Balanced Literacy

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Balanced Literacy by Mind Map: Balanced Literacy

1. Shared Reading

1.1. Physical Space

1.1.1. Classroom carpet or at desks

1.2. Classroom Atmosphere

1.2.1. Students feel safe to participate

1.2.2. Teacher led with student input

1.3. Time/Structure

1.3.1. 10 - 15 minutes

1.3.2. Teacher modelled

1.3.3. Students chime in when they know the words

1.3.4. Teacher models good reading strategies

1.4. Student Materials

1.4.1. Highlighters

1.4.2. Pencils

1.4.3. Sticky Notes

1.5. Teacher Materials

1.5.1. Big books, poems, smart boards

1.5.2. Chart Paper

1.5.3. Coloured Markers

2. Independent Reading

2.1. Physical Space

2.1.1. Comfortable and cozy

2.1.2. Classroom or library

2.1.3. reading nook

2.1.4. Reading environment set up to engage students

2.2. Classroom Atmosphere

2.2.1. relaxed

2.2.2. some silent periods

2.2.3. some children may be listening to audio books or sharing their books with a partner

2.3. Time/Structure

2.3.1. Daily

2.3.2. Can be independent or partnered

2.3.3. approx. 15 minutes

2.4. Student Materials

2.4.1. Student chooses book on personal taste

2.4.2. Student is able to use the "just right" model to pick an appropriate book

2.4.3. sticky notes

2.4.4. Technology in Classroom (IPads, computers, audio books)

2.5. Teacher Materials

2.5.1. personal reading materials

2.5.2. conferencing notes

2.5.3. timer

3. Guided Reading

3.1. Physical Space

3.1.1. kidney table

3.1.2. Other students are situated around the room working on literacy centres.

3.2. Classroom Atmosphere

3.2.1. Fairly quiet (so teacher can be immersed in guided reading group)

3.2.2. Students are all engeged in meaningful literacy activities

3.3. Time/Structure

3.3.1. Groups put together based on reading/comprehension ability

3.3.2. approx. 20 minutes

3.4. Student Materials

3.4.1. pencils

3.4.2. levelled reading materials as provided by teacher

3.5. Teacher Materials

3.5.1. Levelled readers for current guided reading group.

3.5.2. Assessment tools

3.5.3. Materials for small group activities (clay, magnetic letters, sticky notes)

4. Read Aloud

4.1. Physical Space

4.1.1. Classroom carpet

4.2. Classroom Atmosphere

4.2.1. Whole class Instruction

4.2.2. Students engaged in teacher modelled reading

4.3. Time/Structure

4.3.1. 10 minutes

4.3.2. Teacher modelled

4.3.3. Discussion before and after

4.3.4. Sometimes there will be a comprhension activity after read aloud.

4.4. Student Materials

4.5. Teacher Materials

4.5.1. Text at a higher level than students would choose during independent reading.

4.5.2. Materials that make connections with the story