BALANCED LITERACY “You cannot help someone get up a hill without getting closer to the top yourself.” - General H. Norman Schwarzkpof

What is Balanced Literacy? Balanced Literacy is a curricular methodology that integrates modalities of literacy instruction. The balanced literacy approach is characterized by explicit instruction and the use of authentic texts. A well-planned comprehensive literacy program that reflects gradual release of control from the teacher to the students.

What is the purpose for implementing a balanced literacy program? To provide students with a differentiated instructional program that supports the reading and writing skill development of each individual.

Teaching the new Common Core State Standards through balanced literacy:

Literacy Time Block Reader’s Workshop Reading Focus Lesson (whole class) Guided Practice(small group) Independent Practice Share Time= minutes daily

Literacy Time Block: Writer’s Workshop Writing Focus Lesson (whole class) Guided Practice (small group) Independent Practice Share Time=45-60 minutes daily

Word Study Word Strategies/Spelling (whole class) Guided Practice (small group) ~ does not happen every day Share Time=15-20 minutes daily

What are the components? Interactive Read Aloud/Modeled Reading Shared Reading or Interactive Reading Guided Reading Independent Reading Write Aloud/Modeled Writing Shared or Interactive Writing Guided Writing Independent Writing Word Study

Balanced Literacy is implemented through the Reader’s and Writer’s Workshop Model

Scaffolding of the Instruction During Reader’s and Writer’s Workshop: 1. Teach the Strategy through Direct Instruction Teacher names the strategy being taught Explains what it is and how it supports reading/writing Teacher models the use of the strategy while thinking aloud to explain his or her thinking so students can have a clear idea of the cognitive process readers experience as they read or write

2. Guide the Student to Apply the Strategy During guided practice, the entire class or small groups move from observing the teacher model a strategy to using the strategy themselves with the teacher nearby to support or guide the experience.

3. Application of the Strategy Students work independently applying the strategy learned. Teacher support is diminished and the students are in control.

4. Reflection and Goal Setting Students are engaged in opportunities to monitor their learning by engaging in self reflection and goal setting to encourage critical thinking, observe progress, and take ownership of their learning.

Think Aloud Can be integrated into any strategy lesson Model how to think-aloud the way you apply a strategy Invite students to use the strategy Support students’ self-monitoring of information as well as their use of a specific strategy Teaching Reading in Social Studies, Science and Math by Laura Robb; Scholastic; ©2003

Just a Few Reasons Why Every Teacher Must Read Aloud Exposes students to a wide variety of literature Builds content area background knowledge Facilitates students’ abilities to compare and contrast texts, authors, characters, themes Creates an atmosphere for developing good discussion skills Develops higher level thinking skills Allows students to anticipate or predict Models effective reading behaviors Helps students to connect books to their academic and personal lives Provides concrete models of writing for students Increases vocabulary Demonstrates reading for a purpose Helps create a community of learners from Yellow Brick Roads: Shared and Guided Paths to Independent Reading by Janet Allen

Reading Comprehension Strategies to Teach Making Connections Predicting Questioning Visualizing Inferring Determining Importance Summarizing Synthesizing

Writer’s Workshop Definition ~ A learning strategy where a teacher and learner collaborate to help the learner get better at communicating ideas in print. It was conceived and developed by a group of educators interested in the hands on holistic process of writing.

Writer’s Workshop Philosophy ~ “You learn to write by writing. The more you write, the better you write. The better you write, the more you write.” Writer’s Workshop helps the emergent, early, and fluent writer. Good writing is modeled and “talked through” by the teacher. In the drafting stage of the writing process - the goal is fluency and the flow of ideas, not mechanical correctness. The writer must be given a forum to share his or her ideas.

Writer’s Workshop Design ~ Mini-Lesson - The teacher may model a genre. An example from an author may be used to teach a particular aspect of Writer’s Craft (Mentor Text). Topics are chosen based on what a particular class need to learn, with consideration to the standards. Writing/Conferencing Sharing

Teaching Writing ~ 6 Traits Ideas Organization Voice Word Choice Sentence Fluency Conventions

Craft Lessons May Include ~ Developing strong leads Including relevant and meaningful details about the topic Using strong vocabulary and word choice Using figurative language Including an ending that provides closure

A Few Useful Websites ~ corestandards.org anual.pdf readwritethink.org readingrockets.org writingfix.com cliontheweb.org poets.org

A Few Favorite Professional Resources/Authors ~ Guided Reading: Good First Teaching for All Children - Fountas & Pinnell The Next Step in Guided Reading - Jan Anderson Guiding Readers and Writers (3-6) - Fountas & Pinnell Teaching for Deep Comprehension - Dorn & Soffos Teaching Reading in Middle School - Laura Robb 6+1 Traits of Writing - Ruth Culham Craft Lessons - Ralph Fletcher Units of Study for Primary Writing - Lucy Calkins Scaffolding Young Writers - Dorn & Soffos