Alicia Armstrong

EDU 3210
BALANCED LITERACY WIKI

BALANCED LITERACY
In order for students to become strong readers, there needs to be a balance between
teachers modeling and students learning to work independently. For the students to
become successful at this they must go through a process. This process takes a
tremendous amount of modeling done by the teachers, working together as a class unit,
and finally having the students accomplish the goal of being good readers. This
process takes time and patience because the students need to be able to master these
skills and use these tools every time they read.
Gradual Release Model: This is an approach teachers use to help their students
become masters of the reading process. This process includes three steps, I do, we
do, you do. During the first step which is I do, the teacher models the lesson or
strategy thoroughly and breaks down exactly what they need to do in order to become
good readers. The we do step is when both teachers and students work together.
Students are learning how to apply the strategy or skill while teachers are there to
support them and give them feedback along the way. The final step is the I do, which
is when the students reach a level of independence. At this point they are fully capable
of doing what they learned on their own.
Emergent Literacy: This is so crucial at a young age for children. The more familiar
children become with literacy, the better they will become as readers. Young children
need to be exposed to all types of literacy as early as possible because it helps build a
strong foundation. If they are surrounded by different types of print they will retain so
much more vocabulary and become aware of new words and meanings. It is also
important for them to start with the basics in order to continue on successfully. If they
arent taught the beginning steps of reading, they will never progress. Phonemic
Awareness is a valid piece in the first steps of literacy. A child must be able to string
sounds and letters together in order to understand words and begin to formulate
meaning. Providing rich experiences with literacy such as reading to young children,
showing them how to hold a book and model how to sound out words, connecting
illustrations to words and reading with a purpose are all ways to give students the skills
they needs as they begin their journey as a reader.

ELEMENTS OF GUIDED READING
The Zone of Proximal Development correlates with guided reading because it is meant
to help a child learn to read throughout a consistence process. The children are
challenged and the skills may be too difficult. However with guidance and
encouragement from a knowledgeable person, they will succeed. By dividing students
up into groups based on their reading level, teachers and students are working together
to strengthen their skills and continue to progress at their own steady rate. It helps to
isolate what is challenging them and gives them an opportunity to add tools to their
reading tool belt.


Reading Aloud: As a part of the I do step, the teacher reads aloud to the class or
small groups. A variety of books based on different genres are read to students which
are above the students reading level. This provides a rich experience with new
literature and shows how reading can be enjoyable but, still has a purpose.
Shared Reading: This is when the teacher involves the class during a story and allows
them to follow along while they use a pointer. It involves rereading a previous big book,
poem or other type of text that was previously read.
Guided Reading: This takes place when the teacher works with a small group who has
a similar reading level. The teacher selects an appropriate text for them and introduces
it. The students read this book independently while the teacher coaches them and
teaches important points both during and after the reading.
Independent Reading: This is the you do stage where children are reading on their
own or with partners from a wide range of materials. They can choose what they read
but, it has to be at their reading level. This may take place during a silent reading time
or during work stations.

GUIDED READING GROUPS
Guided reading groups are small groups based on different reading levels. Each child
is assessed and placed in the appropriate group. The teacher carefully chooses books
at each groups reading levels and works on coaching them while they read
independently. During this time teachers are investigators listening to students and
helping them when necessary. Teachers give students feedback and challenge them
by asking a variety of higher order thinking questions. This challenges the students and
gives them more insight on why reading always has a purpose. It the teachers
responsibility to always be observing and assessing the children because their progress
will vary. Guided reading groups should always be changing because students
progress at different speeds. Teachers will also be working on reading strategies during
this time and coaching students on how to use these tools correctly. Students will also
have a strategy bookmark to look at during this time. This will remind me of the different
strategies they can use to help them while they read and know when to use each of
them.

COMMON CORE STANDARDS
The common core standards are a set of standards that state what students need to
know and learn in each grade level. It gives a clear and concise objective that teachers
must abide by and base their lessons on. Every teacher must teach toward the
standards and show they have integrated them into their lessons. The website will give
you all the specific standards and what grade level they apply to.
http://www.corestandards.org/

LITERACY STATIONS
In order for guided reading to be successful in the classroom, students need to have
mastered literacy stations. Literacy stations are specific areas in a classroom that
provide students with the opportunity to work on different literacy tasks. Each one of
these stations is different but, students have the ability to complete these tasks
independently. This is so crucial because teachers need this precious time to work with
their reading groups. These stations help promote literacy and strengthen students to
become good readers. Each station will have an I can chart showing each student
what they are expected to do at this station. There will be six specific stations that
students can go to.
Big Book: Students will have the opportunity to read a variety of big books
independently or with partners. Here they will use pointers and sticky notes to find
evidence in the text that they need to complete the task. (example of literacy station)
Listening Station: Students will be able to listen to all types of books on audio and follow
along with the story.
Writing workshop: Students will be able to free write whatever they choose. They can
use different materials such as markers or crayons to create stories, write letters or
poems.
Classroom Library: Here students will have the opportunity to free read and choose
from books within their guided reading level basket.
Buddy Reading: At this center students can sit in the wading pool which is a cozy area
to read with a partner and work on an activity together. Working with others not only
helps students socially but, gives them the chance to learn from one another.
Overhead/Smart Board: Students can use the overhead or smart board to help sound or
spell out different words. They can highlight strategies or what was taught in the mini
lesson.
ASSESSMENT
Students need to be assessed because it shows their progress and what they need to
continue to work on. Running records are a way to assess children on their reading and
pinpoint where the issues may lie. It shows evidence of how the child is doing and the
best ways for the teacher to help them. Another way to assess the students is to
evaluate the work theyve done in their literacy stations. Each student would be
responsible for collecting their work each week and keeping in a folder. They would
turn the folder in at the end of the week and I would assess based on their work
performance. This way the students also know what is expected of them during station
time so they stay focused and on task.
WRITING
Shared Writing: During this time both students and the teacher work together to
compose a writing piece. Teachers act as a scribe and allow students to orally tell a
story as they write it down. Children can later share this writing with the class.
Interactive Writing: Both teachers and students compose writing pieces together using a
shared pen, which allows them to brainstorm and come up with a story together.
Writing workshop: Students are allowed to experiment with all types of writing in any
style they choose. The teacher guides them through this process and provides them
with instruction during the mini lesson.
Independent writing: Here the children have complete freedom to write their own pieces
and integrate different strategies in their writing.
ABOUT ME
My name is Alicia Armstrong and I am a current student at Madonna University. I am
majoring in both Early Childhood and Elementary Education. My passion is working
with young children and helping them build a strong foundation for their future as a
student. I have worked in a childcare center for 4 years with children as young as 3
months to 5 years old. In my free time I enjoy reading and vacationing in Florida with
friends and family.