Suggestions for a Balanced Literacy Classroom 

• Provide adult models of fluent reading
• Develop vocabulary
• Encourage prediction
• Develop active listening

• Promote reading strategies
• Increase comprehension
• Encourage independent reading
• Expand belief in own ability

• Increases comprehension
• Supports writing development
• Extends experiences with a variety of written texts
• Promotes reading for enjoyment and information
• Develops fluency
• Engenders self-confidence by reading familiar and new text

• Develop writing strategies
• Provide models for a variety of writing styles
• Communicate in a clear and specific manner

• Produce written language resources in the classroom
• Create opportunities to apply what has been learned*
• Provide writing models to class
• Improve clear, concise communication

• Increases understanding of multiple uses of writing
• Supports reading development
• Develops writing strategies
• Develops active independence

Instructional Model for Guided Reading

1. Teacher Plans the Lesson
   • Identifies CORE Curriculum components
   • Plans for Guided Reading lessons of 20-30 minutes daily
   • Defines purpose of the lesson
   • Selects appropriate reading strategies
   • Gathers materials needed for this lesson
   • Previews text prior to instruction

Teacher Sets the Scene
• States the expectations for the students
• Identifies the reading strategy on which the lesson is focused
• Introduces the book, author, illustrator, theme, genre
• Asks students for predictions
• Discusses students' prior knowledge
• Uses visual aids to elicit student response

1. Students Read Independently
   It is important that the students understand the purpose for reading. During independent reading, students:
   
   • Use meaning, structure, and knowledge of letter-sound relationships
   • Make a meaningful guess and check to see if it makes sense (sounds right and looks right)
   • Read on to the end of the sentence or reread
   • Ask for help if an unknown word is essential to meaning
   • Note any problem words for later discussion

Teacher Provides Individual Feedback
As the students read independently, the teacher moves from student to student and closely observes and monitors the ways in which individual students process content. The teacher also checks reading strategies that are being used.

Students Confer for Deeper Meaning
To improve comprehension, students need opportunities to return to the text. The ideal way to return to the text is in the context of a group conference. This is a time set aside to discuss a book or passage that has been read independently by a small group of students and their teacher. This part of the guided reading lesson:

• Extends understanding of text
• May focus on students' responses to text
• May focus on literacy merits of selection
• Follows a conversational pattern
• Includes students talking to and questioning each other

Students Are Involved in Creative Response Activities
Responding to the text activities builds on the understanding developed when students participate in group conferences. Students' responses include, but are not limited to the following options:

• Written responses
• Oral responses, including drama
• Creative projects
• Reading related literature

Students Share Response Activities
Students enjoy opportunities to share their responses to books read during a Guided Reading lesson. The ultimate reward for working hard on a response is working and discussing with peers. This discussion provides opportunities for students to develop oral language skills, practice presentation techniques, and be active participants in classroom activities.

WHEN YOU ARE OBSERVED BY YOUR SUPERVISOR AS YOU APPLY BALANCED LITERACY, WHAT WILL HE/SHE BE LOOKING FOR

PHYSICAL ENVIRONMENT

• Books, print, literacy tools are everywhere
• Many different types of authentic reading materials available to students
• Authentic classroom tasks displayed
• Browsing boxes grouped by levels
• Materials at all levels
• Resources available

• Supplies (teacher and student) easily accessible
• Meeting area with literacy easel
• Room set up to accommodate a variety of types of work (large group, small group, one-on-one centers, etc.)
• Expectations and routines clearly posted

CLASSROOM CLIMATE 

• Balance of quiet and talk activities
• Interactive conversations concerning reading and writing
• Expectations are clear to students, and they can self-regulate
• Students engaged in meaningful literacy work
• Higher level questions are asked by the teachers and students

• Independent literacy work may be open-ended, encouraging higher level skills
• Students encouraged to take risks
• Transitions between activities smooth and efficient
• Evidence of on-going assessment of student progress
• Community and cooperation
• Student independence, ownership, and responsibility

READ ALOUD

• Selection is appropriate for age and interests of students
• Uses a variety of types of text for read aloud
• Teacher models reading strategies through “think aloud’s”
• Occurs every day
• Students invited to respond to read aloud selections
• Specific teaching points are evident

SHARED READING

• All students have access to text
• Specific teaching points are evident
• Parts of text are highlighted to reinforce teaching point
• Text read repeatedly
• May take the for of choral reading or Readers’ Theater

GUIDED READING

• Teacher working with small, flexible group (5-6 students)
• Group has similar needs, determined through assessment
• Text used presents challenges and supports to students
• Teacher provides support through introduction to selection, highlighting key ideas, vocabulary, etc.
• Students read text independently with teacher available to provide support
• Teacher and students return to text for a teaching point after reading
• Teaching points are evident and clear to students
• Teacher making anecdotal notes about individuals and group

INDEPENDENT READING

• Students know how to select appropriate books for themselves
• Students reading independently
• Students self-select reading material
• Teacher conferencing with individuals
• Students may be responding to text through writing or some other form

MODELED/SHARED WRITING

• Teacher thinks aloud about all aspects of writing process
• Focused on specific skill(s)
• Skill focus determined from assessing student work
• Writing done so all students can view it
• Teacher models rereading and revising
• Teacher discusses writing with students
• Teacher clearly states expectations to help students in their own writing—may develop a rubric together

INTERACTIVE WRITING (more prevalent in primary grades)

• Teacher negotiates text with students
• Text is authentic, meaningful, and intended for a specific audience
• Teacher shares pen with students, selecting parts for students based on knowledge of their skills
• Writing is challenging but “doable” for students
• Teaching points evident
• Teacher engages all students while individuals are writing
• Lesson moves along at appropriate pace

GUIDED WRITING (WRITING WORKSHOP)

• May begin with mini-lesson (this may also be part of the modeled/shared/interactive writing components
• Students writing, practicing skills learned through mini-lessons
• Writing may be student choice or teacher assigned
• Teacher meeting with individuals or small groups of students to teach specific skills
• Students aware of and following routines established
• Students may be participating in peer conferences

INDEPENDENT WRITING

• Students self-select topics
• Teacher conferencing with students
• Students have opportunity to publish writing if they want

WORD STUDY

• Imbedded in all other aspects of balanced literacy
• Focus on patterns found in words to enhance reading and spelling
• Open and closed word sorts
• Use of word walls
• Emphasis on increasing vocabulary for reading and writing