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| Balanced Literacy | |||||||||||||||||||||||||||||||||||
| Balanced literacy is a framework designed to help all students learn to read and write effectively. The program stands firmly on the premise that all students can learn to read and write. This balance between reading and writing allows students to receive the teaching needed in order to reach grade level status, while allowing students to work at a level that is not frustrating for them. The model used in this classroom is child-centered and provides many opportunities for real life reading and writing experiences. It is based on the research of Irene Fountas and Gay Su Pennell. Children read and write each day independently and in group settings (both large and small). The following are all important components of the program: read alouds, shared reading, guided reading, independent reading, shared writing, interactive writing, independent writing, and writer's workshop. |
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| Read Aloud | |||||||||||||||||||||||||||||||||||
| In "Read Aloud" the teacher reads a story, book, or poem to the class. Since children usually ask questions about the Read Aloud selection, and these questions lead to explanations, making connections and questions by the reader, informal discussion skills are indirectly developed through Read Aloud activities. Students are also encouraged to interact with the text by making their own connections and predictions throughout the reading. | |||||||||||||||||||||||||||||||||||
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| Shared Reading | |||||||||||||||||||||||||||||||||||
| Shared Reading is a link in helping students become independent readers while promoting discussion, problem-solving, and critical thinking. Children join in the reading of a big book or other enlarged text such as songs, poems, charts, and lists. The teacher involves the children in reading together by pointing to or sliding below each word in the text. Shared reading allows less confident students the chance to share stories/poetry in a non-threatening situation while modeling the reading process and strategies used by successful readers. | |||||||||||||||||||||||||||||||||||
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| Guided Reading | |||||||||||||||||||||||||||||||||||
| Guided reading is an instructional reading time during which a teacher works with a small group of children who have similar reading processes and needs. The teacher selects and introduces new books carefully chosen to match the instructional levels of students and supports whole text reading. Various teaching points are made before, during, and after reading. Guided reading fosters comprehension skills and strategies, develops background knowledge and oral language skills, and provides as much instructional-level reading as possible. During guided reading, students are given exposure to a wide variety of texts and are challenged to select from a growing repertoire of strategies that allow them to tackle new texts more independently. Ongoing observation and assessments help to inform instruction, and grouping of students is flexible and may be changed often. | |||||||||||||||||||||||||||||||||||
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| Independent Reading | |||||||||||||||||||||||||||||||||||
| Independent reading is a time when students self-select and independently read appropriate books. This provides an opportunity to apply strategies that are introduced and taught during teacher read aloud, shared reading, and guided reading. When materials are appropriate and students can read independently, they become confident, motivated, and enthusiastic about their ability to read. Moreover, when children select materials at their independent reading level, comprehension, vocabulary extension, and fluency are improved. | |||||||||||||||||||||||||||||||||||
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| Shared Writing, Interactive Writing, and Writer's Workshop | |||||||||||||||||||||||||||||||||||
| Shared writing is an approach to writing where the teacher and children work together to compose stories. During interactive writing the teacher and class, or small group, work together to create written text. The basic philosophy behind writing workshop is to allow students to spend time writing for real purposes about things that interest them, experimenting with a variety of genres. | |||||||||||||||||||||||||||||||||||
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| Much of the information on this page was borrowed from the following site: http://comsewogue.k12.ny.us | |||||||||||||||||||||||||||||||||||
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