Balanced LiteracyBalanced Literacy

in the Middle Schoolin the Middle School

Historical PerspectiveHistorical Perspective

Phonics Instruction

• Significant benefits for students in kindergarten through 6th grade and for children having difficulty learning to read.

•First graders who were taught phonics systematically were better able to decode and spell, and they showed significant improvement in their ability to comprehend

•Older children receiving phonics instruction were better able to decode and spell words and to read text orally, but their comprehension of text was not significantly improved.

•Across all grade levels, systematic phonics instruction improved the ability of good readers to spell.

•Strong rote skills

Whole Language InstructionWhole Language Instruction

• Focus on making meaning in reading and expressing meaning in Focus on making meaning in reading and expressing meaning in

writingwriting • Focus on motivational aspects of literacy, emphasizing Focus on motivational aspects of literacy, emphasizing

the love of books and level-appropriate student materials the love of books and level-appropriate student materials • Reduced emphasis on other skills, besides phonics, that Reduced emphasis on other skills, besides phonics, that

are usually not linked directly to developing meaning, are usually not linked directly to developing meaning, such as grammar, spelling, capitalization and punctuation.such as grammar, spelling, capitalization and punctuation.

• Reading is a natural process, much like learning to speak. Reading is a natural process, much like learning to speak. Children exposed to a great deal of authentic, connected Children exposed to a great deal of authentic, connected text will become literate without much explicit instruction text will become literate without much explicit instruction in the rules and conventions of printed textin the rules and conventions of printed text

• Learners who see the big pictureLearners who see the big picture

Balanced LiteracyBalanced Literacy

• Combines phonics Combines phonics instruction with whole instruction with whole language approaches language approaches

• Also combines elements of Also combines elements of reading and writing reading and writing instruction into one instruction into one program. Reading skills program. Reading skills affect the development of affect the development of writing skills and vice writing skills and vice versa. versa.

• Includes elements of word Includes elements of word study, guided reading, study, guided reading, silent sustained reading, silent sustained reading, interactive writing, and interactive writing, and grammar and spelling grammar and spelling

Components of the Reading Components of the Reading PortionPortion

• Reading aloud - often Reading aloud - often ignored at the middle ignored at the middle school levelschool level

• Shared readingShared reading• Guided reading Guided reading • Mini-lessons related to Mini-lessons related to

reading skills or reading skills or strategies with small strategies with small groups groups

• Reading workshop which Reading workshop which centers around silent centers around silent sustained reading of self-sustained reading of self-selected materialsselected materials

Reading Elements ClarifiedReading Elements Clarified• Reading AloudReading Aloud

Ranging from 10-20 minutes per day. Material is above the grade level of Ranging from 10-20 minutes per day. Material is above the grade level of the students. Students can hear advanced syntax and vocabulary. Teacher the students. Students can hear advanced syntax and vocabulary. Teacher think aloud, modeling voice and fluency in writing, is part of reading aloud.think aloud, modeling voice and fluency in writing, is part of reading aloud.

• Shared ReadingShared ReadingTThe students and the teacher read text aloud together. At the middle he students and the teacher read text aloud together. At the middle school level this should occur 2-3 times weekly. All students need a copy school level this should occur 2-3 times weekly. All students need a copy of the text or need to be able to read an enlarged version of the text. It of the text or need to be able to read an enlarged version of the text. It promotes sentence fluency. Choral reading, readers' theater, oral promotes sentence fluency. Choral reading, readers' theater, oral interpretation, chants and songs are examples of shared reading.interpretation, chants and songs are examples of shared reading.

• Guided ReadingGuided ReadingSmall group instruction with four to eight students grouped Small group instruction with four to eight students grouped according to their instructional reading level, lasting for 20-45 according to their instructional reading level, lasting for 20-45 minutes. The groups change frequently based on student growth. minutes. The groups change frequently based on student growth. The teacher introduces the text, activating students' prior The teacher introduces the text, activating students' prior knowledge. The students read the text. Teacher modeled, shared, knowledge. The students read the text. Teacher modeled, shared, partner, silent, popcorn reading strategies may be used. Inquiry partner, silent, popcorn reading strategies may be used. Inquiry studies, writing activities, graphic organizers often accompany studies, writing activities, graphic organizers often accompany guided reading lessons guided reading lessons

Reading, cont.Reading, cont.• Literature CirclesLiterature Circles

AA small group of students (4-8) select a book small group of students (4-8) select a book (fiction/nonfiction) to read and share through (fiction/nonfiction) to read and share through discussion. Each student is assigned a discussion. Each student is assigned a literature circle jobs or role. The teacher literature circle jobs or role. The teacher promotes a higher order thinking that builds promotes a higher order thinking that builds context, interpreting, synthesizing and context, interpreting, synthesizing and evaluating skills through questioning and evaluating skills through questioning and prompting collaborative discussion. prompting collaborative discussion.

• Readers' WorkshopReaders' WorkshopReaders' Workshop is a philosophy and a Readers' Workshop is a philosophy and a classroom structure. Readers' Workshop classroom structure. Readers' Workshop should be practiced at least weekly. A should be practiced at least weekly. A Readers' Workshop has four components: Readers' Workshop has four components: Time, Ownership, Sharing and Community . Time, Ownership, Sharing and Community . Students must have consistent time, must be Students must have consistent time, must be able to select some of their own work and be able to select some of their own work and be committed to it, must share aloud using the committed to it, must share aloud using the curricular standards of speaking and listening, curricular standards of speaking and listening, and must feel a part of a safe classroom and must feel a part of a safe classroom environment. Readers' Workshop begins with environment. Readers' Workshop begins with a minilesson where the teacher models what a minilesson where the teacher models what effective readers do when they read .Then effective readers do when they read .Then students go into a USSR structure, practicing students go into a USSR structure, practicing the lesson individually and independently. the lesson individually and independently.

Reading, cont.Reading, cont.

• SSRSSR• Sustained Silent Reading is a daily scheduled Sustained Silent Reading is a daily scheduled

block of time (10-30 minutes) when students block of time (10-30 minutes) when students read self-selected material. A proficient reader read self-selected material. A proficient reader reads about 45-60 minutes daily and 2 million reads about 45-60 minutes daily and 2 million words yearly.words yearly.

• HomeworkHomeworkSSR extends into homework by assigning 15 - 45 SSR extends into homework by assigning 15 - 45 minutes of accountable reading as regular minutes of accountable reading as regular homework. Students who read at home are more homework. Students who read at home are more successful in spelling, grammar, vocabulary successful in spelling, grammar, vocabulary growth, reading fluency and content knowledge. growth, reading fluency and content knowledge.

Skills Embedded in Balanced Skills Embedded in Balanced Literacy InstructionLiteracy Instruction

• Intermediate Reading Workshop Intermediate Reading Workshop Writing WorkshopWriting Workshop

• Independent ReadingIndependent Reading • Guided ReadingGuided Reading • Literature StudyLiterature Study • Independent WritingIndependent Writing • Guided WritingGuided Writing • InvestigationsInvestigations • Language / Word StudyLanguage / Word Study• Interactive Read AloudInteractive Read Aloud • Word StudyWord Study • Modeled or Shared Modeled or Shared

Reading/WritingReading/Writing • Readers’ Theater/Process Readers’ Theater/Process

DramaDrama • Choral ReadingChoral Reading • Poetry Sharing/ResponsePoetry Sharing/Response • Interactive Edit/VocabularyInteractive Edit/Vocabulary • Test Reading & WritingTest Reading & Writing

• Skills and Strategies Taught Skills and Strategies Taught During Reading and WritingDuring Reading and Writing

• Phonemic Awareness/PhonicsPhonemic Awareness/Phonics • Word Analysis / SpellingWord Analysis / Spelling • HandwritingHandwriting • ComprehensionComprehension • FluencyFluency • VocabularyVocabulary

Components of the Writing Components of the Writing PortionPortion

• Shared writing where Shared writing where the teacher and the teacher and students work together students work together to compose a pieceto compose a piece

• Interactive writingInteractive writing• Guided writingGuided writing• Independent writing. Independent writing. • Allows students choice Allows students choice

in format and theme in format and theme for independent for independent writing writing

Writing Elements ClarifiedWriting Elements Clarified• Interactive Writing or Guided WritingInteractive Writing or Guided Writing

The teacher models the minilesson or focus skill. Mini lessons might include the The teacher models the minilesson or focus skill. Mini lessons might include the Six Traits of Writing (idea, organization, voice, sentence fluency, word choice and Six Traits of Writing (idea, organization, voice, sentence fluency, word choice and conventions) and are practiced during interactive writing. Interactive writing is conventions) and are practiced during interactive writing. Interactive writing is teacher directed with a focus lesson..teacher directed with a focus lesson..

• Writers' Workshop Writers' Workshop The Writers' Workshop The Writers' Workshop allows students to use the writing process- drafting, revising, editing -which allows students to use the writing process- drafting, revising, editing -which matches the Six Traits of Writing. The teacher models a short lesson showing matches the Six Traits of Writing. The teacher models a short lesson showing students what effective writers do when they write . The teacher offers a students what effective writers do when they write . The teacher offers a prompt/idea. Students go into a SSW structure, practicing the lesson individually prompt/idea. Students go into a SSW structure, practicing the lesson individually and independently. Student work is collected in a portfolio. A Writers' Workshop and independently. Student work is collected in a portfolio. A Writers' Workshop classroom has a publishing center that contains appropriate tools and supplies- classroom has a publishing center that contains appropriate tools and supplies- paper, card stock, word processors. Students are given a variety of avenues to paper, card stock, word processors. Students are given a variety of avenues to publish their work.  The writer himself edits, seeks peer editing, and finally the publish their work.  The writer himself edits, seeks peer editing, and finally the teacher edits, before the student creates the final draft. teacher edits, before the student creates the final draft.

• SSWSSWSustained Silent Writing (or independent writing) is a daily opportunity to practice Sustained Silent Writing (or independent writing) is a daily opportunity to practice the skills introduced in minilessons ,. To allow students more ownership and the skills introduced in minilessons ,. To allow students more ownership and commitment, students choose their own topics and audiences within teacher-commitment, students choose their own topics and audiences within teacher-assigned modes. The writing process is practiced during SSW with students writing assigned modes. The writing process is practiced during SSW with students writing rough drafts, editing and publishing some pieces. rough drafts, editing and publishing some pieces.

Writing, cont.Writing, cont.• Modeled WritingModeled Writing

Teachers demonstrate strategies as proficient adult Teachers demonstrate strategies as proficient adult writers. Teachers model the writing process to add, writers. Teachers model the writing process to add, revise, ask questions, clarify, and edit..revise, ask questions, clarify, and edit..

Shared WritingShared WritingShared Writing provides an opportunity for all Shared Writing provides an opportunity for all students to successfully participate in the writing students to successfully participate in the writing process. The students and teachers share the task of process. The students and teachers share the task of writing. The writing comes from the students' writing. The writing comes from the students' thoughts and ideas. Teachers identify and discuss thoughts and ideas. Teachers identify and discuss with students the conventions, structures, and with students the conventions, structures, and language features of written text. This allows a language features of written text. This allows a student to access writing beyond what he/she may student to access writing beyond what he/she may be able to do independently while providing models be able to do independently while providing models of different genres.of different genres.

Guided WritingGuided Writing After determining through observation of student After determining through observation of student behavior and work, the teacher works with a group or behavior and work, the teacher works with a group or an individual student on appropriate effective writing an individual student on appropriate effective writing strategies. These strategies and skills are strategies. These strategies and skills are demonstrated within authentic writing tasks that demonstrated within authentic writing tasks that allow students to develop independence and to allow students to develop independence and to increase their skills in self-monitoring or writing.increase their skills in self-monitoring or writing.

Balanced Literacy ChartBalanced Literacy Chart