Introduction to Balanced Literacy

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Introduction to Balanced Literacy

• Tulsa Public Schools
• Office of Curriculum and Instruction

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Components of a Balanced Literacy Block

• Read Aloud
• Whole Group Shared Reading
• Small Group Guided Reading
• Independent Reading
• Word Study
• Writing

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I Do We Do- You Do
Fisher and Frey, 2007
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Read Aloud

• Teacher reads and models comprehension skills
  while students listen
• 10-15 minutes

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• Research has found
• The single most important activity for
• building knowledge for their eventual
• success is reading aloud to children.
• Children who have not been read to by parents
• often enough to develop knowledge of written
  language and how it differs from oral language
  can get it from being read to by teachers.
• Reading aloud to children increases language and
  literacy development when teachers are
  intentional and purposeful about why they read,
  what they read, and how books are read.
• The advantages of read-aloudsinclude developing
  positive attitudes toward and enjoyment in
  reading, strengthening cognitive development, and
  instilling a sense of story structure and
  organization.
• Teachers can make a large difference in
  childrens vocabulary development when they take
  time to explain and talk about important new
  words during read-alouds.
• Reading aloud interactively builds comprehension.
  It has maximum learning potential when children
  have opportunities to actively participate and
  respond.

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I Do We Do- You Do
Fisher and Frey, 2007
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Discussion Question

• Why would purposefully pre-planning your read
  aloud improve student learning?

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Whole Group Shared Reading

• Teacher guides whole group reading of text
• 20-30 minutes

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The Focus for Whole Group Shared Reading

• Build book and print awareness
• Activate background knowledge
• Direct instruction of vocabulary
• Direct instruction of comprehension strategies
  with grade-level text
• Instruction and repeated practice in decoding
• Increase reading accuracy and fluency
• Students engage in choral reading,
• echo reading, and readers theater

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I Do We Do- You Do
Fisher and Frey, 2007
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Small Group Guided Reading

• Teacher guides small group reading of text while
  other
• students engage in meaningful practice of
  literacy skills
• 40-60 minutes

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The Framework for Small Group Guided Reading

• Students practice comprehension strategies
• and decoding with instructional level text
  (90-94 accuracy)
• Groups are flexible and needs-based (data)
• Book and print awareness
• Phonics skills
• Reading accuracy and fluency
• Reading comprehension
• Other students work independently or with
  partners on literacy tasks to practice and
  consolidate skills previously taught
• How will the practice propel students forward as
  readers?
• On which task does each student need to work to
  become more proficient?
• Are students able to do the activity
  independently?

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I Do We Do- You Do
Fisher and Frey, 2007
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Discussion Question

• How are whole group shared reading and small
  group guided reading different?

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Independent Reading

• Students engage in independent reading while the
  
• teacher monitors and conferences with students
• 15-20 minutes

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The Research

• Anderson, Wilson, and Fielding (1988) found
  the amount of time students spend reading
  independently is the best predictor of reading
  achievement and the amount of gain made by
  students between second and fifth grade. They
  also found that students who begin reading a book
  in school are more likely to continue to read
  outside of school.

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The Structure of Independent Reading

• Students apply what they have learned about
  decoding and comprehension while reading
  independent-level texts (gt95 accuracy).
• Book and print awareness, phonics, accuracy
  fluency, comprehension
• Students in upper elementary grades benefit from
  tracking their thinking and monitoring
  comprehension through writing.
• Conferencing with students and administering
  assessments help teachers identify individual
  needs.

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Correlation Between Time Spent Reading
and Standardized Test Results
Percentile Rank Minutes Read per Day Estimated Words Read per Year
98 90.7 4,733,000
90 40.4 2,357,000
70 21.7 1,168,000
50 12.9 601,000
20 3.1 134,000
10 1.6 51,00
Dr. David Bennett, Chicago Rush University
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I Do We Do- You Do
Fisher and Frey, 2007
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Word Study

• Teacher-led instruction with word patterns
• 20 minutes

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The Focus for Word Study

• Must be explicit and systematic
• Phonological awareness
• Rhymes, syllables, onsets/rimes
• Phonics
• Letter-sound correspondence, patterns, and
  decoding skills
• Word and Structural Analysis
• Contractions, inflected endings, homophones,
  syllable types
• Using parts of words (prefixes, suffixes, Greek
  and Latin roots) to decode multi-syllable words
• and understand word meaning

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I Do We Do- You Do
Fisher and Frey, 2007
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Discussion Question

• How does word study compare to traditional
  spelling instruction?

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Writing

• Teacher guides students through a focused writing
  process
• 30-60 minutes

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Research

• Although handwriting and correct spelling are
  skills children must eventually master, these are
  not the focus when we engage children in
  writingit is a form of communication (Nueman,
  Roskos, Wright,
• and Lenhart, 2007).

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The Structure of Writing

• Use the writing process for two purposes
• Mechanics (sound-symbol relationships and English
  language conventions)
• Content (communicating ideas, messages, and
  stories)
• Focused Process Writing
• Provides explicit instruction for specific genres
  of writing
• Pre-writing, drafting, revising, editing,
  publishing
• Components
• Mini-lessons
• Shared Writing
• Independent Writing
• Conferencing

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I Do We Do- You Do
Fisher and Frey, 2007
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Anticipation Guide

• Answer Key

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Direct instruction of comprehension
strategies with grade-level text.
Shared Reading
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Word Study
- Explicit and systematic study
of how words are formed and their meanings are
derived.
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Shared Reading-
Students engage in choral
reading, echo reading, and readers theater
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Guided Reading-
Students work in flexible and
needs-based groups determined by current data.
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Independent Reading-
Students apply
what they have learned about decoding and
comprehension while reading independent-level
texts (gt95 accuracy).
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Read Aloud-
The single most important
activity for building knowledge for eventual
(academic) success.
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Writing-
Focuses on 1) sound-symbol
relationships and English
language conventions, and 2)
communicating ideas, messages, and
stories.
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Students practice
comprehension strategies and decoding with
instructional-level texts.
Guided Reading-
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- The best
predictor of reading achievement and the amount
of gain made by students between second and fifth
grade.
Independent Reading-
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Contact Information

• If you have additional questions about the
  balanced literacy overview you may contact
• Francine Swickheimer swicklo_at_tulsaschools.org
• Natalie Hutto huttona_at_tulsaschools.org
• Brandie Berry berrybr_at_tulsaschools.org