Balanced Reading Program

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The Cognitive Academic Language Learning Approach(CALLA)

Ved Jose Juan Morales Renteria

architecture

Ved G6Zawiercie AH

Social Cognitive Theory

Ved Michaela Kelly

Voc English

Ved Billy Cabido

Balanced Reading Program

Structure/Time

Appropriate time allocated for activity and student capabilities

Individual or Communal

Small Group

Whole Class

Student Materials

Rich variety of resources

Cross curricular

Variety of themes/genres

High interest

Appropriate skill level

Independent Reading

Scaffolding of different skills/strategies

Higher order thinking

Comprehension

Basic decoding

Minimal support to readers but not 'absent'

Build on skills taught in other components of program

Shared Reading

Fluent Reader

How to use text features

Think pair share about text features

Early Reader

Skills review and assessment

Punctuation to understand dialogue

Model predicting

Emergent Readers

Individual understanding

Interactive Writing

Predictions

Introduction

All students must be able to see print

Safe and encouraging environment

Classroom Atmosphere

Level of activity/noise appropriate for the activity

Comfortable and calming

Book on display and organized

Graphic organizers

Word wall

Anchor charts

Professional Materials

Assessment tools

Digital resources/libraries

Professional development tools

Large print books/resources

Main topic

Read Aloud

'Realia' to engage students

What good reading looks/sounds like

Students learn to listen and predict to stay engaged

Above student reading level but engages in oral communication

Activate semantic cueing system by providing necessary background knowledge

Guided Reading

Different strategies scaffolded for emergent, early and fluent readers

Classroom management is crucial

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

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

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

Transition from teacher modelling to student independence