A Balanced Literacy Approach

By Tracy TerrisTitle I Literacy Consultant

Paddock Elementary School

Different points of entry into literacy Opportunities to succeed for children who

struggle Different levels of support and

configurations for instruction Focus on print and comprehension,

behaviors and habits Varied opportunities for assessment that

informs instruction Best Practice in Literacy Instruction

Reading Workshop Writing Workshop Shared Reading/Shared Writing Read Aloud w/Accountable Talk Small Group Instruction (guided

reading/strategy lessons/interventions, conferring)

Word Study Story Time

Reading Workshop Mini-lesson

Independent Reading Time

Private Reading Time

Mid Workshop Teaching Partner Reading Time Teacher confers with

individuals or small group

Teaching Share Time

Mini-lesson

Independent Writing Time Student writes independently

Teacher confers with individual writers or small groups

Share Time

What it Looks Like All Eyes on One

Text Reading Together

Repeated Readings of New, Familiar and Favorite Texts

Supported Skills Fluency and

Phrasing Love for reading Comprehension Word familiarity Phonemic

awareness/phonics

What it Looks Like Engaging texts Book Introduction Teacher reads aloud Stop to discuss and ask questions Teacher demonstrates his or her thinking Students share thinking with partner

GUIDED READING SMALL GROUP STRATEGY LESSONS

Small groups at the same reading level

Prepares students for the next reading level

Teach the skills within their instructional level

Books match their instructional reading level

Small groups that are skill based

Students may or may not be at the same reading level

Differentiated Instruction

Books match their independent reading level

Individual Instruction for Readers and Writers

Take place between the teacher and student

Differentiation at its Best!

Independent Level 96%- 100% Accuracy with good comprehension and fluency

“Just Right”

Instructional Level 90-95% Accuracy Students can read with teacher support and instruction

Frustration Level < 90% Accuracy “Too Hard”

Mini-lesson : Teacher explicitly teaches a skill in phonics, spelling, or vocabulary

Practice: Students practice independently or with a partner the skill that was taught

Share Time: Share what was learned during the word study time and how it will help us in everyday reading and writing

What It Looks Like Teacher Reads Aloud

to students Students listen and

enjoy the read aloud

How it Supports Literacy

Students hear what good reading sounds like

Develops a love for reading

Increases vocabulary Students learn how

stories work Students learn the

structure of a variety of genres

Running Records Teacher/Student Conference notes Notes From Small Group Instruction Observations Writing Assessments Three Times a Year On Demand Writing High Frequency Word Lists Phonemic Awareness and Phonics Three

Times a Year

Volunteer in your child’s school Participate in the Parent-Teacher

Organization Attend School Events Visit the School Often Create a Learning Environment at Home Have Conversations About School

Read to your child everyday Help your child find books, magazines,

and articles that match your child’s interests

Talk about the stories you read with your child

Encourage your child to read to you every day

Limit television and video games

Student A reads 20 minutes, 5 nights a week

Student B reads only 4 minutes a night or not at all!

Student A reads 20 minutes each night X 5 times a week = 100 minutes a week

20 x 5 100

Student B reads 4 minutes X 5 times a week = 20 minutes a week

4 x 5

20

Student A reads 400 minutes a month

100x 4

400 minutes

20 x 4

80

Student A Reads 3,600 minutes in a school year

Student B reads 720 minutes in a school year

Students A practices reading the equivalent of 20 whole school days a year.

Student B practices reading the equivalent of only 4 school days a year.

By the end of 6th grade, if student A and student B maintain the same reading habits, student A will have read the equivalent of 120 whole school days. Student B will have read the equivalent of only 24 school days.

Which student would you expect to read better?

Which student would you expect to know more?

Which student would you expect to write better?

Which student would you expect to have a higher vocabulary?

Which student would you expect to be more successful in school and in life?