Balanced Reading Program

Bridge between shared reading and independent reading, handing more responsibility over to the students

Small group of students that are around the same level and working on the same reading strategies

Level of books: just above independent reading level (this is because they have teacher support and guidance as they read)

Apply previously taught strategies to the texts they are reading

Meets specific needs for individual students

Great time to assess students and their individual needs

Materials: Many copies of levelled books, semi-circle table to sit around teacher, magnetic board and letters, chart paper, sentence strips

Word walls and posters can be effective for guided reading and knowing the strategies to use if the posters and wall words are used appropriately

Time: 10 to 15 minutes

Final stage of gradual release of responsibility. Students should be able to engage in independent reading activities with no support from the teacher (or very little support)

Includes: reading to self, reading with a partner, readers theater, literature circles, and other activities

Practice and consolidate learned reading strategies

Literacy rich environment

Classroom library

Engaging activities and centers that students work in

Before, During and After reading activities

Variety of genres read

Level of books: generally higher level of books than students are reading that lead to rich discussions

Teacher led, first step in gradual release of responsibility

Time: 10 to 30 minutes depending on the age of the children and the discussions occurring

Big books, chart paper, projector or SmartBoard to allow students to engage in the book and follow along

Objects relating to the story, puppets, sticky notes, tape are materials that are helpful for shared reading

Teacher led with student interaction, second step of gradual release of responsibility

Level of books: challenging enough to encourage problem solving with teacher support while still engaging the students

Shared reading should take place everyday for Emergent and Early readers, 2 to 3 times per week for Fluent Readers

Helps to build on students knowledge and use more complex reading strategies with teacher support