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in teaching literacy
with Dr. Christine M. Stearns, Ed.D.



Words are one of the most important tools we use to explain our thinking, understand new ideas, and express our feelings.  The right words can hold strength, beauty and clear vision.  Unfortunately, with such big reading programs that pressure us to keep moving on to the next thing, we rarely get to savor the splendor of words. If we focus on literacy skills every time we read or write, students will not only understand words better, they will begin to see the importance and beauty of the right words. 


The goal of balanced literacy is to help students to comprehend and make meaning of words and include components such as: modeling, vocabulary development, peer discussions, building on prior knowledge, independent practice, close read/problem analysis, and metacognition. Through balancing your literacy instruction with other content areas students will understand that reading and writing can a means to an end rather than the end itself. This workshop guides you to finding your balance.  Through reflection, reading activities and play, you will start a “tool chest”.  These tools are designed to help and inspire you to look for ways to help your students, and maybe even you, build a deeper love of words.  



Educators K to 6, Administrators, Teachers in training, Educational Assistants and Aides, Education Consultants, Paraprofessionals, Title 1 Members/Staff 



Participants will learn

  • easy-to-implement strategies to incorporate more reading and writing into their other content areas

  • the importance of helping student build stamina to work independently

  • easy-to-implement strategies to encourage collaborative conversations about what students are reading and writing· 

  • meaningful, important work students can do independently  



Example of a schedule for a day long workshop

8:00 - 8:30 : Check-in

8:30 – 9:00: Introductions and agenda overview

9:00 – 10:00: What is Balanced Literacy Instruction?

10:00 -11:00: How do you incorporate reading and writing into other content areas and vise versa?

11:00 – 11:15: Morning break

11:15 – 12:15 How do we encourage collaborative conversations and productive pair working?

12:15 – 1:15 Lunch on your own

1:15 – 2:15:  What do we do with other students while we are meeting with small groups?

2:15 – 2:30: Afternoon break2:30 – 3:30: What about Read Aloud and other modeling?

3:30 – 3:45: Questions, workshop evaluations, dismissal



Boushey, G., & Moser, J. (2006). The daily 5: Fostering literacy independence in the elementary grades. Portland, Me.: Stenhouse. 






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