Balanced Literacy

Balanced Literacy Is Balanced Literacy is NOT

First and foremost a philosophy based on student need. Inclusive of all language learning components Goal oriented to ards ma!ing meaning for students "etacognitive orientated Literature Based "oving the student to ard increased independence #roviding various levels of teacher support $caffolded instruction %omprehensive Interactive &ifferentiated $ocial &ynamic $tudent focused Fle'ible( yet structured Organi)ed( yet varied $e*uenced and self+cycling $pans many ,any- grade level Inclusive %ollaborative &ynamic groupings Based on assessment Interactive Genuine %onte'tuali)e .ands+on

One lesson plan for all Traditional reading groups /veryone reading the same thing at the same time Teacher guide boo!s used se*uentially 0or!sheet oriented 1 2fill in the blan!3 Formula riting Treating reading( riting( spea!ing( listening( vie ing and representing as separate entities /veryone using the same series $tatic groupings Individual des!s ith students or!ing alone $tatic 4 process or a program that is set in stone #rescriptive programming Teacher focused Teacher dependent Isolated or! for students or teachers Teaching to the average /asy

 $trategic "otivating 0here is the 2balance3 in Balanced Literacy or 0hat are e trying to balance in Balanced Literacy Both5and NOT either5or .igh Level of Teacher $upport %ontent , hat4ctive learning 6eading Listening 7ie ing 2Literacy3 learning time "ust do8s ,teacher choice%urricular e'pectations 4ssessment ,time for4ssessment of learning $tudent Independence #rocess ,ho 6eflection 0riting $pea!ing 6epresenting %ontent area learning "ay do8s ,student choice4ssessed $tudent need Instruction ,based on assessed need4ssessment for and as learning

4s Balanced Literacy %ollegial %oaches e believe.

9. :. ;. <. =. 0e must start ith assessed student needs. 4ll learners need to be engaged. Learning e'periences need to be interactive( dynamic( collaborative and deep. That all students can5 ill succeed and improve. That the metacognitive process( the thin!ing and discovering ho language or!s and ho a student is in control of language( leads to student empo erment and motivation. >. That learning for teachers( students( and parents never stops 1 e must educate one another. ?. In carefully guarding instructional time 1 having uninterrupted literacy learning bloc!s( reducing interruptions and distractions 1 ill improve student literacy learning outcomes. @. In consciously educating the hole child. A. That effective language learning e'periences are differentiated. 9B.That multiple and varied te'ts for students and te't types are critical 1 print( oral( pictures( electronic. 99.That living5 or!ing ithin the balanced literacy frame or! re*uires us to be dynamic( not staticC fle'ible( not rigidC open( not fearfulC collaborativeC not isolated. 9:.0e need and deserve the support of our leaders to or! effectively in this model. 9;.The right student and teacher resources ,boo!sD( teacher #& literatureC manipulatives( tables5chairs( poc!et charts( etc.- ma!e a huge difference. 9<.That or! ord( spelling( and phonemic a areness need to be an integral part of reading and riting daily. 9=.$tudents need a range of scaffolded instruction from e'plicit formal instruction and modeling( through collaborative5interactive learning formats( through guided practice( and independent student or! in all literacy areas. 9>.$tudents need consistent and on+going practice 1 daily riting and reading( daily interaction in centers( etc. 9?.In common assessment tools so that e can have shared conversations regarding student needs5areas of gro th. 9@.That e need to focus both on the process ,ho - of learning to read and rite and the content , hat- of learning to read and rite. 9A.That effective organi)ation and management of time( space and resources are critical for success in the BLF. :B.Teachers learn from teachers and e need the time for effective collaboration. :9.In spreading the 2bug3 and getting other teachers involved. 22.That what we believe makes all the difference!