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Balanced Reading by Mind Map: Balanced Reading
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Balanced Reading

Read Aloud

Large Group

Learning Carpet

Students engaged in carefully selected text

Book displayed on reading table following read aloud

Teacher lead instruction

Interactive with teacher

Use of puppets or props to heighten engagement

Demonstrate reading strategies

Make connections, Text to self, Text to text, Text to world




Teacher models behaviour they would like to see students adapt into their reading


Use of punctuation

Use of voice

Above readability level of students

Background knowledge discussed before read aloud

Student-relatable picture books

Guided Reading

Small Groups

May change throughout year depending on focus skill

Teacher sits with the students- engages in discussion

Sit at a table together, or in classroom library

"community" feel

Groups based on instructional range of students

Teachers apply strategies previously taught in shared reading and read aloud lessons

Strategies may be different for each group, may be based on student need

Rest of the class engages in independent activities while teacher works with one guided reading group at a time

Literacy-laced activities

Student copies of text being read

Every student has their own copy of text to use during guided reading

Literacy Place or other guided reading kits if available

Guided reading student notebooks

Place for students to keep all of their guided reading work

Unfamiliar text to students

Carefully selected by teacher

Texts are just slightly above students independent reading level

Co-created print created in guided reading groups

Text often visited more then once

Antidotal notes made by teacher

Shared Reading

Large or small group

Can work in smaller group to hit specific teaching areas based on student need

@ Learning carpet with teacher cart assessable

Big book/ large text viewed easily by all group members

Teacher cart provides an area for book or text to rest on while reading is taking place

Big books or large print poems

Initially introduced by teacher, than revisited for shared reading lesson

Teacher and student pointers

Students come up to point at words while classmates read, choral reading

Interactive learning environment

Students do not necessarily have to raise hands during this lesson, group reading,

Students engaged, excited and anxious to participate

Frequent reference made to word wall and other environmental print

Shared reading text related to learning that is going on in classroom/ cross curricular learning., E.g. science unit, Student interest, Themes

Word family chart and popcorn word chart used for reference

Students reading text at same time as teacher and classmates

Once text is familiar, students may come up individually to read in front of peers or use pointer

Same text visited several times

10-15 minutes in length

Explicitly teach a specific reading skill

Include 3 mini lessons- before reading, during reading, and after reading

Independent Reading

Organized classroom library-- easy for students to find books and put them away correctly

Wide variety of texts

Relate to student experience

Reflect student culture and background

Variety of genres



Student interest

Comfortable area for classroom library

Cozy reading corner

Pillows and mats

Reading Couch

Bean bags or other comfortable seating areas


Encouraging for reluctant readers

Students apply reading strategies and skills learned in other balanced reading areas during their independent reading time

D.E.A.R. Drop Everything and Read EVERYDAY

Students aware of independent reading level

Able to independently pick appropriate reading level books

Free choice of reading material



Graphic novels




Able to reference classroom literacy reference charts as needed

Have learned how to do this through teacher modelling

Not always "silent" reading

Share what they are reading with a peer

Discuss in groups or partners

Book talks

Literature Circles

Minimal teacher support