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Balanced Literacy instruction is a balance of teacher-directed instruction and child-directed learning experiences in reading, including the use of authentic literature (trade books); explicit instruction in word study (phonics, grammar, and spelling); and explicit instruction in writing.
Our model of balanced literacy is based upon Ohio State University Early Literacy Learning Initiative outlined in the text, Guided Reading by Irene C. Fountas and Gay Su Pinnell. This balanced literacy model includes:
- Reading Aloud
- Shared Reading
- Guided Reading
- Independent Reading
- Writing Workshop
- Word Work
Reading Aloud
- Teacher reads aloud to whole group
- Carefully selected children's literature
- Variety of genres
- Represents diverse society
- Focus is on developing sense of story and vocabulary
Shared Reading
- Teacher reads from enlarged text
- Texts include big books, poems, songs
- Students read along following a pointer
- Students read texts multiple times
- Focus is on modeling reading strategies
Guided Reading
- Teacher works with a small group who have similar reading processes
- Teacher uses leveled books
- Each student has a copy of the book
- Students read to themselves (whisper or silent reading)
- Teacher provides support during and after reading
- Focus is on problem solving while reading for meaning
Independent Reading
- Children read on their own or with a partner
- Books are at their reading level or familiar books
- Focus is on fluency through rereading and building confidence through sustained reading
Writing Workshop
- Children engage in writing in a variety of ways
- Teacher provides instruction through minilessons
- Students spend time writing
- Teacher provides feedback through conferences
Word Work-Open Court Phonics Program (K-2)
- Systematically teach letter knowledge and phonemic awareness
- Introduce sound/spellings systematically
- Offer direct instruction in blending all the sounds in words
- Connect spelling to phonics through dictation and spelling activities
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