Burlington Edison Literacy Framework
55-120 Minute Daily Time Structure for Core Curriculum
Min.
Comprehension Min.
Oral Language
Fluency
Sight Words
Min.
Writing
Min.
45-50
40-45%
35-40
5%
5-10
25%
30
Kinder
1st Grade
2nd Grade
Phonemic
Awareness
Phonics
As
Developmentally
Appropriate
50-55%
30-40%
20-25%
45-50
30-35
20-25
40-45%
50-55%
60-65%
35-40
45-50
55-60
5%
15%
15%
5-10
10-15
10-15
25%
25%
25%
30
30
30
3rd Grade
4 -8th Grade
9-12th Grade
5-10%
As Needed
As Needed
5-10
5
5
75-80%
80%
80%
70-75
45
45
15%
15%
15%
10-15
5
5
25%
20%
20%
30
30
30
Preschool
Instruction
Phonemic Awareness/Phonics
Explicit systematic instruction
around specific phonics
instruction to meet the needs of
all students:
 Letters
 Sounds (PA)
 Letter-Sound Association
 Word Building
 Spelling
 Decodable Text
Comprehension
Explicit strategic instruction
around strategies using these
resources as the “vehicle to
practice”.
 Read-Alouds/Think
Alouds
 Shared Reading
 Guided/Leveled Reading
 Book Clubs/Lit. Circles
 Individual Reading
Fluency/Sight Words
Developing automaticity so that
students recognize printed
words accurately and
automatically.
 Rate
 Accuracy
 Intonation
 Punctuation
 Comprehension
Comprehension
 Comprehension Toolkit
 Harcourt/Prentice Hall
 Leveled books
 Individual Just-right
books
Fluency/Sight Words
 6 Minute Solutions
 Harcourt Text
 Individual Just-right
books
Comprehension
 Comprehension Toolkit
 Harcourt Text
 Rewards
 LLI
Fluency/Sight Words
 Six Minute Solutions
 Words Their Way
 Rewards
 LLI
Comprehension
 MAP
 DRA
 Benchmark Assessment

Fluency/Sight Words
 DIBELS
 San Diego Quick Test
 Sight Word Inventory
 Words Their Way
Resources
Phonemic Awareness/Phonics
 Road to the Code
 K Pals/1st Grade Pals
 Fountas and PInnell
Phonics Lessons
Intervention Resources
Phonemic Awareness/Phonics
 Road to the Code
 K Pals/1st Grade Pals
 Words Their Way
 Fountas and PInnell
Phonics Lessons
 Phonic Blitz/Boost
 LLI
AAss Assessments
Phonemic Awareness/Phonics
 DIBELS
 Core Phonics Survey
 Phon.Aware. Inventory
 Words Their Way
Revised 7/11
Burlington-Edison’s Balanced Literacy Core Components
Balanced Literacy:
Utilizing a literacy block of time to blend specific reading skill instruction with immersion in a language
rich literature environment; applying the gradual release of instruction model through cycles of whole
group mini-lessons and small groups based on both flexible and strategic grouping*.
Whole Group/Small Group Cycle (The cycle repeats as time permits)
Whole Group Mini-lesson: 10 to 15 minute strategic explicit lesson conducted by the teacher
that teaches a core component of literacy.
Core Components:
1.
Comprehension Strategies
2.
Accuracy/Word Recognition (i.e. phonics)
3.
Vocabulary
4.
Writing (As a process to support reading or explicit skill instruction?)
5.
Structures to Support the Work (Student Independence)
(See Comprehensive Standards Guide and Learning Guides)
Small Group: 20 to 30 minute groupings to support reader independence and differentiation.
Flexible Grouping: Responsive grouping based on teacher informal assessment of
student need related to current or recently taught skill. May be a one-time shot.
Strategic Grouping: Intentional grouping of students based on clearly identifiable
deficits from more formal assessments. Related to skill enhancement requiring more
than a one-time shot.
Gradual Release Model of Instruction
Also known as the Optimal Learning Model (RRIR), it is a model for instruction that moves from
explicit teacher demonstration; (I do it) to shared practice; (We do it) to guided practice; (You do
it with support) to independence; (You do it!).
Modeled: The teacher or expert shows—precisely—“how to do it” by initiating, modeling,
explaining, thinking aloud. The task or skill being modeled is authentic; that is, it has meaning for
and is useful to the learners and its purpose is explained and understood. Demonstration
teaching is always explicit and intentional. (Regie Routman)
Shared: Combines teacher reading and thinking aloud, demonstrating strategies in the process
of reading and thinking aloud, shared reading with students (all students can see the text and
join in silently or orally), peer conversations (Turn-and-Talk), teacher evaluation of peer talk, and
interactive, whole-group conversations. (Regie Routman)
Guided: Meeting with a flexible small group of students and guiding and supporting them
through a manageable text while guiding students through some aspect of the reading process:
Choosing books, Making sense of text, decoding and defining words, reading fluently,
monitoring one’s comprehension, determining author’s purpose, etc. The ultimate goal is to
move the child toward independence . (Regie Routman)
Independent: The learners have developed a level of competence and confidence enabling
them to do the task successfully with minimal assistance. If there is intervention, it is just as
likely to be to help move a student to the next level of skill development as to support the task
at hand. Teacher feedback builds on the learners’ competence and strengths. (Regie Routman)
Language Rich Literature Environment
Just Right Books – a large classroom library (supported by the school library and school book
room) with a variety of reading levels and genres to support independent reading.
Picture Books – used as a resource to support read alouds (sharing for the enjoyment of
reading) and think alouds (modeling explicit strategies)
Leveled Readers – 4 to 6 copies of the same book/resource with a variety of reading levels,
genres and interests to support grouping
Basal/anthology – Harcourt to support mini-lessons and leveled reading groups
Classroom Novels – Class sets of books for shared/guided reading and literature circles
*Requires on-going formal and informal assessment in order to effectively group students.
Revised 7/11