Balanced Reading Program

Transition from teacher modelling
to student independence

Scaffold learning of small group to apply
strategies learned in read alouds and shared
readings to unfamiliar text

Text carefully selected to be within
students' instructional range but still
provides challenge

Teacher support students as they talk,
think, read their way through using strategies

Classroom management is crucial

Different strategies scaffolded for
emergent, early and fluent readers

Activate semantic cueing system by
providing necessary background knowledge

Above student reading level but engages in
oral communication

Students learn to listen and predict to stay
engaged

What good reading looks/sounds like

'Realia' to engage students

Large print books/resources

Professional development tools

Digital resources/libraries

Assessment tools

Anchor charts

Word wall

Graphic organizers

Book on display and
organized

Comfortable and calming

Level of activity/noise
appropriate for the activity

Safe and encouraging environment

All students must be able to see print

Emergent Readers

Introduction

Predictions

Interactive Writing

Individual understanding

Early Reader

Model predicting

Punctuation to understand dialogue

Skills review and assessment

Fluent Reader

Think pair share about text features

How to use text features

Build on skills taught in other
components of program

Minimal support to
readers but not 'absent'

Scaffolding of different
skills/strategies

Basic decoding

Comprehension

Higher order thinking

Rich variety of resources

Appropriate skill level

High interest

Variety of themes/genres

Cross curricular

Whole Class

Small Group

Individual or Communal

Appropriate time allocated for
activity and student capabilities