Balanced Literacy
at
Irwin Academic
Center
October 24, 2013
Session Objective:
 Develop a better understanding of the
Balanced Literacy framework and how it
is being implemented at Irwin Academic
Center.
Balanced Literacy is NOT…
 A curriculum
 A set of materials
 A program
 A kit
Balanced Literacy is…
• A model for instruction
• A framework for organizing instruction in
reading and writing.
Writing
Independent
Reading
Balanced Literacy
Balanced Literacy
consists of…
• Balanced Expectations
– The teacher provides high expectations, yet the
children are able to work on their individual
instructional level.
• Balanced Content
– A balance of activities in reading, writing, and
speaking using models from quality literature.
• Balanced Responsibility
– The teacher knows how to gradually release the
responsibility of learning to the children.
Balanced Literacy
consists of…
• Balanced Variety
– The teacher provides a variety of genres and
teaches reading and writing across the
curriculum.
• Balanced Environment
– The teacher, parents, and community work
together to support the use of reading and writing
across all disciplines
Reading and Writing are
Essential Tools for Learning!
Why Balanced Literacy?
• a way to meet and exceed Common Core
Standards
• allows students to work on their individual
levels
• provides and avenue for teachers to teach
learners of ALL abilities
• ensures all components of literacy are taught
daily
Comparing
Imagine It & Balanced Literacy
Imagine It
Balanced Literacy
Teaches reading skills and
strategies
Teaches reading skills and
strategies
Teacher models skills
Teacher models skills
One grade level selection for
every student per week from basal
textbook
Self-selected texts on students’
independent reading level
Weekly test used for assessment
Assessment consists of:
conferencing, daily work, post-its,
cold reads and quizzes
Gradual Release of
Responsibility
•
Balanced Literacy Framework
Writing
Independent
Reading
Balanced Literacy
Writing
Writing
Includes
• shared writing
• interactive writing
• guided writing
• writing conferences
• independent writing
Structure of Writing Workshop
Mini-lesson
(whole group 7-10 minutes)
Independent Writing Time
(approximately 20-45 minutes depending on grade level)
Students
•Writing
Mid-Workshop
Interruption
(whole group 1 – 2 min)
Teachers
•1:1 Conferencing
•Strategy Groups
Continue Independent Writing Time
Share
(whole group 3-5 minutes)
Independent & Supported Reading
Independent
Reading
Includes:
• independent
reading during
Readers’ Workshop
• Conferring with
teachers
Includes:
• Interactive Read
Alouds
• Readers’ Workshop
• Shared Reading
• Guided Reading
Structure of Reading Workshop
Mini-lesson
(whole group 7-10 minutes)
Independent Reading Time
(approximately 20-50 minutes depending on grade level)
Students
•Individual Reading
•Partner Reading
•Reading Response
Mid-Workshop
Interruption
(whole group 1-2min)
Teachers
•Guided Reading Groups
•Strategy Groups
•1:1 or 1:2 Conferring
Continue Independent Reading Time
Share
(whole group 3-5 minutes)
Architecture of a Mini-Lesson
Whole Group,10-15 minutes
Purpose: build a specific skill
brief, explicit teaching
opportunity
teacher’s chance to talk
1 teaching point (as concise &
clear as possible)
Follow a consistent
architecture
Reading & Writing Conferences
1. Research
2. Compliment
Begin conversation using open ended
questions, collect prior to or look at post-its and
make observations, easier to do beforehand
“catching kids on the edge of greatness”,
should lead to the teaching point, be specific
3. Decide/Teach
Think about what you will teach, plan for how
you will teach it, have reader practice what you
taught them, a mini-mini lesson
4. Link
Reiterate what you have taught and encourage
students to do this often as they read
Word Work
Includes:
 Phonemic awareness
 Phonics (letter/sound
relationships)
 Morphemic analysis (using word
parts to denote meaning)
 Automaticity of sight words
 Spelling patterns and rules
 Vocabulary
 Decoding
 Greek and Latin Roots
What are Irwin Classrooms
Using for Word Work?
• Words their Way:
– Developmental
– Phonics, vocabulary, and spelling
instruction
– Students move through a continuum
• Vocabulary their Way:
– Focus on content-specific vocabulary
– Word sorts
– Vocabulary strategies
What Can You Expect to See
in Classrooms?
• Meeting area
• Anchor charts & explicit
examples
• Classroom library
• Less whole class instruction
• Set routines and procedures
•
• Reading and Writing
Conferences
What Can You Expect to See
in Classrooms?
• Student
Collaboration/Engagement
• Less worksheets
• Reader’s Theater and
Literature Circles
• Book Clubs
• Read Alouds and Think
Alouds
• Independent Reading and
Writing
• More informational/
nonfiction reading and
writing
How Can You Help at Home?
 Visit the local library
 Read with your child daily
 Allow them to read aloud to you
 Read aloud to them
 Do a combination and share the responsibility of reading
 Help them to select a variety of books
 Fiction
 Non Fiction
 Assorted Genres
 Engage in conversation about the books
 Ask thought provoking questions
 Share your thoughts with them
 Help your child find “just right books.”
Finding a Just Right Book
Step 1: Turn to
any page near
the center of
the book.
Step 2: Hold up
a finger each
time you arrive
at a word that is
difficult to read
and/or
understand
Step 3: Follow
the “Five Finger
Rule!”
How Can You Help at School?
 Volunteer in your child’s classroom.
 Read with children.
 Level classroom library books.
 Donate materials and resources.
 Post-it notes
 Beanbag chairs
 Support the PTA. 
How Did We Do?
 Windshield Analogy