Shelton Public Schools Balanced Literacy Program K - 4
Shelton Public Schools Balanced Literacy Program K - 4 Guided Reading Shared Reading
Fluency Decoding Comprehension Strategies
Reading Workshop
Mini-lessons on reading strategies, word study and fluency Independent and partner reading Guided Reading groups Workshop Conferences Share out 90 minute block
Small group, focused instruction Word Study strategies Comprehension Strategies
Phonics/Word Study
Read Aloud/Modeled Reading
Comprehension and fluency Opportunity to model Reading for enjoyment 10 – 15 minutes
Fundations Program (K – 3) 30 minutes daily
Phonological Awareness
PA activities Alphabetic Principle Fluency Sight Words Embedded in daily instruction
The Components of Balanced Literacy Reading Workshop The workshop model is how the lessons are planned and taught. The teacher teaches a skill, strategy or theme to the whole class. Then the children break off into groups to practice what they have just been taught. The teacher walks around conferencing with the children and picking up on their strengths and weaknesses and using what they have learned in planning their future lessons and grouping. Then the class comes back together and shares what they have learned in a whole group. Whole – Small – Whole Mini-lesson (whole) Work time (small) Students are working independently or in partnerships. Teachers are working one on one, and with small groups, teaching them strategies that will improve the quality of their reading. Share (whole) Independent reading enables a child to choose their just right leveled book so that he/she can read and feel comfortable with reading. Their level allows the child to read a book they can read with fluency and understanding. The shared reading component is where the children read a text with the teacher. It is usually a big book. This component does not push every child to read and this is also where children can read what they feel comfortable reading. It is usually read numerous times to build on fluency as well. Read-Aloud/Modeled Reading Modeled Reading: The teacher reads aloud various types of text. S/he often models his thinking aloud as s/he reads. The students participate by listening to the text and the teacher’s thinking strategies, and then trying some of them out by talking with partners. The teacher reads the text, therefore taking away the visual sources of information, so that students can focus on meaning and structure. Read Aloud: The read aloud is where all the children get to listen to a book that the teacher reads. This book might be above the students reading level. This component allows the child to listen to beautiful literature at a higher level.. Shared Reading The teacher reads an enlarged text aloud. The students participate by reading along, using strategies when they encounter difficulty. The teacher builds the meaning and structure up, so that students can bring in the visual sources of information as they compose meaning from a text. Guided Reading The teacher works with a small group of students with similar strengths and weaknesses. They focus on a skill or strategy that they might need help with. This program has been developed to address each child's specific needs in order that they reach and exceed the standards in literacy. During guided reading our students are placed in homogeneous groups with other students based on their specific needs, which are individualized for them.
Phonological Awareness It is the ability to hear segments of sounds of spoken language and to manipulate those individual sounds. Phonics Phonics instruction helps children learn the relationships between the letters of written language and the sounds of spoken language. Children are taught, for example, that the letter n represents the sound /n/, and that it is the first letter in words such as nose, nice and new.
Fluency Decoding Comprehension Strategies
Reading Workshop
Mini-lessons on reading strategies, word study and fluency Independent and partner reading Guided Reading groups Workshop Conferences Share out 90 minute block
Small group, focused instruction Word Study strategies Comprehension Strategies
Phonics/Word Study
Read Aloud/Modeled Reading
Comprehension and fluency Opportunity to model Reading for enjoyment 10 – 15 minutes
Fundations Program (K – 3) 30 minutes daily
Phonological Awareness
PA activities Alphabetic Principle Fluency Sight Words Embedded in daily instruction
The Components of Balanced Literacy Reading Workshop The workshop model is how the lessons are planned and taught. The teacher teaches a skill, strategy or theme to the whole class. Then the children break off into groups to practice what they have just been taught. The teacher walks around conferencing with the children and picking up on their strengths and weaknesses and using what they have learned in planning their future lessons and grouping. Then the class comes back together and shares what they have learned in a whole group. Whole – Small – Whole Mini-lesson (whole) Work time (small) Students are working independently or in partnerships. Teachers are working one on one, and with small groups, teaching them strategies that will improve the quality of their reading. Share (whole) Independent reading enables a child to choose their just right leveled book so that he/she can read and feel comfortable with reading. Their level allows the child to read a book they can read with fluency and understanding. The shared reading component is where the children read a text with the teacher. It is usually a big book. This component does not push every child to read and this is also where children can read what they feel comfortable reading. It is usually read numerous times to build on fluency as well. Read-Aloud/Modeled Reading Modeled Reading: The teacher reads aloud various types of text. S/he often models his thinking aloud as s/he reads. The students participate by listening to the text and the teacher’s thinking strategies, and then trying some of them out by talking with partners. The teacher reads the text, therefore taking away the visual sources of information, so that students can focus on meaning and structure. Read Aloud: The read aloud is where all the children get to listen to a book that the teacher reads. This book might be above the students reading level. This component allows the child to listen to beautiful literature at a higher level.. Shared Reading The teacher reads an enlarged text aloud. The students participate by reading along, using strategies when they encounter difficulty. The teacher builds the meaning and structure up, so that students can bring in the visual sources of information as they compose meaning from a text. Guided Reading The teacher works with a small group of students with similar strengths and weaknesses. They focus on a skill or strategy that they might need help with. This program has been developed to address each child's specific needs in order that they reach and exceed the standards in literacy. During guided reading our students are placed in homogeneous groups with other students based on their specific needs, which are individualized for them.
Phonological Awareness It is the ability to hear segments of sounds of spoken language and to manipulate those individual sounds. Phonics Phonics instruction helps children learn the relationships between the letters of written language and the sounds of spoken language. Children are taught, for example, that the letter n represents the sound /n/, and that it is the first letter in words such as nose, nice and new.
