Balanced Literacy For ALL Students. Components of Balanced Literacy

Balanced Literacy

For ALL Students

Components of Balanced Literacy

Components of Balanced Literacy

poster

Research and Guiding Principles

HO

Research Supporting Balanced

Literacy

Read Aloud

• Demonstrate proficient reading

• Expands access to text beyond child’s abilities

• Expose children to a variety of genres“I do…”

Shared Reading

“We do…”

• Reading strategies continue to be modeled

and taught

• Teacher is main reader; students have access

to text

• Understanding of reading process extended

Interactive Reading

“We do…”

• Teacher and students choose text

• Reading is shared

• Students encouraged to read when able

Guided Reading

“We do…”

• Daily small group instruction

• Teacher guides, reinforces strategies, and

confers

• Data collected

• Students read, practice strategies, and

talk 25/75 guideline

Students are engaged in actual reading and writing 75% of the instructional block

Independent Reading

“I do…”

• Student selects text

• Practice reading at independent level

• Time with books valued

Minimum of 60-90 minutes a day Reading! Allington 2006

Write Aloud/Modeled Writing

“I do…”

• Proficient writing modeled; teacher “writes aloud”

• Expands access to writing beyond child’s abilities

• Expose students to a variety of genres

• Model writing in all subject areas

Shared Writing

• Writing strategies modeled and taught

• Teacher scribes; writes in front of students

• Understanding of writing process extended

• Seek opportunities across the curriculum

“We do…”

Interactive Writing

• Topic selected by student and teacher

• Pen shared by teacher and students

• Teacher and students compose

• More appropriate for primary grades“We do…”

Guided Writing

“We do…”

• Reinforce skills

• Engage students in questioning and discussion

• Child writes, practices strategies, builds

independence

• Teacher guides 25/75 guideline

Students are engaged in actual reading and writing 75% of the instructional block

NOT assigned writing!

Independent Writing

“I do…”

• Child chooses topic

• Child practices strategies and skills taught at independent level

• Writing valued and time provided all day long

Student Achievement

+

Here’s what it looks like…

Implications….

• Teacher level

• Team level

• School level

• County level