Balanced Reading Program
The educational approach emphasizes a balanced reading program designed to foster independent reading skills through minimal yet strategic support. This method incorporates scaffolding various skills, from basic decoding to higher-order thinking and comprehension.
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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
