grammar/Independent Work

  • Display an exemplar piece of writing from the UoS
  • Use the writing rubric and checklist as a guide to explain possible mini lessons & overarching expectations for third grade
  • Read excerpts from read aloud mentor texts to model and give context for minilesson focus
  • Engage parents in a revision of the exemplar piece or writing
  • Have parents participate in an inquiry based grammar lesson
Readers Workshop/Read Aloud/Word Work/Independent Work

  • Use a read aloud mentor text to model a variety of minilessons- structure, monitoring through rereading, fluency, word solving strategies
  • Engage parents in the independent work that emerges from the minilesson providing tools for support
Guided Reading Versus Strategy Lessons

  • Guided Reading is instructional level- slightly above their level. Children are all reading the same book. Errors are used as a source of assessment to guide instructional goals (sample of an introduction)
  • Strategy Lesson is in their independent books. Children are in different books and the goal is to see if students are transferring the strategies so they can become efficient in any given skill. (show a mixed level text set around a certain strategy)
Independent Work\Conferring

  • This is where they are building stamina and volume.  Children are working toward their independent goals. Practice leads to greater proficiency and providing time to read is essential to growing proficient, engaged readers.  This is their work!
  • The teacher is very strategic and has time to collect the formative data- How’s it going? (Provide the steps to a conference)

 Farewells & Final Thoughts:

Digital texts are multimodal and motivate children to have meaningful conversations while doing analytical work: A growth mindset refers to an intrinsic belief that through “hard work” we can develop our current abilities beyond what we can do today.  How does the boy represent this idea?  As you watch this video think or jot down the boy’s actions, feelings, and dialogue (focus).  https://www.youtube.com/watch?v=eaIvk1cSyG8  

Parents will share out their responses and we will end with this quote:

“Most people never run far enough on their first wind to find out they’ve got a second. Give your dreams all you’ve got and you’ll be amazed at the energy that comes out of you.”

William James

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