This paper outlines a sample balanced literacy program designed for second grade students, detailing how it is organized and implemented within a classroom setting. It describes a four-stage writing and reading development process, a weekly literacy schedule, and three supplementary instructional approaches: phonics instruction, the curricular-based method, and the novel approach. The paper explains how each approach satisfies key components of a balanced literacy program and discusses the conditions under which students learn best, emphasizing phonemic awareness and child-centered environments. Supporting evidence is drawn from peer-reviewed research in literacy education.
Recently there has been a downward trend in reading and writing achievement among second grade students. This is due in part to the establishment of literacy programs that provide students with little phonemic awareness. Additionally, balanced literacy programs are often poorly designed, lacking effective educational support for students (Mermelstein, 2005). Furthermore, teachers frequently receive inadequate training on the implementation of learning instructions such as phonics, and often resort to having students memorize lessons rather than develop genuine understanding. Given this context, the integration of instructional approaches with literacy programs — in order to provide successful learning experiences — is necessary. These programs would benefit students with low reading and writing skills by exposing them to rich literature, thereby improving their overall literacy levels.
A balanced literacy block will be established prior to the implementation of a literacy program in this classroom setting. The block comprises reading comprehension and writing subsections, each receiving a maximum of two and a half hours of uninterrupted time. Students will be divided into small subgroups based on their literacy levels, allowing reading and writing groups to be taught simultaneously.
Once students have been assigned to literacy-level groups, the teacher will institute a spelling-checking system to gauge each student's writing capabilities. Based on the outcomes of these writing samples, students will be placed in a four-stage process designed to help them improve their reading and writing skills.
The first stage is for students who are beginning to write but have not yet learned to read. In this stage, the teacher introduces basic letters and the alphabet to help students understand how to write and read.
The second stage is for students who have a limited understanding of the learning process but can write alphabetical letters and words. These students attempt to write down letters and words spelled aloud to them by their teacher.
In the third stage, students are familiar with letters and can write words with only minor difficulty. They are increasingly aware of word usage and complete spelling exercises to improve their writing.
In the fourth stage, students are able to construct grammatically correct sentences and pronounce words accurately, with minimal spelling errors. They are also able to use syllables and phrases properly, though some challenges remain.
After students have been placed in one of the four stages, instruction begins to address the specific skills in which each student is weak. Students performing above their peers will be promoted to higher learning stages. Weekly evaluations will be conducted to gauge each student's progress. If a student fails to understand a lesson, it will be retaught the following week using entirely different words. Similarly, when a teacher introduces a new concept, it will be taught for at least two weeks to ensure students develop a firm understanding of the topic. A sample weekly literacy program plan is outlined below.
The following schedule illustrates how the balanced literacy block is organized across a typical school week for second grade students.
Monday: The teacher introduces new words, demonstrates their spelling, and sorts students into groups. The teacher explains the words to the students, who are then asked to read and write the new words in their study notebooks.
Tuesday: Students who did not correctly read and write Monday's words repeat the exercise. Students who passed are given new words. Each student selects ten new words to read and write.
Wednesday: Students are given new words to read and write with a partner. They check each other's work and discuss any difficulties encountered.
Thursday: Students select words to read and write using literature provided by the teacher. The teacher may assist by offering simpler, more accessible words to students who need support.
Friday: Students and the teacher review the week's reading and writing together. The teacher issues assessments to gauge student abilities, evaluating familiarity with the week's words and identifying areas for improvement.
"Phonics, curricular-based, and novel methods"
"How approaches fulfill balanced literacy requirements"
"Phonemic awareness and child-centered environments"
Frey, B. B., Lee, S. W., Tollefson, N., Pass, L., & Massengill, D. (2004). Balanced literacy in an urban school district. Journal of Educational Research, 272–280.
Lapp, D., Flood, J., Fisher, D., & Brock, C. (2006). Teaching Reading to Every Child. Lawrence Erlbaum Associates.
Mermelstein, L. (2005). Reading/Writing Connections in the K-2 Classroom: Find the Clarity and Then Blur the Lines. Allyn & Bacon.
Vadasy, P. F., Sanders, E. A., & Peyton, J. A. (2006). Code-oriented instruction for kindergarten students at risk for reading difficulties: A randomized field trial with paraeducator implementers. Journal of Educational Psychology, 508–528.
You’re 50% through this paper. Sign up to read the remaining 3 sections.
Sign Up Now — Instant Access Already a member? Log inAlways verify citation format against your institution’s current style guide requirements.