Balanced Literacy Program

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Balanced Literacy Program by Mind Map: Balanced Literacy Program

1. Guided Reading

1.1. Before reading - teacher works with small reading groups on a reading strategy, new vocabulary, intonation, expression, etc.

1.1.1. picture walk

1.1.2. develop word list based on what they think will be in text

1.1.3. reading strategy lesson

1.2. During lesson - small groups of students read with teacher. Groups based on similar level or focus of instruction

1.2.1. levelled texts

1.2.2. flexible groupings (3-5 students)

1.2.3. max 10 minutes

1.2.4. students read to themselves out-loud at their own pace

1.2.5. Practice using reading strategies

1.2.6. Increases comprehension

1.3. After reading - go over the focus students were given before reading

1.3.1. use magnetic letters

1.3.2. go over problem areas

1.3.3. go over examples of students using strategies during readings

1.4. Assessment - have a guided reading folder where each student has a piece of paper where you track the book they are reading, the level, the focus of your read and any additional comments. Move the papers around as your groups change.

2. Independent Reading

2.1. Before Reading - have students choose a book that they would like to read for the period of time. Lessons about reading strategies, comprehension strategies, how to pick a good book, etc. Tell them about their focus - usually linked to after reading activity

2.1.1. Sub Idea 1

2.2. During Reading - student reads either independently or with a partner a book of their choice or a levelled text. Teacher can pull individuals aside to have them read with her.

2.2.1. Encourages strategic reading

2.2.2. Allows student to choose a text that interests them

2.2.3. Increases comprehension

2.2.4. Develops fluency

2.2.5. Promotes reading for enjoyment

2.3. After Reading - An activity to show comprehension - e.g. what did you like/dislike about the book? Favourite page? etc.

2.4. Assessment - can be the before/after activity

3. Shared Readings

3.1. Before Reading - provide opportunity for children to activate prior knowledge, get students engaged in story, talk about strategies and relating text to their lives

3.2. During Reading - entire class including teacher reads the text

3.2.1. Model fluency

3.2.2. Model strategies

3.2.3. Demonstrate an awareness of text

3.2.4. Develop a sense of story or content

3.2.5. Allows students to see themselves as readers

3.3. After Reading - go over the focus students were given before reading

3.4. Assessment - have post-it notes and/or clipboard handy to write any notes from discussion you are having, or from reading, if creating an anchor chart write students name's where they gave the thought or again use post-it notes

4. Read-Alouds

4.1. Before lessons - provide opportunity for children to activate prior knowledge, get students engaged in story, talk about strategies and relating text to their lives

4.1.1. choose a text that is often above reading level

4.1.1.1. enhance vocabulary

4.2. During lesson - teacher reading to the class

4.2.1. Provide model for fluent readings

4.2.2. Promote love of reading

4.2.2.1. Stimulate love of reading

4.2.3. Develop active listening

4.2.4. Develop new vocabulary

4.3. After reading - go over the focus students were given before reading

4.4. Assessment - have post-it notes and/or clipboard handy to write any notes from discussion you are having, if creating an anchor chart write students name's where they gave the thought or again use post-it notes