The components of Balanced Literacy are as follows: Interactive Read-Aloud: Teacher reads aloud ot the whole class or a small group to demonstrate proficient reading in a variety of genre and styles. The teacher and students interact purposefully to invite comments and discussion.
A balanced literacy program uses research-based elements of comprehension, vocabulary, fluency, phonemic awareness and phonics and includes instruction in a combination of the whole group, small group and 1:1 instruction in reading, writing, speaking and listening with the strongest research-based elements of each. The components of a 'balanced literacy' approach include many different strategies applied during Reading Workshop and Writing Workshop.[1]
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Reading[edit]
During Reading Workshop, skills are explicitly modeled during mini-lessons. The mini-lesson has four parts- the connection, the teach (demonstration), the active engagement and the link. The teacher chooses a skill and strategy that she believes her class needs to be based on assessments that she has conducted in her classroom. During the connection phase, she connects prior learning to the current skill she is currently teaching. The teacher announces the teaching point or the skill and strategy that she is going to teach. In this approach, the teacher shows kids how to accomplish the skill by modeling the strategy in a book the students are familiar with. The teacher likewise uses a 'think aloud' in this method to show students what she is currently thinking and then allows the students to work this out in their own books or in her book during the active engagement. Lsi u320 driver for mac. During the link phase, she reminds students about the strategies they can do while they are reading.[2]
Shared reading is when the students read from a shared text. Often this is a big book, a book on screen using a website or documents camera. If possible students should have their own copies also. Students and the teacher read aloud and share their thinking about the text.During mini-lessons, interactive read-aloud and shared reading the class will create anchor charts. These anchor charts remind students how and when to use different skills and strategies.[3]
Guided reading is a small group activity where more of the responsibility belongs to the student. Students read from a leveled text. They use the skills directly taught during mini-lessons, interactive read aloud and shared reading to increase their comprehension and fluency. The teacher is there to provide prompting and ask questions. Guided reading allows for great differentiation in the classroom. Groups are created around reading levels, and students move up when they note that the entire group is ready. During guided reading time the other students may be engaged in reading workstations that reinforce various skills or partner or independent reading. They often work in pairs during this time. Stations can include a library, big book, writing, drama, puppets, word study, poetry, computer, listening, puzzles, buddy reading, projector/promethean board, creation station, science, social studies.[4]
Independent reading is exactly what it sounds like: students reading self-selected text independently. Students choose books based on interest and independent reading level.
Word study content depends on the grade level and the needs of the student. Kindergarten begins with phonemic awareness, then adds print for phonics, sight word work, and common rimes/onset. In first and second grade phonics work intensifies as students apply their knowledge in their writing including adding endings, prefixes, suffixes, and use of known sight words to study other words. What does it mean to 'know' a word? The student can read it, write it, spell it and use it in conversation.
Writing[edit]
Writing Workshop follows the same flow. Students are explicitly taught skills and strategies for writing during a mini-lesson. Then they go off and write independently. They choose the skills they are trying out that day. The teacher comes around and confers with students to help them with their goals.[5]
Implementation[edit]
Balanced literacy is implemented through the Reading and Writing Workshop Model. The teacher begins by modeling the reading/writing strategy that is the focus of the workshop during a mini-lesson (see above description) Then, students read leveled texts independently or write independently for an extended period of time as the teacher circulates amongst them to observe, record observations and confer. At the culmination of the workshop session, selected students share their strategies and work with the class.
It is recommended that guided reading be implemented during the extended independent reading period. Based upon assessment, the teacher works with small groups of students (no more than 6 students in each group) on a leveled text (authentic trade book). The teacher models specific strategies before reading and monitors students while they read independently. After reading, the teacher and students engage in activities in word study, fluency, and comprehension. The purpose of Guided Reading is to systematically scaffold the decoding and/or comprehension strategy skills of students who are having similar challenges.
Direct Instruction in phonics and Word Study are also included in the balanced literacy Approach. For emergent and early readers, the teacher plans and implements phonics based minilessons. After the teacher explicitly teaches a phonemic element, students practice reading and/or writing other words following the same phonemic pattern. For advanced readers, the teacher focuses on the etymology of a word. Students who are reading at this stage are engaged in analyzing the patterns of word derivations, root words, prefixes and suffixes.
The overall purpose of balanced literacy instruction is to provide students with a differentiated instructional program which will support the reading and writing skill development of each individual.
Comprehension strategies[edit]
Children are taught to use comprehension strategies including:
- Sequencing
- Relating background knowledge
- Making inferences
- Comparing and contrasting
- Summarizing
- Synthesizing
- Problem-solving
- Distinguishing between fact and opinion
- Finding the main idea and supporting details
During the Reading and Writing Workshop teachers use scaffolded instruction as follows:
- Teacher modeling or showing kids what a reader does when reading a text, thinking aloud about the mental processes used to construct meaning while reading a book aloud to the class.
- Active Engagement during the mini-lesson students try the work they were shown by the teacher.
'link' Students are reminded of all the strategies they can do as readers and writers.
- Independent practice where children begin to work alone while reading books by themselves, trying out the work they have been taught by the teacher, not only on that day but any previous lessons as well.
- Application of the strategy is achieved when the students can correctly apply comprehension strategies to different kinds of texts and are no longer just practicing but are making connections between and can demonstrate understanding through writing or discussion.[6]
Throughout this process, students progress from having a great deal of teacher support to being independent learners. The teacher support is removed gradually as the students acquire the strategies needed to understand the text by themselves.
Reception[edit]
Critics of balanced literacy, such as Diane Ravitch, say that it teaches reading skills and strategies, but as implemented, it ignores the content. 'Knowing reading strategies is not enough; to comprehend what one reads, one must have background knowledge.'[7] Others say that balanced literacy is just whole language 'wearing the fig leaf of balanced instruction'. They further state that teachers should use methods derived from 'best practices' and supported by 'scientific research', and children need instruction in systematic, synthetic phonics[8]For other instruction approaches, see Analytical phonics, Phonics, Synthetic phonics and Whole language.
References[edit]
- ^Brotherton, S., & Williams, C. (2002). Interactive Writing Instruction in a First Grade Title I Literacy Program. Journal of Reading Education, 27(3), 8-19.
- ^Calkins, Lucy (2000) Art of Teaching Reading
- ^Fountas, Irene C. and Gay Su Pinnell. 1996. Guided Reading. Portsmouth: Heinemann.
- ^Diller, D. Literacy work stations: making centers work. Portland, Maine: Stenhouse Publishers, 2003.
- ^Atwell, N. (1989). Coming to Know: Writing to Learn in the Intermediate Grades. Portsmouth, NH: Heinemann.><Anderson, Carl How's it going?
- ^Miller, D. (2002). Reading with Meaning-Teaching Comprehension in the Primary Grades, Portland: Stenhouse Publishers. ISBN1-57110-307-4
- ^How to Save the Schools, by E.D. Hirsch Jr., New York Review of Books, May 13, 2010
- ^'Whole Language Lives On: The Illusion of Balanced Reading Instruction - LDOnline'.
Further reading[edit]
- Fountas, Irene and Pinnell, Gay Sue ; The Fountas & Pinnell Literacy Continuum : A Tool For Assessment, Planning and Teaching ( 2017 ) ISBN978-0325060781
- Fountas. Irene and Pinnell, Gay Su. Guiding Readers and Writers/Grades 3-6, Portsmouth, NH,Heinemann, 2001.ISBN0-325-00310-6
In accordance with our commitment to deliver reading programs based on research-based instructional strategies, Read Naturally’s programs develop and support the five (5) components of reading identified by the National Reading Panel:
Phonemic Awareness
Phonemes, the smallest units making up spoken language, combine to form syllables and words. Phonemic awareness refers to the student’s ability to focus on and manipulate these phonemes in spoken syllables and words. According to the National Reading Panel, teaching phonemic awareness to children significantly improves their reading more than instruction that lacks any attention to phonemic awareness.
Learn more about phonemic awareness
Phonics
Phonics is the relationship between the letters (or letter combinations) in written language and the individual sounds in spoken language. Phonics instruction teaches students how to use these relationships to read and spell words. The National Reading Panel indicated that systematic phonics instruction enhances children’s success in learning to read, and it is significantly more effective than instruction that teaches little or no phonics.
Learn more about phonics
Fluency
Fluent readers are able to read orally with appropriate speed, accuracy, and proper expression. Fluency is the ability to read as well as we speak and to make sense of the text without having to stop and decode each word. The National Reading Panel’s research findings concluded that guided oral reading and repeated oral reading had a significant and positive impact on word recognition, reading fluency, and comprehension in students of all ages.
Learn more about fluency
Vocabulary
Vocabulary development is closely connected to comprehension. The larger the reader’s vocabulary (either oral or print), the easier it is to make sense of the text. According to the National Reading Panel, vocabulary can be learned incidentally through storybook reading or listening to others, and vocabulary should be taught both directly and indirectly. Students should be actively engaged in instruction that includes learning words before reading, repetition and multiple exposures, learning in rich contexts, incidental learning, and use of computer technology.
Learn more about vocabulary
Comprehension
Comprehension is the complex cognitive process readers use to understand what they have read. Vocabulary development and instruction play a critical role in comprehension. The National Reading Panel determined that young readers develop text comprehension through a variety of techniques, including answering questions (quizzes) and summarization (retelling the story).
Learn more about comprehension
Spelling
The National Reading Panel Report did not include spelling as one of the essential components of reading. The report implied that phonemic awareness and phonics instruction had a positive effect on spelling in the primary grades and that spelling continues to develop in response to appropriate reading instruction. However, more recent research challenges at least part of the National Reading Panel's assumption. A group of researchers found that, although students' growth in passage comprehension remained close to average from first through fourth grade, their spelling scores dropped dramatically by third grade and continued to decline in fourth grade (Mehta et al., 2005). Progress in reading does not necessarily result in progress in spelling. Spelling instruction is needed to develop students’ spelling skills.
Learn more about spelling
For more information
Learn more about the National Reading Panel
Intervention programs that address these reading components
Bibliography
Mehta, P. D., Foorman, B. R., Branum-Martin, L., & Taylor, W. P. (2005). Literacy as a unidimensional construct: Validation, sources of influence and implications in a longitudinal study in grades 1–4. Scientific Studies of Reading, 9(2), pp. 85–116.
National Reading Panel. (2000). Teaching children to read: An evidence-based assessment of the scientific research literature on reading and its implications for reading instruction. Washington, DC: National Institute of Child Health and Human Development.