The Weyanoke Literacy PLC Team
September 29, 2008
• What is BALANCED LITERACY as it pertains to
reading and why is it important?
• The Reading Components of Balanced Literacy:
1) Read Aloud (the most support)
2) Shared Reading
3) Guided Reading
4) Independent Reading (the least support)
• Final Words & Questions
The Comprehensive Balanced Literacy Framework
is built upon the concept of:
• Reading to Children, Reading with Children,
and Reading by Children
• Writing to Children, Writing with Children,
and Writing by Children
The framework includes four aspects of reading and
writing built upon four levels of support (Gradual
Release of Responsibility Model).
Students get the most support
Reading to the Students
• "Reading aloud is a commercial for reading. ...Think
of it this way: McDonald's doesn't stop advertising
just because the vast majority of Americans know
about its restaurants. Each year it spends more
money on ads to remind people how good its
products taste. Don't cut your reading advertising
budget as children grow older." States author Jim
Trelease in his book The Read Aloud Handbook.
“Since children listen on a higher level than they
read, listening to other readers stimulates growth
and understanding of vocabulary and language
• Familiarizes them with book language and story
• Teaches an appreciation of literature.
•Provides a model of fluent, oral reading
•Expands children’s knowledge of various genre
and motivates them to read on their own.
•Expands and enriches children’s vocabularies and
•Improves oral language
•Models good reading behavior for students
• Choose a book to read aloud for a specific purpose
• Gather the class in an inviting spot.
• Before: activate schema, make predictions, summarize
the plot (but don’t give it away)
• During: encourage discussion and ask thoughtful
• After: make the book available to the children during
• Good for fluency
• K-1 – a lot of rhyme, short, chant-like
• Majority of poetry is free verse
• Have a special “poetry” pointer/stick
• Try 1 per week:
Monday – Shared
Tuesday – Choral
Wednesday – Individual copy with a buddy
Thursday – Divide class and read in parts (or buddies)
Friday – Poetry performance and put in poetry anthology
Reading with the Students
Read each statement carefully and
indicate whether you agree or disagree.
• Reading with children.
• Reading and rereading of enlarged texts (big
books, charts, or lifted text on an overhead)
• During shared reading, the teacher is able to point
out text features, teach word analysis, model
reading comprehension strategies, and encourage
students to extend their thinking
• Allows all students to read texts beyond their
current individual reading level.
• Supports fluency for all reading levels.
• For older students the emphasis is on supporting
Day 1 Day 2
• Gather so that everyone • Pick an instructional
can see focus for the text
• Introduce the text (title, • Using a pointer, reread
cover, predictions) the text, stopping as
• Read aloud using a necessary to model
• Reread the text and have • (Optional) Make the text
the children join in available to students
• Discuss the text
• At your table, please work in groups of
two or three and each group will have
one baggy and one purple sheet
• Please sort the statements according to
Reading with the students
Guided Reading is ……..
… a teaching approach designed to help
individual students learn how to process a
variety of increasingly challenging texts with
understanding and fluency.
Guiding Readers and Writes Grades 3-6(Fountas and Pinnell)
Why Guided Reading is Important?
• It gives children the opportunity to develop reading
strategies so they can read increasingly difficult texts
• It gives teachers the opportunity to observe individuals
as they process new text.
• It gives children the opportunity to develop as individual
readers in a socially supportive activity
Guided Reading – Good First Teaching for All Children (Fountas & Pinnell)
Components of Guided Reading
• Small – group instruction
• Students are grouped according to need
• 15-20 minutes in duration
• The teacher selects the text
• The lesson has a specific focus
• The text is introduced
• Each child reads the text independently in the group
• Teacher/student discussion follows the reading
• Relevant activities may follow the lesson
Learning Media 2000
What You Do in Guided Reading
• The teacher selects and introduces a new text.
• The students are provided with individual copies of
• The student reads the whole text to themselves.
• The teacher supports the use of reading strategies.
• The student problem-solves new text in a way that is
mostly independent .
• The lesson may include optional components;
extending meaning and word work.
Guided Reading: Good First Teaching for All Children (Fountas and Pinnell) & Systems for Change in Literacy Education
Guided Reading Challenges…..
• At your table, please write down one challenge
you have experienced with guided reading. You
do not need to include your name. Please place
the sticky notes on the parking lot.
Reading by the students
Please consider the following….
… it is true that reading practice—just reading—is a powerful
contributor to the development of accurate, fluent, high-
comprehension reading. In fact, if I were required to select a
single aspect of the instructional environment to change, my
first choice would be creating a schedule that supported
dramatically increased quantities of reading during the school
-Richard Allington, What Really Matters for Struggling
• A quiet time when students independently read
materials of their choice while being encouraged
to utilize learned reading/comprehension
strategies that will help them become stronger
• The most independent activity students
undertake during the language arts block.
Basic Ideas and Guidelines:
• Ample time should be allotted for Independent
Reading—start with 10 min per day and increase to 20
or 30 min.
• Students should choose books to read (teacher can
assist, if necessary) and document their own reading
through reading logs.
• Students should have easy access to a wide variety of
books (i.e. an extensive, well-organized, classroom
Basic Ideas and Guidelines (con’t):
• Students should be reading “just right”
books—mainly instructional~ independent.
(90% accuracy and above)
• Teacher and student should set reading
goals and use this time for individual
• All teaching occurs during individual
Final Words & Questions
• Parking Lot for questions
• Resources at the back table
Guiding Readers and Writes Grades 3-6(Fountas and Pinnell)
Guided Reading: Good First Teaching for All Children (Fountas
Systems for Change in Literacy Education
Reading Essentials: The Specifics You Need to Teach Reading Well
What Really Matters for Struggling Readers (Richard Allington)