Balanced Literacy Program

Used to model what good readers do

4 cueing systems:
Semantic
syntactic
pragmatic
graphophonic

Can be used to teach new vocabulary

Great way to implement
cross curricular connections
for math, science, social studies,
music, etc.

Highest level of teaching support

Last stage in gradual release of responsibility.
Students have been taught the skills to
successfully read on their own or with a
partner

Ensure accountability systems to make sure students
are using independent reading time appropriately.
ie. reading logs, book talks etc.

Modelling various reading strategies and skills
prior to sending kids off individually is imprtant
for student success.

Both teacher and students participate

Teacher will use one text piece
to focus on for multiple days
in order to explicitly teach a
particular skill or topic.
As students re-read the
same text piece the gradual
release of responsibility becomes
less

Use of big books is best for a shared
reading to ensure that all students can
see and participate

Guided reading is conducted in
small group settings rather than
whole group.

Guided reading allows teachers to
gain assessment on how students
are able to apply skills and concepts
taught in whole group settings.

Teacher must ensure flexibility
when determining groupings- they
will change throughout the year
based on student abilities

Students are able to apply knowledge
with some teacher support when needed

Word walls, labels around the room,
student work displayed, various text
pieces, classroom library, co-created
anchor charts, student talk time

Various text pieces

Big books, flexible seating arrangements,
Vast assortment of text pieces, calenders,
menus, magazines, flyers