Tag: shifting the balance

three students talking to one another inside the classroom
Professional Growth for Teachers, Teaching

Talking Builds Comprehension: Create Opportunities to Talk

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In order to further assist my students as they learn to read, I am using the book, Shifting the Balance by Jan Burkins and Kari Yates, as a resource. I will share my learning about the importance of talking from the first chapter, “Shift 1: Rethinking How Reading Comprehension Begins” and reflect on some ways I intend to use it this school year.

READ THIS: “Shifting the Balance: Professional Reading for the Summer” *non-affiliate / unsponsored link*

Let’s Start Talking: What Resonated with Me the Most

As mentioned in my initial blog post about this book, Shifting the Balance aims to help in “clearing up some confusion” and discussed various misunderstandings. I really appreciated the visual diagrams and explanations for “Listening Comprehension’s Three Processing Systems” and “The Four-Part Processing Model for Reading Comprehension” (adapted from Seidenbern and McClellen, 1989). It set the stage for talking about the need to realize that reading comprehension doesn’t begin with print on the page (e.g., reading the words from a book), but actually with spoken language.

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Now, this information about the power of talking wasn’t news to me. I have learned from experience that a precursor for learning language is through speech. However, I was really excited to see the High-Leverage Instructional Routines for Language Development in Table 1.3 of this chapter. It gave several examples of practical routines that can be used in class, shared reasons why they’re important, and then provided some examples. What I noticed was that the routines shared are actually tasks that have been using in class already! This made me happy because when I first picked up the book, I was thrilled for new learning, yet worried about having to create a new program or completely different routines.

Talking is Important for Reading Comprehension

The old saying of “Talk is Cheap!” doesn’t apply here in any way! There is so much value in using talking as a means of developing comprehension skills in our students. I will focus on three of the awesome routines as described by the authors in this chapter. I look forward to using them this year with a renewed purpose and aim to keep them consistent.

Routine #1: Make Space for Planned and Unplanned Conversation

Students enjoy talking with their friends, especially in social settings such as recess time. Open, unplanned conversation during class time is something I want to use more intentionally this year. I think my students would love periods of time where they can respectfully initiate conversation during class time on topics of their choice. Some may feel like it’s getting a few moments of extra recess time, but it’s in fact an opportunity to strengthen key skills in a naturally fun and engaging way!

Providing opportunities for planned and meaningful conversations during class time helps students build comprehension and strengthens communication / speaking and listening skills. Such planned conversation time can happen during your scheduled day (e.g., sharing ideas about a book that was read in class; asking peers about their favourite games to play, etc.)

I created a “Let’s Talk!” Series of digital slides that I can’t wait to use in my classroom this year! This resource will help me start quick, meaningful discussions in my classroom. They will be on topics specific to our curriculum and also based on topics of personal interest to the students. Click on the image below to see a quick video of the first set of slides!

Routine #2: Use Interesting Words

If I want my students to develop strong communication skills, then I need to introduce them to a variety of words on a regular basis. Teaching new vocabulary to students, helping them learn the definitions of words, and how to use them in context, empowers students! I remind my students that when they use these interesting words in context as they speak, their families will be so impressed! We have lots of fun learning new words on a daily basis. I’m always so thrilled when I hear students using the “Word of the Day” in a sentence or in response to a question asked during a lesson.

To help me intentionally organize my words for teaching each day, I have been using an amazing resource as a guide for many years. A Word a Day (Grade 1) has been extremely helpful to me in teaching new words to my students. There are other books in the series for other grades, too. Some words may seem like they are too difficult for the students, yet you’d be amazed at how students respond to the daily instruction of learning new vocabulary!

*non-affiliate / unsponsored link*

Routine #3: Build Content Knowledge with Text Sets

Read alouds are also a suggested routine in Shifting the Balance! It’s something we all do and something that students love. To help, we can intentionally select books that will allow them to build schema, make connections, learn new words, facts, etc. Engaging them in conversation about the books in a text set can also help them develop a deeper comprehension. It’s a great way to give our students the tools they need to talk more about what they know (or wish to know).

Here is a small example of a Text Set on the science topic of Living Things. In this Text Set, I selected both fiction and non-fiction books about bears (non-affiliate / unsponsored links):

Brown Bear, Brown Bear, What Do You See? by Eric Carle

National Geographic Readers: Sleep, Bear!

National Geographic Readers: All About Bears (Pre-Readers)

Bear Snores On by Karma Wilson

I would use the books to help students discuss facts about bears they notice in the fiction books (especially the story, Bear Snores On).

Closing Thoughts

This first chapter helped me focus on some purposeful routines that I can continue using, but with greater intention. With the reminder that talk time is an extremely important way to help students build and strengthen comprehension, I look forward to including the following routines this year:

  1. Make Space for Planned and Unplanned Conversation
  2. Use Interesting Words
  3. Build Content Knowledge with Text Sets

How do you plan to incorporate more conversation time into your classroom?

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Professional Growth for Teachers, Teaching

Shifting the Balance: Professional Reading for the Summer

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Shifting the Balance is a book that caught my attention recently because it focuses on a topic that I want to learn more about: the Science of Reading. While scrolling on Instagram just a few weeks ago, I noticed the term, the “Science of Reading” and it stopped me in my tracks. It was a term I had not seen or heard before and it instantly made me curious. For this reason, I started searching for resources to help me learn more about the Science of Reading. 

There is an image of a woman with long hair reading a book. There is also a photograph of the book, "Shifting the Balance: 6 Ways to Bring the Science of Reading Into the Balanced Literacy Classroom" by Jan Burkins and Kari Yates.

Shifting the Balance: My Own Summer Book Club?

I was so happy to come across the book, Shifting the Balance by Jan Burkins and Kari Yates (2021). After reading more about the resource, I decided that it was the best fit for me. I ordered the book and it is now my professional reading for the summer break! I have yet to start the book, but I’m excited to learn more about the Science of Reading through studying this resource.

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Shifting the Balance: Does Something Need to Be Shifted?

Upon looking at the cover, I see that this book is primarily suitable for teachers from Kindergarten to Grade 2. The subtitle for the book, Shifting the Balance is “6 Ways to Bring the Science of Reading into the Balanced Literacy Classroom”. 

Hmmm. A Balanced Literacy Classroom…that’s my classroom. That’s what I have learned about from so many workshops, professional resources, and more. The title of the book was calling out my name and I knew that it would be the book to help me understand what this shift is all about!

What is Balanced Literacy Any Way?

 The term, “balanced literacy” has been at the forefront of many language programs, especially in early primary classrooms (Kindergarten to Grade 2). In my opinion, it is a broad term that describes ways to help immerse students in different kinds of language activities (e.g., guided, shared, independent work) in order to help them become well-rounded readers and writers. 

Mission to Make a Way for Learning

I personally love helping my students grow and strengthen their language skills through reading, writing, oral communication, word play, etc. The focus on having a balanced literacy program has felt like the norm for the last little while. It has become a comfort zone, so to speak, in planning my language program, and I’m very happy with the success many students have achieved. However, there are sometimes some learners who may appear to have more difficulty grasping key language skills. As a teacher who constantly wants to problem-solve, such a situation puts me on a mission to find new strategies or ideas to help me try and reach those students in a different and better way.

Growth Mindset: Time to Learn Something In A Different Way!

In the same way I wish for my students to become lifelong learners, I, too, enjoy learning and “growing my brain”. Learning about the Science of Reading is an opportunity for me to learn something new, perhaps have a shift in mindset on the approach of teaching reading, and hopefully, make me a stronger reading teacher for my students, especially those that may be struggling. 

Is this book on your summer reading list, too? Click here to buy Shifting the Balance. *non-affiliate / unsponsored link*

This Blog Post Has Just Started, But It Will Already Be Continued!

Let me repeat: I have yet to start reading, Shifting the Balance! I just received it in the mail yesterday. In this blog, I will outline my initial thoughts on the resource. I look forward to sharing more about the book in future posts! Stay tuned.

This image has the words, "What's the Science of Reading?" Learn along with me! www.mindstogrow.ca/blog.

Initial Observations

Here are some interesting things that I noticed as I skimmed through the book for the first time:

  1. The title for the introduction is, “Embracing Science and Balance”. It sounds like a way to welcome me, the reader, into opening my mind to learning about the science of reading as well as a balanced reading approach. I’m anticipating that the introduction will describe the rationale for looking at the Science of Reading. 
  1. The book is broken down into the “6 Shifts”, as described on the cover (e.g., 6 Ways to Bring the Science of Reading into the Balanced Literacy Classroom).
  1. In the Contents section, I already like how each shift (chapter) has a similar pattern:
    • “Clearing Up Some Confusion”
    • Misunderstandings
    • Summary of the Science 
    • Recommendations for Making the Shift

This image has a bookshelf with many books on it. The words, "Growth Mindset Picture Books" and "www.mindstogrow.ca/blog" are underneath the picture. Clicking on the link will take you to the blog post on Minds to Grow's website.

I’m really excited to see the breakdown from the contents because it sounds like I will be learning a lot! As I skim through the list of “misunderstandings”, I immediately agree with some, yet realize that there are many that may cause a shift in my thinking as well. That’s good! There will be growth!

I’m also glad there is a summary of the Science of Reading as it relates to each “shift”. 

When I initially started researching about the Science of Reading online, it became a bit overwhelming to see some of the information out there, hence the reason why this book seemed like a great introduction for me! 

The “Recommendations for Making the Shift” makes me smile because I know there will be some practical ways to help me implement new learning with my students. I can’t wait to dive in!

How Do I Feel About It All?

I must admit, I am a bit nervous as I prepare to dive into this book. I’m super excited to start, nevertheless! This book may stretch me in a short time. It may cause me to change some approaches in how I teach reading. I’m ready for the new learning. I acknowledge that it may mean an overhaul of what I have done before. That’s more than okay if it can help produce even greater results and help for students! 

I’m ready to go beyond my comfort zone and learn the science so that I can help struggling students.

Flipping Through the Pages of the Book

I see lots of figures and tables included on the pages. Loving that already! I am a visual learner, so these types of tools are especially helpful and beneficial to me. The book is also colour-coded (e.g., each shift has a specific colour for easy reference, I believe). I also noticed some reflection questions at the end of each chapter. I will reflect on my learning at the end of each chapter and use it this year. 

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Time to Start Reading!

This book, Shifting the Balance, is a professional reading resource for Kindergarten to Grade 2 teachers. On the website for this book, https://thesixshifts.com, I noticed that there are some great free resources available there! I will surely look into them. There is also a podcast which can help me in my journey of learning more about the Science of Reading.

If you are interested in learning along with me, consider purchasing a copy of the book.  *non-affiliate / unsponsored link*

Looking forward to sharing some of my thoughts and new learning after reading the first chapter of Shift the Balance. Hope you will join me then!

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