Transcript Balanced Literacy Framework

Welcome to 7th Grade
Language Arts
As a Comprehensive Approach to
Teaching Reading and Writing
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Components of Balanced
Literacy
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Reading
Read Aloud
Shared Reading
Guided Reading
Independent
Reading
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Writing
Modeled Writing
Shared Writing
Guided Writing
Independent Writing
• Word Work
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Read Aloud
Teacher reads selection aloud to students.
 Demonstrates proficient reading
 Expands access to text beyond child’s
abilities
 Supports vocabulary development and
demonstrates comprehension strategies
 Exposes students to a variety of genres
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Shared Reading
In a large group, the teacher
extends students’ understanding of
the reading process by reading from
an enlarged text. After the initial
reading, the teacher provides
opportunities for the students to join
in rereading the text.
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Shared Reading continued
Engages children through:
 Activating background knowledge
 Explaining concepts and vocabulary
 Modeling and teaching decoding and
comprehension strategies
 Questioning
 Coaching
 Providing specific feedback
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Guided Reading
The teacher uses (appropriately
leveled text or leveled text matched
to student’s instructional levels)to
guide small groups of students with
similar instructional needs through
the reading process.
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Guided Reading continued
The teacher:
 Identifies lesson objectives
 Provides a clear introduction to the text
through questioning and discussion
 Coaches 1 to 2 children students individually
in problem solving while group reads silently
 Reinforces word solving and comprehension
strategies
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Guided Reading continues
The students:
 Read with teacher support available
 Practice decoding, comprehension and
self-regulating strategies
 Discuss, reflect and reread to achieve
the lesson’s objectives
 Build independence and confidence
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Independent Reading
Students read independently.
 Allows student to choose the text
 Provides practice at each student’s
independent level
 Extends experiences with a variety of
written texts
 Promotes reading for enjoyment and
information
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Word Work
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The teacher uses systematic and explicit
instruction throughout the balanced
literacy components to teach:
Phonological and phonemic awareness
Phonics
Encoding and decoding strategies
Word solving strategies for comprehension
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Modeled Writing
The teacher models proficient writing.
 Demonstrates proficient writing
 Expands access to written language
beyond student’s abilities
 Exposes students to a variety of genres
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Shared Writing
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Teacher and students collaborate to
compose text which the teacher scribes.
Models writing strategies
Teaches writing strategies
Extends understanding of the writing process
Provides a vehicle for students to explore
how text is structured to convey meaning
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Guided Writing
The teacher guides small groups of
students and/or individuals through
the writing process.
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Guided Writing continued
The teacher:
 Monitors students’ writing strategies
 Reinforces and introduces writing skills
as necessary
 Engages students through questioning
and specific feedback
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Guided Writing continued
The students:
 Write with teacher guidance
 Practice writing strategies
 Explore a variety of genres
 Build independence and confidence
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Independent Writing
Students write independently.
 Allows student to choose the topic and
genre
 Provides meaningful practice at each
student’s independent level
 Values the time dedicated to the writing
process
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Research
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“Reading volume predicted reading
comprehension in third-, fifth-, eighthand tenth-grade students, even when
pupil factors such as past reading
achievement, prior knowledge and
motivation were controlled statistically.”
Guthrie, J.T., Wigfield, A., Metsala, J., & Cox, K. 1999. “Motivational
and Cognitive Predictors of Text Comprehension and Reading
Amount.” Scientific Studies of Reading , 3(3), 231-256.
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