New Educators

Handbook

The
Balanced Literacy and
Numeracy Programs
Literacy and Numeracy Section
2010

1
 Purpose of this Booklet
This booklet is designed to provide information on The Balanced
Literacy Program and The Balanced Numeracy Program.
Definitions and examples for the different approaches are given as
a guide for your information and to use when programming.

While information provided in this booklet unpacks the frameworks

of The Balanced Literacy Program and The Balanced Numeracy
Program it should be stressed that engaging in specific professional
development, dialogue and receiving on-going support is essential
to embed these approaches. The Literacy and Numeracy Section
offer specific Professional Development workshops that address
these programs. A table listing these workshops and the
appropriate contact officers is included at the back of this booklet.
Information on these workshops can also be found on the
Professional Learning Calendar on ‘Index’ or by contacting the
Literacy and Numeracy Section on 62058291.

2
 Contents
Page Content
4 Gradual Release of Responsibility Model - background
5 Gradual Release of Responsibility Model - diagram
6 To / With / By Model
7 First Steps Definitions of Effective Teaching and Learning Practices
7 Familiarising
8 Analysing
9 Modelling
10 Sharing
11 Guiding
12 Applying
13 A Balanced Literacy Program
14 Components of the Balanced Literacy Program - diagram
15 Unpacking the Model – Language Experience
16 Unpacking the Model – Modelled Reading
17 Unpacking the Model – Shared Reading
18 Unpacking the Model – Guided Reading
19 Unpacking the Model – Independent Reading
20 Unpacking the Model – Modelled Writing
21 Unpacking the Model – Shared
22 Unpacking the Model – Interactive Writing
23 Unpacking the Model – Guided Writing
24 Unpacking the Model – Independent Writing
25 Unpacking the Model – Speaking & Listening
26 Unpacking the Model – Visual Literacy
27 An example of a Reading Block
28 An example of a Reading Block
29 An example of a Writing Block
30 An example of a Writing Block
31 A Balanced Numeracy Program
32 Components of the Balanced Numeracy Program - diagram
33 Teaching Approaches and Gradual Release of Responsibility Model
34 Unpacking the Model – Warm Ups
35 Unpacking the Model – Whole Class Teaching
36 Unpacking the Model – Modelled Maths
36 Unpacking the Model – Guided Maths
36 Unpacking the Model –Independent Maths
37 Unpacking the Model – Reflection
38 Balanced Numeracy Lesson Plan for 1 week
39 Helpful Tips and Guidelines
40 Literacy and Numeracy Section Professional Development Courses 2009

3
Gradual Release of Responsibility Model
Quality programs allow students to be supported with the necessary
scaffolds for them to achieve success. The Gradual Release of
Responsibility Model (see next page) addresses this belief and
explicitly guides our teaching and learning practices in all learning
areas.

Lessons should begin by familiarising students with the concept or

strategy. This has also been called ‘tuning in’ or ‘strategic
immersion’.

The next step is to analyse the strategy or concept, for e.g. “why is
this strategy the most effective to use in this situation” or “what is
the role of the topic sentence at the start of each paragraph?’.

Modelling is often used at the beginning of a unit of work or when

using specific strategies or processes. While this is vital it is of
paramount importance that the students’ need for frequent
demonstrations at other key points of the teaching cycle is
addressed.

Sharing is when the teacher provides the direction but invites the
students to respond. It is an important step in the process of
releasing control as students are supported with their ideas.

Guiding allows students to ‘rehearse’ their constructed

understandings while having their teacher present and providing
feedback.

Applying their understandings and skills independently allows

students to be in control of the ideas and information. The teacher
continues to support and encourage the students, feeding their
observations and evaluations into further planning.

4
5
 G
N
SI
RI
Modelling Sharing Guiding Applying
Role of IA
Degree of Control

The teacher The teacher The teacher The teacher offers

the demonstrates and continues to provides scaffolds support and
Teacher L explains the reading demonstrate the for students to use encouragement as
strategies and writing use of the writing the writing necessary.
processes being processes to processes and
I introduced. This is compose a range reading strategies.
achieved by thinking of texts and Teacher provides
G aloud the mental reading strategies, feedback. The students work
processes used inviting students to independently to
when planning, contribute ideas apply the use of
N G drafting, conferring, and information. writing processes in
refining or Students work with contexts across the
SI N publishing. In the help from the curriculum.
same way the teacher and peers
teacher models the to practise the use
RI SI use of the selected of the writing
reading strategy. processes to
A Y Students compose a variety
contribute ideas of texts and reading
and begin to strategies using a
Role of LI AL range of texts.
the practise the use of
The students the writing
Students participate by
MI N processes and
actively attending to reading strategies
the demonstrations. in whole-class
FA A situations.

6
Gradual Release of Responsibility Model
(Pearson & Gallagher 1983)

7
 TO / WITH / BY MODEL
Margaret Mooney (1990) model of teacher /student relationships

Modelled Reading Guided Reading Independent

reading
Modelled writing Shared & Interactive Writing Independent

Child takes major

responsibility
Teacher provides
maximum support

TO WITH BY

8
 First Steps Definitions of Effective
Teaching and Learning Practices
The following effective teaching and learning practices involve active
engagement by students and are broken down into the following dot points.

Familiarising
Familiarising: raising awareness and activating prior knowledge

Description:
 How teachers introduce students to an area of learning
 Reading, listening to or viewing subject matter
 Activating students’ prior knowledge after exposure to subject matter
 Building up understanding of the learning focus.

Key Features:
 Range of receptive experiences
 Builds knowledge
 Activates prior knowledge
 Exposure to a variety of text types
 Awareness of text types in daily life.

In the Classroom:
 Students need to be actively engaged
 Students need to focus on techniques and content of text being
presented by the teacher (such as when viewing a famous person
being interviewed) this may mean pausing and reviewing the
interview
 Students may then collect different interviews.

9
 Analysing
Analysing: examining the parts in order to understand the whole

Description:
 Problem solving, evaluating and classifying activities that require
students to break texts into parts to understand their relationship
with the whole.

Key Features:
 Focus on relationship between parts and whole (letters within words,
sentences within paragraphs, paragraphs in written texts, colours,
symbols and positioning in visual texts)
 Builds knowledge
 Activates prior knowledge
 Exposure to a variety of text types
 Awareness of text types in daily life.

In the Classroom:
 Students search for and identify patterns to comment on
 Translate ideas to other texts and look for connections.

10
 Modelling
Modelling: demonstration of the thinking process behind how and why
something is done

Description:
 Thinking about the key teaching practice that is used
 Talking the learner through steps
 Demonstration is EXPLICIT
 Students need to be actively involved in demonstrations.

Key Features:
 Breadth of instruction (5-10 mins)
 Clear ‘think-aloud’ statements
 Singular or limited focus
 Repetition
 Connection between modelling sessions.

In the classroom:
 ‘Think-aloud’ statements are central to the success of modelling
 Focus on the PROCESS of thinking not the OUTCOME of thinking
(example might be modelling self-correction in reading)
 Concentrate on a particular focus.

11
 Sharing
Sharing: to jointly construct meaning

Description:
 Cooperative and supportive way of engaging learners
 Teacher leads the demonstration of the understanding or skill
 Pause for learner prompts and all contributions receive positives
 Involves the teacher and the learner as collaborative participants.

Key Features:
 Interaction focused on the joint achievement of a clear purpose
 Teacher-managed blend of modelling, student input and discussion
 Negotiated decisions about the text
 10-15 minutes
 Text visible to all
 A single or limited focus
 Targeted feedback
 Connection between sharing sessions.

In the classroom:
 Each participant has equal involvement
 Process of comprehending or composing is shared by the teacher
and students
 Teacher leads dialogue with probing questions
 Questions stimulate comprehension or creation of the text
 Shared writing varies depending on who is writing but what is
important is who provides the direction of comprehension.

12
 Guiding
Guiding: provision of scaffolded support through strategic assistance at
predetermined checkpoints.

Description:
 Practice of teacher EXPLICITLY scaffolding the task
 Pulling out key parts or key points and providing assistance
 Student maintains control of the process but can request assistance.

Key Features:
 Frequent support and opportunities for teacher-student interaction
 Frameworks that scaffold the task; e.g. note-taking templates,
questioning patterns
 Decisions made by students
 Targeted feedback supplied at predetermined stages
 A singular focus for each students-teacher interaction.

In the classroom:
 Different to sharing because the student is performing the task
 Task is structured by the teacher to include opportunities for
assistance
 Completion of the task is controlled by the student
 Degree of guidance depends on the student, the context and the
nature of the task
 Some students may be in a small group dissecting a text rather than
writing or students may use plans or frameworks to complete
individual tasks
 Teachers provide feedback at regular intervals throughout the writing
process.

13
 Applying
Applying: independently using a skill, strategy or understanding to achieve
a purpose.

Description:
 Contextualised and purposeful use
 Often end point in teaching cycle due to level of student
independence
 Often pseudo-assessment task.

Key Features:
 Teacher support available but minimal
 Focuses on applying learning in a new context
 Students must understand purpose and audience.

In the classroom:
 This can be hard to organise as task must allow student to apply
their skills and understandings but student should have input on
selection and refinement of topic, audience and form
 Tasks should replicate the multiple demands of literacy events in
real life.

14
 A Balanced Literacy Program
incorporates a variety of literacy
strategies, carefully selected materials
for each activity and a responsive
teacher.

15
 Components of the Balanced Literacy Program

Reading Writing
Reading aloud to Modelled Writing
children (Modelled
Reading)
Shared Reading Shared /
Interactive Writing
Speaking
Language Visual
Guided Reading Guided Writing &
Experience Literacy
Listening
Independent Independent
Reading Writing

16
 Unpacking the Model
Reading Writing
Reading aloud to Modelled Writing
children (Modelled
Reading)
Shared Reading Shared / Interactive
Language Writing
Experience Speaking &
Visual Literacy
Listening
Guided Reading Guided Writing

Independent Independent
Reading Writing

Language Experience

Conducted as a whole class event, language experience is a shared process used to

jointly compose a text. Students’ oral language forms the basis for the creation of the
written text. Examples could include:
 Writing about a visitor to the school just after the event
 The teacher recording classroom rules as suggested by the class
 Students ‘discovering’ the mistakes in the morning message as displayed on
butcher’s paper, whiteboard or on the IWB

17
 Unpacking the Model
Reading Writing
Reading aloud to Modelled Writing
children (Modelled
Reading)
Shared Reading Shared / Interactive
Language Writing
Experience Speaking &
Visual Literacy
Listening
Guided Reading Guided Writing

Independent Independent
Reading Writing

Modelled Reading

Conducted as a whole-group, small-group, or one-on-one activity, modelled reading

involves the teacher reading in a fluent and phrased manner, modelling effective reading
behaviours. The explicit planning of specific reading behaviours for modelling may include
leading students to make predictions about the story, identifying familiar words and
phrases, recognising new words and phrases; fluency, phrasing and comprehension.
During modelled reading the teacher is in control of what is being modelled. Students
participate by listening and watching. It is crucial that the teacher ‘thinks aloud’ the
thinking processes involved in effectively reading a text.

18
 Unpacking the Model
Reading Writing
Reading aloud to Modelled Writing
children (Modelled
Reading)
Shared Reading Shared / Interactive
Language Writing
Experience Speaking &
Visual Literacy
Listening
Guided Reading Guided Writing

Independent Independent
Reading Writing

Shared Reading

Conducted as a whole-group, small-group, or one-on-one activity, shared reading

involves students reading from an enlarged text (e.g., IWB, overhead transparency, large-
print chart, big book, or sentence strips in a pocket chart) in unison with the teacher.

After students hear the text several times, have them join in whenever they are
comfortable. Students join in the reading of the text and read aloud everything they can.
They may even use the pointer to lead the group. As they become acquainted with the
text, have students read all predictable or familiar text without the support of your voice.
When finished with a story, invite students to discuss what they learned, liked, and
disliked, and any general thoughts they had.

19
 Unpacking the Model
Reading Writing
Reading aloud to Modelled Writing
children (Modelled
Reading)
Shared Reading Shared / Interactive
Language Writing
Experience Speaking &
Visual Literacy
Listening
Guided Reading Guided Writing

Independent Independent
Reading Writing

Guided Reading

Guided reading is generally more formal, instructional reading activity conducted one-on-
one or with small, ability-level or needs based groups. Each student in a group uses the
same short text. The session begins with an orientation to the text. The orientation
provides an opportunity to introduce new vocabulary and concepts that students may not
be familiar with. Deep discussion centred on the illustrations and other key features of
the text is important. This enables all students to access the text and succeed in reading
the text. Following the orientation all students read the text on their own. The teacher
moves to each child and listens to them read a section of the text. From here the teacher
is able to determine a focus for teaching. The focus for teaching varies and may include:
 fluency,
 expression,
 comprehension,
 sight word identification, and
 practice with phonics concepts.
This allows targeted teaching in subsequent sessions as the teacher has observed the
students reading behaviours.

20
 Unpacking the Model
Reading Writing
Reading aloud to Modelled Writing
children (Modelled
Reading)
Shared Reading Shared / Interactive
Language Writing
Experience Speaking &
Visual Literacy
Listening
Guided Reading Guided Writing

Independent Independent
Reading Writing

Independent Reading

Independent reading involves students not only reading books, but using all the written
materials in the classroom, including wall charts and environmental print. Independent
reading promotes fluency and challenges students to become independent problem
solvers. During independent reading, students can read on their own or with partners. By
having students read quietly but not silently, you can monitor student reading and they
can hear their own reading to help them determine if their reading makes sense. Have
students choose their books from book baskets that are arranged by genre, level, or
class-made books.

21
 Unpacking the Model
Reading Writing
Reading aloud to Modelled Writing
children (Modelled
Reading)
Shared Reading Shared / Interactive
Language Writing
Experience Speaking &
Visual Literacy
Listening
Guided Reading Guided Writing

Independent Independent
Reading Writing

Modelled Writing

Modelled writing may be conducted as a whole-group, small-group, or one-on-one

activity. It involves the teacher composing text and demonstrating the way an effective
writer works. During modelled writing the teacher is in control of what is being modelled.
Planning for explicit strategies or processes to be modelled is important. They need to be
specific and focused on the observed needs of the students. Students participate by
listening and watching. It is crucial that the teacher ‘thinks aloud’ the thinking processes
involved in effectively reading a text.

22
 Unpacking the Model
Reading Writing
Reading aloud to Modelled Writing
children (Modelled
Reading)
Shared Reading Shared / Interactive
Language Writing
Experience Speaking &
Visual Literacy
Listening
Guided Reading Guided Writing

Independent Independent
Reading Writing

Shared Writing

Shared writing involves the class or small groups. During shared writing, the teacher
initiates and models writing, while students contribute their ideas. Teacher and students
work together to compose messages and stories. The teacher models how writing works,
the processes that are involved and draws attention to letters, words, and sounds during
the writing. The object of shared writing is to demonstrate and teach the necessary skills
and conventions of fluent writing.

23
 Unpacking the Model
Reading Writing
Reading aloud to Modelled Writing
children (Modelled
Reading)
Shared Reading Shared / Interactive
Language Writing
Experience Speaking &
Visual Literacy
Listening
Guided Reading Guided Writing

Independent Independent
Reading Writing

Interactive Writing

Like shared writing, interactive writing involves the teacher and students working together
to compose joint text. However, in interactive writing the students also help record the
words and interact with the process of recording the words.

During interactive writing the teacher and students create text that is written word by
word, with the teacher demonstrating the process and students participating in aspects of
the writing. For example, students can help write familiar sight words in the text or the
first letter of a word and the teacher completes it. Students may write a small word within
a bigger word. Interactive writing provides students with letter-formation practise;
opportunities to look for ‘word chunks,’ clusters, or patterns; experience with punctuation;
and an increased awareness of differences between letters and words and spaces
between words. Interactive writing does take time, but the benefits are worth it. The
students write in different coloured pens or markers on large paper (such as butcher’s
paper or A3 paper) so that the writing can be shared with the class and be a valuable
assessment tool as it records all attempts as each students writes in a different colour.

24
 Unpacking the Model
Reading Writing
Reading aloud to Modelled Writing
children (Modelled
Reading)
Shared Reading Shared / Interactive
Language Writing
Experience Speaking &
Visual Literacy
Listening
Guided Reading Guided Writing

Independent Independent
Reading Writing

Guided Writing

Guided writing involves very specific and focused instruction. It can be one-to-one or with
small groups of students with similar needs. Each student in a group composes an
individual piece of writing with the intense support of the teacher. They hold the pen and
have ownership over their writing. Mini-lessons are planned to reflect the specific needs
of the students that are determined through ongoing assessment. The aim is to support
students in becoming independent writers through building on the writing behaviours
focused on in modelled and shared writing sessions. Students can usually produce more
detailed and complex texts in these sessions than they can on their own.

25
 Unpacking the Model
Reading Writing
Reading aloud to Modelled Writing
children (Modelled
Reading)
Shared Reading Shared / Interactive
Language Writing
Experience Speaking &
Visual Literacy
Listening
Guided Reading Guided Writing

Independent Independent
Reading Writing

Independent Writing

In independent writing students take responsibility for their own writing. It provides an
opportunity for them to demonstrate the processes and strategies that have been
demonstrated through the other elements of the writing block. It is crucial that sufficient
scaffolding of the processes and strategies required to successfully complete the task
have occurred prior to students working independently. Some students will require more
support than others and may need to be part of a small group constructing a joint text
using interactive or an independent piece using guided writing.

26
 Unpacking the Model
Reading Writing
Reading aloud to Modelled Writing
children (Modelled
Reading)
Shared Reading Shared / Interactive
Language Writing
Experience Speaking &
Visual Literacy
Listening
Guided Reading Guided Writing

Independent Independent
Reading Writing

Speaking and Listening

They give focused attention to various aspects of listening and speaking, teaching their
students to listen actively and to share their ideas and experiences. Crucial in this respect
is the establishment of a classroom environment that supports productive interaction
between students in both small group situations and whole class activities.
Experiences should focus on the explicit teaching of different forms of spoken language,
speaking and listening processes, strategies and conventions, and the contextual aspects
associated with understanding oral texts. The context for sharing aligns to the Gradual
Release of Responsibility Model where students start by sharing informally, structured
sharing, independent sharing and formal sharing. Examples could include;
 topic talks
 listening comprehension tasks
 shared news experiences
 language experience
 barrier games
 class presentations
 assembly presentations or performances
 reader’s theatre

27
 Unpacking the Model
Reading Writing
Reading aloud to Modelled Writing
children (Modelled
Reading)
Shared Reading Shared / Interactive
Language Writing
Experience Speaking &
Visual Literacy
Listening
Guided Reading Guided Writing

Independent Independent
Reading Writing

Visual Literacy

Teaching visual texts and developing students’ visual language skills is essential in
ensuring that all students can read visual texts. Texts may include maps, diagrams,
timelines, tables and graphs and are found across all key learning areas. It is through
visual literacy that the semiotic system can be explicitly taught. The semiotic system is the
theory and study of signs and symbols. The five common systems we use are linguistic,
visual, spatial, auditory and gestural. Lessons can focus on:
 looking at the visual image presented including the technical elements such as
framing and camera distance, camera angles, lighting and colour and special
effects
 examining the devices the author used in the Big Book in regards to font, colour
and print size
 discussing the medium the illustrator used e.g. material or technique used.

28
 An Example of a Reading Block (needs to occur everyday)
Essential Elements of a Reading Block Role of the Teacher Role of the Students
Explicit Instruction (10 – 20 minutes) The teacher takes control of this Students listen actively and
The session begins with the teacher explicitly focusing on a key element of the reading process. It may process, slowly releasing control share their ideas and make
involve modelled or shared reading. Modelling of effective strategies and procedures occurs. The focus will to students. Students are asked suggestions.
depend on the particular needs of the children and will vary from one session to the next. A number of mini- to join in the reading process
lessons will occur within a week. Each session has a very specific focus. with the teacher.
These may include:
 Word awareness
 Sentence work
 Phonological awareness
 Comprehension
 Critical Literacy
 Teaching specific reading strategies – during these sessions teachers use ‘think alouds’ to let
children in on the secret of reading and the purpose of gaining meaning.

Note: It is best to focus on one key element in order to develop deep knowledge rather than try to cover too
many different elements.
Guided Reading (20 minutes) The teacher carefully analyses Students are more actively
Involves working with small groups of children with a common identified need. The needs are identified students’ work to identify involved in this component.
through taking running records and carefully analysing the miscues. Groups are fluid and change as the common elements for an explicit
students needs change. The focus may include: teaching focus.
 Expression, phrasing and fluency
 Word study Teachers group students based
 Word attack skills on a common need.
 Reading for meaning
 Comprehension Teachers think on their feet and
 Sight words support children in successfully
engaging in their reading.
 Concepts of print
 Role of punctuation
Guided Reading follows a very specific format to scaffold the learning for children. It includes:
1. Book Orientation – introduce new vocabulary and concepts. Discuss illustrations and other features
in detail.
2. Children read the text independently. The teacher moves around and listens to each child read a
part of the text. The teacher identifies a specific need to teach on. This may occur at this point or
when the group comes back together.
3. Regroup – specific teaching focus and discussion from the text.
29
Independent Reading (15 minutes) Engage students in authentic Actively involved in all reading
During this time students have the opportunity to read their own texts and demonstrate control of what has reading tasks. tasks.
been modelled to them in previous parts of the session. During this time children read for real purposes and
audiences. Observe and record what is
happening for each child.

Provide feedback to students.

Sharing (10 – 15 minutes) Put structures in place for Share work with others.
This is a crucial part of each session. Students have the opportunity to share what they have done or are effective sharing
working on, as well as share what strategies and processes they have used. It is important to spend time Provide feedback to others.
teaching the children how to be critical friends to their peers to ensure this is productive. Facilitate the process.
Be an effective audience
This information is then fed back into future planning so it targets specific needs and children. Provide feedback. member.

Be an active member of the

audience.

30
 An Example of a Writing Block (needs to occur everyday)
Essential Elements of a Writing Block Role of the Teacher Role of the Students
Explicit Instruction (10 – 20 minutes) The teacher takes control of Students listen actively and
The session begins with the teacher explicitly focusing on a key element of the writing process. It this process, slowly releasing share their ideas and make
may involve modelled, shared or interactive writing. Modelling of effective strategies and control to students. suggestions.
procedures occurs. The focus will depend on the particular needs of the children and will vary from
one session to the next. A number of mini-lessons will occur within a week. Each session has a
very specific focus.
These may include:
 Moving through the writing process – planning, drafting, conferring, refining, publishing
 Teaching specific strategies as outlined in First Steps 2 nd Edition Writing Resource Book –
predicting, self-questioning, creating images, determining importance, paraphrasing/summarising,
connecting, comparing, re-reading, synthesising, sounding out, chunking, using visual memory,
using spelling generalisations, using analogy, using meaning, consulting an authority, using memory
aids. During these sessions we need to use ‘think alouds” to let children in on the secret of writing.
It is best to focus on one key element to build deep understanding rather than try to cover too many
different elements.
Guided Writing (20 minutes) The teacher carefully Students are more actively
Involves working with small groups of children with a common identified need. The needs are analyses students’ work to involved in this component.
identified through working with the children and analysing their writing on a daily basis. Groups are identify common elements for
very fluid and are rarely the same from one day to the next. The focus may include: an explicit teaching focus.
 Punctuation Teachers group students
 Writing a complete sentence based on a common need.
 Creating paragraphs Teachers think on their feet
 Hearing and recording the sounds in words and support children in
 Print conventions successfully engaging in their
writing.
OR

Interactive Writing (20 minutes)

Involves working with small groups of children either grouped based on need or heterogeneous
groups (to provide different role models). Groups are fluid and based on a specific focus. An
Interactive Writing session could focus on recounting a Big Book, a pre-teaching episode with
students on how to write a recipe or writing a response to a shared book. The options are endless.

31
Independent Writing (20 minutes) Engage students in purposeful Actively involved in all
During this time students have the opportunity to compose their own texts and demonstrate their writing tasks. process of writing.
control of what has been modelled to them in previous parts of the session. During this time
children write for real purposes and audiences. Observe and record what is
happening for each child.

Provide feedback to students.

Sharing (10 – 15 minutes) Put structures in place for Share work with others.
This is a crucial part of each session. Students have the opportunity to share what they have done effective sharing.
or are working on as well as share what strategies and processes they have used. They can Provide feedback to others.
receive constructive feedback from others on what they can do to improve their writing. It is Facilitate the process.
important to spend time teaching the children how to be critical friends to their peers to ensure this Be an effective audience
is productive. Provide feedback. member.

This information is then fed back into future planning so it targets specific needs and children. Be an active member of the
audience.

32
 A Balanced Numeracy Program
incorporates a variety of numeracy
strategies, carefully selected materials for
each activity and a responsive teacher.

33
 Components of the Balanced Numeracy Program

Modelled
Maths
Warm Up Whole Class Reflection
Teaching Guided
Maths

Independent
Maths

34
Teaching Approaches and Gradual Release of Responsibility

Teaching approaches
Least student
Most student
independence
independence

Modelled Shared Guided

Maths Maths Maths

Most teacher Least teacher

support support

35
 Unpacking the Model
Warm Ups

Modelled Maths
Warm Up Whole Class Reflection
Teaching Guided Maths

Independent Maths

Warm Up

The numeracy block starts with the whole class working together. This is a warming up or
tuning in experience where students work together on a strategy or skill that will be developed
further in the whole class activity.

Examples could include:

 Finger plays
 Skip counting
 Chants
 Songs
 Big Book
 Movement activities (make a group of 4, make a small shape etc)
 Counting with the 100’s chart
 Flash cards
 Number games (Guess my number)

36
Whole Class Explicit Teaching Time

Modelled Maths

Warm Up Whole Class Guided Maths Reflection

Teaching
Independent Maths

Whole Class Teaching

The whole class focus builds a community of mathematics learners focused on a common
aspect of numeracy. This may be a modelled approach where the teacher introduces or revisits
a new concept. It could also be a shared approach where the teacher and students jointly work
through the process. When using a shared approach the teacher prompts students,
questioning and supporting them as they reinforce, modify and extend their skills and
understandings.

37
 Unpacking the Model

Modelled Maths

Warm Up Whole Class Guided Maths Reflection

Teaching
Independent Maths

Groupings now occur with the approach determined by the needs of the students.

Modelled Maths

This approach is brief and dynamic. The teacher introduces the learning experience,
demonstrates effective strategies and makes explicit the mathematics to be focused on in the
session. The teacher “thinks aloud”. The students observe, ask questions and, directed by the
teacher, model the strategies for themselves, explaining their workings.

Guided Maths

This involves the teacher guiding a small group of students with like needs as they think, talk
and work their way through a mathematical experience. Following a brief introduction by the
teacher, students have the opportunity to choose strategies and materials they will use. The
teacher elicits responses from the students to determine their concept development (and
misunderstandings!) – it has to be more than “I did it in my head”.

Independent Maths

This follows directly after a guided maths session where students work individually with the
teacher prompting and helping at each student’s point of need. Students engage in
independent mathematics directly related to the work they were doing in their small teaching
group.

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 Unpacking the Model

Modelled Maths
Warm Up Whole Class
Teaching Guided Maths Reflection
Independent Maths

Reflection

Reflection or whole class share time can be done in many ways. It may be recording the
strategies they used in a maths journal, articulating to the group the process or problem-solving
technique they used in the session or the teacher might record the key concepts in a class big
book. Teachers might also use a cooperative learning tool or structure to allow students to
reflect on their understandings.

It is the teachers role to:

 emphasise connections
 encourage sharing of strategies
 make the mathematics explicit
 raise challenges
 promote a language to talk about mathematics
 encourage students to reflect on what they have learned, how they learned and what
assisted them in their learning.

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 Balanced Numeracy Lesson Plan for 1 week
Class: K/1 B

Strand: Number
Where are they now?
Early Arithmetic Strategies (SENA 1)
Emergent Perceptual Figurative Counting –on and Facile
(Stage 0) (Stage 1) (Stage 2) back (Stage 4)
(Stage 3)
Unable to coordinate Needs to see, touch Can complete Uses larger number Uses known facts and
number words with or hear items to work concealed items tasks and counts on to find count-by-one
items when counting out answers. Counts but counts from one. the answer. strategies (e.g.
from one. doubles, portioning) to
solve problems.
Garry Thom Renee Darcy
Jade Farouk Claire Michelle
Kathy Jordan-Joy
Amy Ashleigh
Peter

Where to next?
Outcomes:
 Models numbers and number relationships in a variety of ways, and uses them in solving number
problems
 Supports answers to mathematical questions by explaining or demonstrating how the answer was
obtained
Indicators
Students will:
 recognise numerals 1-10
 demonstrate one-to-one correspondence
 uses concrete materials to support conclusions
 understand value/quantity of number value
How?
Warm-Up:
Rhyme “One, two, three, together”
Bunny Ears (make a number using finger patterns)
Forwards and backward number counting to 10
Whole Class Experience: (modelled / shared maths)
One to one correspondence and conservation of number (different numerals have different quantities)
Looking at numeral identification cards and dot patterns in standard and non standard ways.
Group Activities:
 Playdough numbers (numeral identification)
 Humpty Game (conservation of numerical quantity)
 Dog and Ladybird Dot Patterns (conservation of numerical quantity)
Teacher Group:
 Koala Ten Frame Game for Blue and Red Groups
 Dotted Plates for Green and Yellow Groups
Reflection:
Tell me a combination to 10 from Koala Ten Frame Game
 How did you do it?
 How do you know it is right?
 Is it the only way?
 Can you prove it?

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 Essential Tips and Guidelines
To make this work you must have good routines. Consider how you organise your
classroom. The following points will be useful when undertaking this approach:

 The skills required to work successfully in groups needs to be explicitly taught.

Ensure that students understand what group work looks, sounds and feels like.

 Establish a routine for students when they finish the task as when you are working
in your group (for say guided reading) the teacher should not be disturbed. This
may be overcome in some instances by having open-ended tasks or having
individualised book boxes that have materials for the students to read once they
have completed a task.

 Prior to small group work, place all materials in tubs / baskets / magazine holders
on desks or in the different group areas. This alleviates stress and confusion when
students are transitioning to their groups.

 For writing groups it may be useful to have writing folders that students can place
their writing drafts in so that regardless of the group they are in they have their
work nearby.

 Consider the role of environmental print in your classroom. Some students may
need individualised word banks while others may prefer to access words displayed
around the room. Ensure that students can actually physically touch the word bank
in the room and that words are generated often to extend the word bank. The idea
is to have a dynamic word bank that addresses the students’ point of need rather
than pretty ‘wallpaper’.

 The use of refection journals for both literacy and numeracy experiences allows
students to reflect on their learning and becomes a powerful assessment tool for
you as the teacher. This process should be introduced over time with explicit
modelling by the teacher to show students how they can articulate their thinking
regardless of their writing capabilities. For example beginning writers can draw a
picture that can be annotated later or use a modified thinkboard.

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