Balanced Literacy Is an Approach

Balanced literacy is an approach for teaching literacy that is widely used in classrooms across the country. It involves several methods of teaching including learning reading, writing, and whole class instruction directed by the teacher. It combines themed, guided instruction with independent work in reading, writing, and oral language. By integrating a variety of approaches, a balance is achieved in which students learn to understand text as well as how to read it (Cooperman and Cunningham).

The term balanced literacy originated in California in 1996. In response to low reading scores on a national examination, a new curriculum, called balanced reading instruction, was implemented. Since the call for balanced reading instruction, much of the debate has addressed just which elements of reading and writing must be balanced in order to best promote literacy.

In its original form, balanced literacy focused on presenting both skills-based teaching and meaning-based teaching during separate literacy blocks. The focus of the new curriculum was the systematic and explicit teaching of phonics as a foundation to comprehension, as well as, whole language, presenting literature-based experiences (Frey, Lee, Pass, & Tollefson).

Through this approach children are explicitly taught the relationship between letters and sounds in a systematic fashion (phonic), and meaning-based approach, which emphasizes reading comprehension and enrichment (whole- language). This combined method of teaching of reading and writing is a necessary part of the balanced literacy program to meet the reading needs of individual children (Frey, et al.).

Key Instructional Concepts

Balanced literacy is a balance of instructional format, instructional strategies, and instructional content. There are four key instructional concepts that encompass all learning. They relate to the optimum way that people learn any new skill or information: modeling, sharing, guiding, and developing independence (Definition of Balanced Literacy).

For example the teacher models a new skill or strategy. Next, the teacher and student share in the new behavior by doing it together. Then the teacher guides the student with the new skill with less support. The ultimate goal is the student working independently.

This model, based on the work of Irene Fountas and Gay Su Pinnell, provides a flexible structure as the teacher assesses what individual children need, giving children the support to learn and practice strategies as they become accomplished readers, writers, listeners, speakers, viewers, and thinkers (Definition of Balanced Literacy).

Balanced Literacy Program Components

A balanced literacy program also includes different components. These components will help to engage students in the following literacy experiences.

Read Aloud

Reading aloud forms a foundation for the early literacy framework. By having stories read to them, children learn to love stories and reading. Reading aloud involves children in reading for enjoyment, provides an adult demonstration of fluent reading, and builds listening comprehension. Children can respond to pictures and text, but the teacher provides full support for children to access the meaning of the story.

Reading aloud to children widens their horizon and understanding about books and the written language. Children develop a sense of story, increase vocabulary, and learn how texts are put together. Children do not have to take responsibility for the mechanics of gaining meaning; instead, they are simply able to experience the satisfaction of obtaining meaning from reading. This will help establish a desire to become avid readers. Reading aloud may occur with the entire class, a small group, or an individual child (Balanced Literacy - Helping Your Child Love to Read and Write).

Shared Reading

Shared reading is an interactive reading experience. Children join in the reading of a big book or other enlarged text as guided by a teacher or other experienced reader. Shared reading is generally accomplished using an enlarged text that all children can see. Student interactivity is the distinguishing feature of shared reading vs. reading aloud.

Books must be suitable for students to join in the experience. During the reading the teacher or another reader involves the children in reading together by pointing to each word in the text. This provides children the opportunity to participate and behave like a reader. Shared reading models the reading process and strategies used by readers. The teacher deliberately draws attention to the print, and models early reading behaviors such as moving from left to right and word-by-word matching. Shared reading creates a risk-free environment, allowing children to focus on the enjoyment of the story.

The books must have the possibility of multiple readings for enjoyment. Many texts used in early stages of literacy have a repeating refrain or rhyme to increase the enjoyment of reading the story over and over, as in a bedtime story. The book is initially read by the teacher to model reading strategies. In subsequent readings, the children become more interactive. Shared reading usually occurs with the entire class (Balanced Literacy -- Helping Your…)

Guided Reading

Guided reading is reading with children. The goal of guided reading is to teach students to independently use reading strategies at their instructional level. It is a bridge between shared reading and independent reading. Guided reading provides opportunities for teachers to work with small groups of children on text that closely matches the children's needs, abilities, and interests. The small groups then have the advantage to talk, think, and question their way through text.

The teacher acts as a facilitator, using prompts and questioning strategies to guide children to comprehension. Using a book introduction, the teacher sets the scene, arouses student interest, and engages children in discussion. In guided reading everything is learned within the context of a book. The teacher uses this time for ongoing observation and assessment. This assessment is important because guided reading is done in flexible groups that reflect changing abilities and needs. The children are grouped and regrouped in a dynamic process (Balanced Literacy -- Helping Your & #8230;).

Independent Reading

Independent reading involves children reading on their own or with partners. It is an approach that should be used at every stage of children's reading development. In independent reading children assume the responsibility for the learning demonstrated during more supportive components of a balanced literacy program. The teacher becomes an observer, acknowledging and responding to the children's reading. Independent reading involves more than just reading books, but using all written materials found in the classroom. "Reading the room" becomes a popular activity. When "reading the room," children walk around the room with a pointer, reading everything displayed on the walls or on hanging charts. Pieces composed during interactive and shared writing can be highlighted as well as classroom-produced big books. Reading and rereading familiar text will support young children's need to behave like and enjoy the pleasure of being a reader.

An important role of the teacher comes in the selection and gathering of appropriate books. Books available for independent reading should include all those which have been used during shared and guided reading, as well as a large selection of new books which the teacher has acquired. Children should have access to high-quality books in a classroom library as well as access to a well-stocked school library for books which the children can choose by themselves.

Independent reading is a powerful time for teachers to demonstrate reading for enjoyment. The teacher needs to be seen reading for his or her own enjoyment and pleasure (Balanced Literacy -- Helping Your & #8230;).

Modeled Writing

Modeled writing is a time for students to watch and listen as you think, talk, and write about any topic. Children provide the ideas and the teacher supports the process as a scribe. The message is usually related to some individual or group experience. The teacher provides full support, modeling and demonstrating the process of putting children's ideas into written language. This places the teacher in the role of an author. Modeled writing usually occurs in front of the whole class (Nations).

Shared Writing

Shared writing encourages teacher and students to collaborate on a piece of writing together. Students share ideas and the teacher records them. Together the teacher negotiates ideas, language, and conventions about writing. The text becomes much richer than children can write themselves and becomes good material for children to read and should be displayed in the room. The children can illustrate the finished text when possible. Children will love to see their work displayed and will feel successful because they can read it. Shared writing may occur with the entire class or a small group (Nations).