According to Dorthy Strickland (2007), Balanced Literacy is a framework designed to help all students learn to read and write effectively. The program stands firmly on the premise all students can learn to read and write. This balance between reading and writing allows students to receive the teaching needed in order to reach grade level status, while allowing students to work at a level that is not frustrating for them. There are several models currently used in schools today.
In Balanced Literacy, there is a nice balance of six major components:
1. Read Alouds
2. Shared Reading
3. Guided Reading
4. Independent Reading
5. Interactive Writing
6. Independent Writing
Balanced Literacy blends the best of "whole language" and "phonics" instruction. Neither is completely effective without the other and the results are amazing.
For the purpose of the blog, I plan on describing each component of Balanced Literacy. I encourage comments and welcome discussions.
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5 comments:
Hi William,
Dorothy Strickland (2007) also said, “In a truly balanced literacy program, how you teach is as important as what you teach”. Educators have debated for years over which is the best approach to teach children to read.
If we would take a poll of let’s say 200 teachers, and we ask them to describe how they teach reading we might get 200 different answers.
I believe very few educators would say phonics approach only or whole language only. Today the most common description of how reading is taught is the term “balanced approach.” A balance approach could be described as a mixture of some phonics with some whole language or as you mentioned a blend of the best of whole language and phonics instruction. What it is still confusing is how this is to be accomplished in the classroom.
A problem with these three approaches: phonics, whole language and balanced instruction are that the main concern is virtually always focused on the lessons the teacher will teach and the order of these lessons. In average teachers, regarding the approach they use, prepare their lessons in advance. But we must remember that if instruction is to be individualized according to the students’ needs then teachers need to be more proficient at planning the lessons focusing on those needs. Regardless of how many days, weeks or months in advance lesson may be prepared, for instruction to be effective those lessons must be customized to suit the learning needs of the students. We must consider that a merge between one or two of these approaches to reading instruction will not necessarily result in the single best approach. Outstanding teachers of literacy use highly developed assessments methods to plan differentiated instruction.
In my opinion, the key for effective reading instruction is planning leveled lessons and create a classroom with literacy centers. These will allow the students to attain appropriate language and content objectives for their individual developmental level through a variety of means.
Michelle
Hello William,
Literacy must be balanced. To say that one can exist or create results all on its own, is unrealistic. These constructs are interdependent and necessary in helping students to enhance their knowledge and skills in both reading and writing.
I realize that this has always been a "hot topic," but if we truly assess the direction in which the concept of literacy is headed, we must realize that this concept must be embedded in all academic disciplines. The functionalities of reading and writing govern students' abilities to perform in all other academics. As educators we must build upon this connection and integrate techniques to maximize the usability of each supporting concept.
Thanks for sharing.
Stephanie
William,
With all the "new" and "improved" reading and writing strategies available there is always some doubt. However, you have my attention and I can't wait to read more. The ideas sound reasonable and the outline you provide seems to address the necessary areas to develop reading and writing on an individual level.
Thanks for your blog,
Jeanette
William,
We use the balanced literacy program in our school district and what I have found evident in most of our students is their big improvement in writing. As a special educator,we usually need a multisensory approach to reading since our children have great difficulty reading and then writing. I like the balanced literacy approach but believe a focus on technology might also help special education students write. For example, consider Dragon Natually Speaking software that enables a child to be independent and speak their essay to the computer. A child can then edit and revise their writing all independently. I am trying this software with some of my ADHD students and really believe they will take off in writing.
My special education teachers are trained in Project Read, Wilson, or Orton Gillingham. These methods are great for phonics but they do not address the other areas which Balanced Literacy does. Thanks for the future blogs on the parts of the balanced literacy. I look forward to your discussions. Jeanette
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