Balanced Literacy Approach Essay

Balanced Literacy Approach Essay
Introduction
A classroom structured around balanced literacy is critical for the success of an elementary school student. The balanced literacy approach is an
approach that focuses on reading workshop, writing workshop, shared reading, interactive writing, interactive read aloud with accountable talk, and
word study. Each of these components offers teacher support that gradually releases students to the end goal of becoming an independent reader and
writer. I firmly believe this approach is most effective under the principles of student choice, teaching towards independence through valuable time
spent reading and writing, instruction that is matched to the individual student, and using predictable structures and routines. In addition, I ... Show more
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I remember asking the students to bring a book from home that was special to them. I told them it didn't matter what book it was, but they needed
to be able to tell the class why it was special. The next day, we sat in a circle and I asked the students to put the books on their laps. I quickly noted that
only 4 of my 18 2nd graders had books. "How could this be?", I wondered. I was very clear with my directions and even sent a note home! Later I
found out that the majority of my students didn't have books at home, and reading was not part of their daily life. I felt defeated but I pressed on
with my year; knowing I had a lot of work ahead of me. By the end of the year my students were readers and writers and they had books at
... Get more on HelpWriting.net ...

The Importance Of Literacy And Language Development In The...
Literacy and language development in the primary grades is integral to student success and understanding of the world around them. "Several aspects of
language development, such as vocabulary and phonological awareness, are important predictors for learning to read and write during primary school"
(van Druten–Frietman, Strating. Denessem, Verhoeven, 2016, p. 212). "Low literacy skills have been related to poorer outcomes in school
achievement, measures of self esteem, physical and mental health, housing, employment, socio–economic status, community participation, illicit drug
use and criminal activity" (Heppner, 2016, pg. 460). Therefore, teachers have an essential responsibility to support, motivate, and encourage students to
develop in their language skills and abilities. School activities provide a significant opportunity to enhance language development in the primary grades.
Through the implementation of school activities teachers are able to differentiate and accommodate various types of learners within their unique
classrooms. Social, emotional, physical, and intellectual needs of of every student can be met through the use of school activities. School activity
strategies support differentiation and modifications within the classroom while effectively engaging students who do not require additional support.
Morrow (2009) states that "no single method or single combination of methods can successfully teach all children to read" (p.28). Therefore, school

A Balanced Literacy Plan For The Literacy Program
Words Their Way is a developmental spelling, phonics, and vocabulary program. It was developed by Invernizzi, Johnston, Bear, and Templeton. Words
Their Way is intended to be part of a balanced literacy plan that includes fluency, comprehension and writing. Word study is implemented as an integral
component of the literacy program, but it is also linked in actual reading and writing of texts." Through my participation in such classes and by
experiences that I have encountered with literacy and assessments, I feel that I have mastered standards 3.1, 3.2, 3.3, and 3.4. I can successfully use
data from assessment tools to guide the instruction needed within my classroom or on an individual basis. As a classroom teacher, I work closely
with the Title I teacher and the Literacy Coach to administer Words Their Way Primary Spelling Inventory assessment, data was gathered and
evaluated, and based on the data; we created specific literacy centers that addressed those deficit areas. The Words Their Way assessment tools have
been particularly helpful to me because it enabled me to assess my students quickly and design quality student centers specific to their developmental
needs in the area of word study and spelling. The data gathered from "Words Their Way" was used to individualize instruction based on individual
student needs and specific deficit areas. The reason for using this assessment was threefold: first, it helped students to develop a general knowledge of
the English

Balanced Literacy Approach
A curriculum can be defined as a written plan that describes the goals for children's learning and development, and the learning experiences, materials
and teaching strategies that are used to help children achieve those goals (Head Start, 1998; National Association for the Education of Young
Children [NAEYC], 2005c, as cited in Bredekamp, 2011, p. 299). This course focused on the balanced literacy approach. A balanced approach to
literacy is combining an array of topics in literacy which caters to the students' individual needs and interest. This approach focuses on theories,
strategies and topics that must be employed to be an effective teacher of reading and writing. In the early childhood sector the constructivist approach is
one of the theories that undergirds the curriculum. However, its notion of applying group work is not ... Show more content on Helpwriting.net ...
In the student centered classroom students are active constructors of their own learning, teachers guide students through instruction and engage in
grand conversations. Group work, discussions and scaffolding were aspects applied throughout the duration of the course. Group work was one of
the strategies used to assess students. The purpose of group work is for students to build social skills. The weakness I observed with group work is
that some members don't take group work seriously and the bulk of the work is placed on one individual. For participating in the course one was
required to discuss different topics weekly with peers. This procedure enlightened me to new strategies that I wasn't privy to due to the level I teach.
However, I felt at times that the discussions was not edifying but complimenting peers. Furthermore, the coordinator scaffold our learning during the
discussions by reviewing our posts and providing feedback where

Weaknesses Of A Project
Weaknesses: There were also two key weaknesses to my project that I wish I could have remedied at some point throughout the project. The first was
that my project is focused on something that makes it difficult to see the direct impact or to quantify. When evaluating the project I had to rely on
teacher feedback and will have to wait to see about standardized testing data for those that attended my sessions and tried their own small groups. This
means that the results take a while to show up and that directly linking a student's standardized testing score to small group or conferring would be
extremely difficult to do. Thus, it is not a project that will stand out as one that causes large gains in student achievement only because it is nearly
impossible to gather the data that proves the correlation due to the number of variables.... Show more content on Helpwriting.net ...
The vast majority said they wanted more time learning about the tools I mentioned in my presentation. This is something I discussed with my
instructional coach as a possibility for next year's professional development days that are built in throughout our school year. She mentioned that in a
survey the instructional coaches recently did that she noticed a similar trend that teachers wanted more time to work with creating instructional tools.
By focusing on the tools used in small groups it would allow this project to continue into next year and would continue to help foster student growth
and independence. It would also help teachers to find time to create the tools necessary to feel confident going into a small group and would
hopefully ensure collaboration across teachers, grade levels, or even the district because if this work was done during a professional development day
then there would be more opportunity to share the workload and to bring together minds to create the best tools possible to promote student

I Think Educators Should Be Teaching Literacy
Introduction: Dr. Seuss once said, "The more you read, the more you know. The more you know, the more places you'll go!" (Reading Rockets, 2013).
This is a perfect quote to describe how important and powerful literacy development is for students. Reading gives children an abundance of
knowledge and teaches them new things that they will take with them out into the world. It allows students to gather useful knowledge and escape into
something enjoyable and relatable all at the same time. This paper is going to explain my beliefs on how I think educators should be teaching literacy in
their classrooms based on my personal beliefs of the balanced teaching approach. I am a progressivist and an existentialist and believe in a balanced ...
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Letting them make text to self–connections will give them confidence in their learning and a better understanding of the material. The more confident
students are, the more they will enjoy reading and want to learn (Parkay & Stanford, 2010).
Existentialism stresses the experiences of individual students, giving them a way to think about their own life and what has meaning and truth to them.
The use of creative thinking is commonly applied during this teaching approach. Existentialist educators allow students to ask questions, draw inquiries,
and find conclusions independently. I connect with this approach because I believe that children should be thinking creatively while putting themselves
in personal situations that will connect them back to what they are learning. The benefit to this approach lets students pick experiences that they have
had and apply them to their learning to provide them with meaning. This philosophy approach provides teachers with ways to implement hands on
experience learning of their students (Parkay & Stanford, 2010).
A balanced teaching approach allows students to receive all styles of teaching. According to Pressley and Allington, "Our best understanding of the
research currently available suggests there are valid aspects of both skills–emphasis and meaning–emphasis approaches when beginning reading"
(2015, p. 53). Both approaches are

My Personal Philosophy Of Literacy
Philosophy of Literacy
Introduction
"The more you read, the more things you know. The more that you learn, the more places you'll go." This is how Dr. Seuss thought of reading, and I
think of it in much the same way. Literacy is everywhere and influences us every day, therefore, it plays a major part in each of our lives. I believe that
reading is an interactive activity in which learning happens, or as Clay (2001) defines it, "...a message–getting, problem–solving activity" (p. 1).
Reading is the process through which one reads information and from doing so, constructs meaning about the material. The more exposure and practice
one has with reading, the more knowledge one gains. In this paper, I will begin by discussing my own personal educational philosophy, then continue
by stating and explaining four of my beliefs about the reading process and the research that is found to support each of them before sharing the
remaining questions I have about literacy. I am an existentialist, and a strong supporter of a balanced literacy approach. My beliefs about literacy come
from these foundations and perspectives that I embrace. For students to be successful in their literacy development, I believe that identity acceptance in
the classroom is crucial, instruction for all students must be differentiated, direct and explicit instruction is at times necessary, and vocabulary is a
significant component in the 'Big Five' of children's literacy development.
Educational Philosophy
My

Language And Phonics: A Balanced Approach To Beginning...
Whole Language and Phonics
A Balanced Approach to Beginning Literacy
For years there has been an ongoing controversy on whether whole language or phonics was the best approach for teaching beginning literacy.
Although, this has been an ongoing controversy one could make the assumption that there are no valid points proving, that one approach is severely
superior to the other. Smith's (2003 p.4) study states that
In January 1997, the state Board of Education and Department of Public Instruction formally adopted a plan that clearly states what is meant by a
balanced reading approach" Efficient early instruction contains a balance of activities and strategies to improve word recognition, including phonics
instruction, reading, meaningful text, ... Show more content on Helpwriting.net ...
A balanced approach will create a comprehensive reading program for students. This comprehensive reading program will without a doubt improve
literacy readiness amongst students all across the United States. Teacher must not neglect one instructional approach for the other. As stated in this
paper without a balanced instructional approach a teacher would be taking a risk that may become detrimental to the development of a child's literacy
development. The white flag needs be thrown to end this ongoing war between whole language and phonics instruction. Both instructional approaches
must work together to build a nation of children ready to tackle the world of literacy and all it has to offer. Beginning reading cannot be effectively
taught with just phonics or whole language instruction. The two combined will be beneficial to a child's fluency, guided oral reading, vocabulary
development, and comprehension. The accomplishment of a child in reading will determine their success in the future. Over time individuals have
been going back and forth between the two instruction strategies not realizing that with both you will produce a phenomenal

Why Is Phonics Instruction An Integral Part Of The...
1.Explain what is meant by "Explicit" and "Implicit ' phonics" instruction. There are several approaches to teach children to read. Explicit Phonic
Instruction is build from part to whole; children first receive instruction of the letters with associated sounds, and after they learn how to blend sounds
into the syllables and into the words. Implicit Phonics Instructions moves from the whole to the smallest parts: first, students are analyzing words and
looking for common phonemes in a group of words. After comparison they assume which grapheme to write and which phoneme to read. Children are
identifying new words by beginning and ending letters, or by context clue.
2. Why is phonics instruction an integral part of the ... Show more content on Helpwriting.net ...
All these skills are very important to develop proficient decoding before children begin to master more advanced skills such as, fluency, comprehension,
vocabulary. And the phonic instruction gives necessary foundations forreading success, but alone does not teach children to read. That is why it must
be a part of the balanced approach.
3. What is phonemic awareness? According to D'Angiulli (2004), phonemic awareness is the knowledge that words are made up of a combination of
individual sounds and being able to hear, recognize, and manipulate sounds. Phonemic awareness is very important for reading success. Children who
have difficulties with distinguishing and manipulating sounds usually have difficulties in reading and spelling, and recognizing the link between print
and sound. Phonemic awareness include different skills, such as:
–the ability to isolate and distinguish individual sounds
–the ability to identify phonemes
–the ability to classify similar sounds and recognize phonemic patterns (rhyming words, similarities and differences in a group of words(
–the ability to segment phonemes in a word
–the ability to blend sounds together
–the ability to delete phonemes
–the ability to manipulate phonemes

Title II Request For Funding
Title II Request for Funding a) Decide on a program/initiative that you think would be worthy of the team creating. Describe the program/initiative.
Aligning Research with Literacy Initiatives While Advocating for the Role of Media Coordinator According to CMS Superintendent Ann Clark
regarding literacy as our North Star, it "is the most important skill we teach. Literacy is the foundation for academic success from pre–kindergarten
through high school." Literacy is key to achieving academic success and the responsibility of literacy encompasses every educator and discipline. Many
media coordinators have been trained in Common Core State Standards (CCSS) and district adopted reading initiatives, such as Balanced Literacy and
Reading Apprenticeship. However, most struggle with linking our programs with literacy initiatives. According to the 2015 Nation's Report Card
percentages of fourth graders and eighth graders reading on grade level continues to decline, especially among urban school districts
(nationsreportcard.gov). "That is, when reading grade appropriate text these students cannot extract the general meaning or make obvious connections
between the text and their own experiences or make simple inferences from the text. In other words, they cannot understand what they have read."
(National Assessment of Educational Progress). And, furthermore, principals are trading media coordinator positions at an alarming rate as evidenced
by the more than 30 schools which no longer

Designing A Literacy Program Is Making The Blocks
Constructing a literacy program is assembling the blocks in some logical way and then reassembling them when necessary. The program helps the
philosophy that all students can learn to read and have high expectations for students. First set that is a part of the program is setting goals focuses on
setting basic information down for the children to have a foundation of what they have to do. The goals may be based off of the school district
curriculum or state standards. The teacher should pick the goal for the literacy program and bring it among the other teachers to agree on one. Second
set that is a part of the program is choosing materials. The goals and philosophy lead into the materials and activities. Materials should include fiction
and nonfiction books, plus informational. Everything should be included because children have different tastes. A whole bunch of materials should be
included for back up plans and activity use. The third set that is a part of this program is selecting techniques and strategies. Teachers that are effective
teachers with have a lot of techniques that they can use to fit the needs of their students. Teachers make the call to when it is time to change to a
different technique. The fourth set that is a part of this program is building motivation. Motivating students help the students stay engaged in school
and the teacher has a pace that she can stay. The fifth set that is a part of this program is building sense of Community. This is used

Balanced Literacy (essay describes the importance of...
"After years of conflict between whole language and phonics advocates, a consensus about what works is emerging from the research: What is needed
is a balanced approach to reading instruction – an approach that combines the language and literature–rich activities associated with whole language
activities aimed at enhancing meaning, understanding, and the love of language with explicit teaching skills as needed to develop fluency associated
with proficient readers."
Balanced literacy is an approach for teaching literacy that is widely used in classrooms across the country. It involves several methods of teaching and
learning reading and writing, whole class instruction directed by the teacher with independent work in reading, writing, and ... Show more content on
Helpwriting.net ...
Guided reading is an instructional reading strategy during which a teacher works with small groups of children who have similar reading processes
and needs. The teacher selects and introduces new books carefully chosen to match the instructional levels of students and supports whole text reading.
Readers are carefully prepared when being introduced to a new text and various teaching points are made during and after reading. "Guided reading
fosters comprehension skills and strategies, develops background knowledge and oral language skills, and provides as much instructional–level reading
as possible." During guided reading, students are given exposure to a wide variety of texts and are challenged to select from a growing repertoire of
strategies that allow them to tackle new texts more independently. Ongoing observation and assessment help to inform instruction and grouping of
students is flexible and may be changed often.
There is a major difference between the traditional reading groups that were in existence when I was in school and the guided reading groups that are
more prevalent in the schools today. The following chart establishes a comparison between traditional and guided reading groups:
Traditional Reading Groups Guided Reading Groups
Groups remain stable in composition. Groups are dynamic, flexible, and change on a regular basis.
Students progress through a specific sequence of

Literacy For The 21st Century A Balanced Approach
Summary of chapters: Tompkins, E Gail. (2014). Literacy for the 21st Century A Balanced Approach
1. It is imperative for teachers to not only monitor their students' behavior in the classroom, but also to assess their students' literacy development
effectively, so they could be ensured of their students' learning progress, which is the most significant point Tompkins makes in Chapter
2. Chapter one in Tompkins book Literacy for the 21st Century A Balanced Approach mainly focuses on the strategies students use to either decode
tricky words or help them understand the meaning of a text. One main point Tompkins focuses on in the chapter is the classroom assessment tools,
which simply breaks down into running record, rubrics, checklist ... Show more content on Helpwriting.net ...
Furthermore, she mentions about reading for a purpose. Lastly, one of the major components in the article is for students to read with a magnifying
glass and question themselves as they read, as a way to extend not only their comprehension of the text but also to become more independent readers.
3. Assessment of Literacy Development in Early Childhood is a research that was conducted by Johnson, Peter H, and Rogers, Rebecca. Both authors
highly believe in assessing literacy development, since it is a huge aspect in students' literacy development. Both authors state, "Most literacy
assessment occurs in the school years because, at least in most Western countries, literacy learning is considered the responsibility of the school, though
when school literacy instruction actually begins...In the United States, since the thirties, literacy–related assessment has occurred in the early years of
schooling because of beliefs about the relationship between learning and development" (pg. 1).
Making connections: article to article
The article Formative and Summative Assessment in the classroom has several of strategies to guide teachers to assess the students learning more
effectively. Although their strategies method associated with the instructional phase of a lesson, there are also important to teach students so they
could become independent. For instance, the author mentions, "Self and peer assessment" not only does it encourage students to be

Balanced Literacy Essay
" Literacy is far more than reading and writing; it involves critical thinking as well"
Within today's teaching practices literacy has come to be a major part of the course curriculum when teaching early years, it has numerous definitions
and meanings to individual people as it continues to be developed through our rapidly changing world. The definition of literacy " has to do with having
the skills and knowledge to create, locate, analyse, comprehend and use a variety of written, visual, aural and multi–model texts for a range of purposes,
audiences and contexts"(Wing, J. L.2009.p3). Literacy is far more than reading and writing, it also involves critical thinking where it tests someone's
understanding of a balanced literacy program ... Show more content on Helpwriting.net ...
The four practices help the reader achieve purpose. "In most cases readers will use all of these practices interactively as they access, use, reflect on ,
and respond to the text they have chosen"(Winch et al. 2001. p45).
A practice in particular that is considered of high importance in a literacy program is the text analyst, which involves critical reading. Winch et al,
(2001) describes text analyst as the way readers analyse and accept or challenge the authors point of view. Working from the belief that texts contain the
authors prejudices and preconceptions and that the readers therefore can read critically, taking into account the writers view and opinions. Teachers use
this practice by asking pertinent questions to try and ascertain the child's interpretation of the book in question and it is up to the teacher to try and ask
the student relevant questions to draw upon the child's feelings, ideas and what they think about the text.
Typical teaching strategies of balanced literacy program can be vast. Depending on what you are teaching wether its reading, writing speaking or
listening each key area have a variety of different strategies to use to help the students learn. Teaching Strategies include whole/part/whole which relates
to whole class focus, reading/writing this is for students to read/write together and highlight and teach the visual features in prin using word prompts

The Literacy : A Balanced Literacy Program
The term literacy refers to reading and writing. Both must be taught together within the many components of a balanced literacy program. Each of these
components are important in this program and provide a framework for what and how educators teach. Among teaching, there are five different
elements that the National Reading Panel identifies as important to reading instruction: phonemic awareness, phonics, fluency, vocabulary, and
comprehension. It is an educator's goal for students to understand these five elements. In order for students to comprehend these elements, there are
eight strategies educators teach in a balanced literacy program: shared/guided writing, writer 's workshop, interactive writing, independent writing,
interactive read–aloud, guided reading, shared reading, and independent reading. These components make up the "skeleton" of a balanced literacy
program, and this essay will discuss how and what educators teach within a balanced literacy program.
When teaching students about reading and writing, an educator will teach both together, as they are complimentary of each other. It will be easier for
students to learn reading and writing together rather than to separate them and relearn at a later time. It will begin with educators supporting students
in their reading but once students comprehend, the support will become less as students become independent readers. There are four strategies for
educators to effectively teach students how to read and four

Balanced Literacy Model
Balanced literacy, essentially is a combination of the best of both Top Down, also known as Whole Language, where authentic literature become the
focus , as well as Bottom Up approach, which includes a strong focus on phonics instruction (Golche, 2016). Golche (2016) states that balanced literacy
includes both reading and writing instruction. In the Balanced Literacy Model, there is a strong connection between the Reader's Workshop and the
Writer's Workshop. Common lessons that evolve through reading and writing area reinforce the unit the children arelearning at a particular period. The
goal of the entire balanced literacy experience is for children to become competent readers and writers through the exposure to and active participation
... Show more content on Helpwriting.net ...
This is flexible and subject to change as they progress to ensure that they are suitably challenged. Through continued assessment, they move to a
series of levelled text from simple to complex as they develop their skills and strategies. As children move into guided reading they are also
transitioning to writing through a writing workshop, and practice writing their own text independently. Children are explicitly taught to engage in
conversation, to listen, respond, ask, wonder, and give their interpretation to the text and have the confidence to do so. Teachers continue to scaffold
learner's development using a gradual release of responsibility model (Duke & Pearson, 2002) Strategies are taught to the conditional level of
metacognition (Paris, et al., 1994) while children are guided to reflect on their learning and to set goals. Children's sense of autonomy, choice and
control in learning is recognized in order to build their sense of independence in reading and writing as they apply skills and strategies. This is further
supported through the provisions of mini lessons within writing workshops.
Conclusion
Reading and writing are reciprocal processes. Instruction in one supports development in the other. Emergent readers should be reading in the genre in
which they are expected to write. Comprehension strategies can be developed using the gradual release of responsibility model. It includes explicit
instruction, demonstrating and modelling of the strategy by the teacher, and collaborative and extensive guided practice where teacher facilitates an
scaffolds learner's learning to be an independent reader and

Literacy Collaborative Framework
Literacy Collaborative is high quality program oriented around rigorous instruction and purposeful teacher–student interactions. It is a framework based
on authentic, global, and holistic language acquisition, which include both reading and writing workshops. Within this framework teachers
differentiate instruction through flexible grouping such as whole–class, small group and/or individualized instruction. Additionally, teachers create
opportunities for students to engage in targeted activites throught the utilization of interactive and shared reading experiences as well as tailored
vocabulary and phonologica awareness lessons designed to met individual needs. The Literacy Collaborative framework strives to ehance student
learning through engagement, purpose, systematic routines, data based instruction, and targeted interventions. Students are encourage to beome an
active participant in their learning experience through student choice, open–ended question, and targeted ... Show more content on Helpwriting.net ...
Shared book reading focuses on developing comprehension, alphabetics, and general reading achievement to enhance student literacy achievement. The
teacher selects a text and reads it aloud to a student and/or group of students. The shared book reading program allows the teacher to model reading
strategies, increase alphabetic skills, and activate and increase comprehension skills through targeted questions, prompts, and strategies. During the
reading the teacher prompts students with strategic prompts and/or questions to engage the students in the text. Moreover, the teacher directs the
students to key elements within the pictures, words, and/or text features. The teacher tailors the shared reading experience to meet the needs of the
participants (International Reading Association Common Core State Standards (CCSS) Committee, 2012). Hence, educators are able to alter prompts,
questions, and strategies to enhance the learning needs of

Writing Strategies : Developing Believable Characters And...
The two main writing strategies my placement has focused on thus far, are developing believable characters and writing drafts. To develop characters,
we have taught the students to use the skills they learn in their reading lessons, and transform them onto the pages of their notebook. As mentioned, we
have been working on identifying, and empathizing, with characters in reading. These same skills are needed for both reading about and writing about
characters. The class is currently working on creating realistic fiction stories centered on a protagonist. The main focus of this unit is ensuring the
characters created are believable, meaning do they seems like a person who could exist in real life. To accomplish this, students must make inferences
about the different aspects of their character. All of the different aspects and traits of these characters need make sense in concert with one and other.
The other main strategy they have learned in writing is how to write a draft. I model for the class how when writers create a first draft, they write in
stream of consciousness. Meaning that the writing is less about correctness, and more about getting ideas on the paper. From there we discussed how
writers edit these drafts, and ultimately revise the content into a publishable story. Through these examples, it is clear that this component of Tompkins
balanced approach is being met. The fourth and fifth aspects of this approach are vocabulary and comprehension.
Neither vocabulary,

The Importance Of Successful Literacy Teachers
According to Flynt and Brozo (2009), "the teacher–more than any other factor–has the greatest influence on student achievement" (as cited in Hattie,
2003). I found that above statement reminded me the importance of effective teaching is an essential component to students' learning and mastery for
such important topics of reading, writing, and speaking. Successful literacy teachers are "knowledgeable about how students learn to read and write,
understand how to teach literacy, and are able to respond to the needs of struggling students and those learning English as a new language" (Tompkins,
2017, p.4). Literacy teachers also need to have knowledge of learners, promote equity, fairness, and diversity, establish a community of learners, use a
variety of instructional resources and assessments, understand the reciprocal nature of reading and writing, integrate written language with oral and/or
visual language, understand the reading and writing processes, teach listening and speaking skills as components of literacy, develop relationships with
families/communities, and participate in professional development opportunities (Tompkins, 2017).
To accomplish effective teaching in literacy, nine principles have been created to help literacy teachers find a balanced approach to literacy instruction
and "ensure that all students achieve their full literacy potential" (Tompkins, 2017, p. 6). The nine principles include: understanding students' learning,
supporting student's

The Language And Balanced Literacy
Academic Basics of Basals, Whole Language and Balanced Literacy
When addressing the subject of reading and the most effective method to teach reading is? Additionally, when we teach our children how to read, do
they truly understand what they are reading and can they communicate to us what they have read? As educator we have to be instrumental in creating
students to become independent effective readers who comprehend well. In order to do this, students have to be provided with basic reading and
comprehension skills that continue into adulthood. Whether teaching with a basal reader or using whole language which one is the best one has been
a debated topic for decades. According to J. Reyhner,"Proponents of phonics point to a purported decline in reading test scores in the 1990s that they
saw as a result of whole language instruction and "scientific" studies that indicated phonics instruction produced better reading scores than other
methods." (Reyhner, 2008) Additionally, whole language advocates point to other reasons to explain those instances of declining reading scores such
as students living in poverty and to ethnographic studies of students in classrooms to support their position." (Reyhner, 2008) Still the query is, which
methodology is the most effective for teaching children not only how to read but also comprehend? As teachers should be effective and efficient in our
skills and abilities to develop students into literate adults and provide an instructional

Literacy Observation Report Sample
I completed my literacy field experience at Isanti Intermediate School/School for all Seasons in Isanti, MN. I was able to complete my 20 hour
observation in a 1st grade classroom (primary), a 3rd grade classroom (intermediate), and conducted fluency tests in a 5th grade classroom. Each
class had approximately 22 to 25 students. Also during this literacy class, I was also able to spend a few days observing a 3rd/4th grade classroom
and a kindergarten classroom through a couple of sub jobs I completed. I need to note that my understanding was that 3rd grade was part of the
intermediate program so I completed half my observation and assessment time with a 3rd grade classroom and completed a 3rd grader assessment. I am
happy to say ... Show more content on Helpwriting.net ...
I conducted the first part of my assessment (word lists) to determine what passage would be appropriate for the 1st grade student. I was very nervous to
conduct this assessment because I was worried about not being able to determine students' reading level and/or not being able to figure out the area (i.e.
fluency, comprehension, etc.) in which the student needed additional support in. I am happy to say that it wasn't as scary as I thought. I was surprised
how much I learned about the student by simply reviewing their list of words. It was pretty obvious when they were hitting the frustration level.
September 21, 2017 (8:30–12:30) My classroom experience included: observing the classroom teacher leading group discussion (reviewing sight
words, decoding words, and reading the weekly story), assisting students with reading worksheets (practice writing their letters and identifying
beginning sounds of words), and reviewing the weekly story with each student. This particular teacher strictly uses a basal reader (Reading Streets) so
I was very interested to observe her teaching using these particular materials. I have substituted in her classroom many times and have found it very
hard to teach utilizing these lessons. Students' often become restless and their eyes seem to gloss over because of boredom. I often thought that I must
be doing something wrong when I am teaching the materials, but during observation I saw that the

Literacy Pedagogy Essay
Effective teaching of literacy is developed through a deep understanding of the ways in which children learn, informing educators on the most
beneficial pedagogical methods to utilise (Tompkins et al, 2012). Literacy pedagogy within the Australian context has changed drastically over time
and has resulted in a myriad of pedagogical choices that influence contemporary literacy education (Kalantzis & Cope, 2012). By critically analysing
the changing approaches to literacy teaching within the Australian educational context, the four major literacy pedagogies: didactic, authentic,
functional and critical can be explored linearly to highlight the theories behind each approach, their positive and negative attributes and how subsequent
approaches have been integrated to result in a balanced approach to literacy education.
Didactic pedagogy dates to the 1500's and was the founding approach to literacy pedagogy when mass, compulsory, institutionalised education was first
introduced in the 19th century (Kalantzis & Cope, 2012). Didactic literacy education primarily involves lecturing and is essentially teacher–centered
(Banning, 2005). Didactic pedagogy is defined by the teacher controlling what is to be taught and how this information is to be delivered (Banning,
2005). The students' role is to memorise and reproduce this content (Kalantzis & Cope, 2012a). The approach also concerns comprehension of the
meaning of written texts to be interpreted as intended by the author (Kalantzis &

A Balanced Literacy Program For Reading And Writing
The term literacy refers to reading and writing. Both must be taught together within the many components of a balanced literacy program. Each of these
components are important in this program and provide a framework for what and how educators teach. Among teaching, there are five different
elements that the National Reading Panel identifies as important to reading instruction: phonemic awareness, phonics, fluency, vocabulary, and
comprehension. It is an educator's goal for students to understand these five elements. In order for students to comprehend these elements, there are
eight strategies educators teach in a balanced literacy program: shared/guided writing, writer 's workshop, interactive writing, independent writing,
interactive read–aloud, guided reading, shared reading, and independent reading. These components make up the "skeleton" of a balanced literacy
program, and this essay will discuss how and what educators teach within a balanced literacy program using Tompkins' Literacy for the 21st Century: A
Balanced Approach and Fletcher and Portalupi's Writing Workshop: The Essential Guide.
When teaching students about reading and writing, an educator will teach both together, as they are complimentary of each other. It will be easier for
students to learn reading and writing together rather than to separate them and relearn at a later time. The teachers initiate a support system with their
students, and as their students start to comprehend the material, they will

New York Schools Chief Advocates More Balanced Literacy Essay
In June of 2014, The New York Times published an article " New York Schools Chief Advocates More 'Balanced Literacy' written by Javier C.
Hernandez where the author attempts to establish why the program " Balanced literacy" has a chance to come back to NY City Schools. Hernandez
revealed with explicit why C. Farina believes in balanced literacy and what is the difference between CCSS and balanced literacy program. The
article's statement indicates that the new school 's chancellor, C. Farina, wants to return balanced literacy program to NY schools. She refuses the
evidence that " the city's Education Department turned away from balanced literacy several years ago amid concerns that it was unstructured and
ineffective". Besides, the education experts established that this approach is conflicting with the Common Core Standards. According to the article,
the balanced literacy allows children to choose their own books to study and work in groups, where the combination of approaches to reading and
writing will be provided by a teacher. The idea is that students are " natural readers and writers; teachers needed only to create the conditions to
unleash their talents." On another side, we have Common Core Standards call for to read books on and above the grade level with more challenging
texts, where students will focus on what the text says, while balanced literacy will focus on personal response to the book. After all, more detailed

Balanced Literacy Lesson Plan Implementation And Reflection
Abstract For most of the 20th century implementation of the most effective reading programs has been the primary topic of discussion among
educators, administration and policy makers alike. In more recent years the implementation of a "balanced framework" of literacy has been the focus
in the classroom setting. In this reflection piece I will define balanced literacy, reflect upon a recently implemented lesson plan based upon this
framework as well as offer next steps moving forward in the elementary reading classroom setting. Balanced Literacy Lesson Plan Implementation and
Reflection In a 2015 study conducted by the Nation's Report Card only thirty–six percent (36%) of fourth grade students and thirty–four percent (34%)
of eighth grade students were identified as reading at a level of proficiency. These number varied significantly between ethnic backgrounds and racial
makeup, consequently; in an order to increase the reading proficiency of all students the implementation of a balanced literacy framework has been the
definitive aim in many reading curriculums across the country. What is a balanced approach to literacy? A balanced literacy reading program combines
several combines several methodologies in an effort to increase the comprehension level of each student in the classroom. These methodologies utilizes
a combination of foundational skills development and whole language (Uzuner, 2011). Instructional approach and implementation. A balanced

A Balanced Literacy Program Is a Necessity for a Child's...
A balanced literacy program is a necessity for a child's education. The program should include multiple instructional activities being consistently
implemented in the classroom. The National Institute of Child Health and Human Development (NICHD) determined, "37% of fourth graders read
below "basic" level and much higher in minority groups." (INSERT CITATION) More than 60% of African
–American and Latino children are below
grade level. A variety of instructional activities are needed to teach children to read effectively. Each of the activities play a necessary role, but can not
stand alone when teaching children to read. These activities include: phonemic awareness, phonics, fluency, vocabulary, comprehension, and writing.
(CITE INFORMATION)
Effective teachers use balanced literacy instruction in their classroom, teachers see the results in their children's ability to effectively read. In a study
conducted by the National Reading Research Center supervisors were asked to select their highly effective teachers to be surveyed about their literacy
programs in their classrooms. The 89 teachers "reported integrating explicit skills instruction and opportunities to read and write whole, "authentic"
texts" (INSERT CITATION). The teachers consistently reported using authentic lessons. The lessons were modeled, guided explanations; follow up
mini–lessons, and assessments. Lessons were taught using a variety of instructional methods including: whole group, small groups, and

Literacy Is The Most Important Skill We Teach
According to CMS Superintendent Ann Clark regarding literacy as our North Star, it "is the most important skill we teach. Literacy is the foundation
for academic success from pre–kindergarten through high school." Literacy is key to achieving academic success and the responsibility of literacy
encompasses every educator and discipline. Many media coordinators have been trained in Common Core State Standards (CCSS) and district adopted
reading initiatives, such as Balanced Literacy and Reading Apprenticeship. However, most struggle with linking our programs with literacy initiatives.
According to the 2015 Nation's Report Card percentages of fourth graders and eighth graders reading on grade level continues to decline, especially
among urban ... Show more content on Helpwriting.net ...
A skill of a library media coordinator is that of matching students with texts which support their individual reading levels and interests. A need among
media coordinators is connecting literacy to the library by developing research instruction which is directly tied to what is occurring in classrooms and
teaching it at the point of need. When students have additional opportunities to practice and use skills and strategies from the classroom, they reinforce
their learning. In order for students to be confident and successful readers they need time to develop and use strategies so whenever they are reading
alone they can pull from their vast supply to effectively maneuver within the text. Students need time to acquire the cognitive strategies which good
readers use and transfer skills and strategies from the classroom to real–world situations.
Objectives, Strategies, & Methods for This Initiative
To have all media coordinators participate in three half–day fall and mid–year in–services through break–out sessions and working independently to
create a tangible document which clearly aligns and demonstrates the connections between literacy and library research
To delve deeper into the strategies and schema of Balanced Literacy, Reading Apprenticeship and other district literacy initiatives
To bring in teachers, administrators, and experts in the field of literacy who can help media coordinators break down the research process and

Western Regional Education Balanced Literacy
Balanced Literacy
Balanced literacy is seen as the truce in the reading wars that have developed in the educational community. Balanced literacy is the teacher's ability to
mix whole learning and phonics to create a reading atmosphere that will foster success in both comprehension and reading. Reading wars have always
existed because reading is a critical skill needed in every aspect of a person's life. Society often makes comments about the things learned in school
that do not apply to real world from math to social studies to foreign languages but reading is needed in every aspect of life. A person cannot function
in society if they are unable to read.
Carol Bennett defined balanced literacy in her article for the Western regionalEducation ... Show more content on Helpwriting.net ...
In the article, Balanced Literacy Instruction: A Truce for the Reading War? It states that "balanced literacy is a framework for reading instruction. It
involves teaching by reading to students, having students read independently, and reading with students" (Balanced Literacy Instruction: A Truce for
the Reading War? – Reading Worksheets, Spelling, Grammar, Comprehension, Lesson Plans, n.d.) The reading wars will always exist because true
balance is hard to generalize and apply to all students. A successful teacher knows that not every student learns the same way but that the program
created has to be built to allow modifications and accommodations for each student. Balancing Literacy is the only solution to allow for all learning
styles to function and be successful in reading, writing, and literacy. While there is no data to support how the perfect balance would look, it is
documented that "around the world, when either a phonics or whole language approach is adopted, an unacceptable large percentage of children fail to
learn to read" (BalancedReading.com –– Balanced Reading,

The Importance Of Education In English Education
English Language Learners: Considerations for the Planning and Implementation of Reading and Language Arts Instruction in a bilingual (Spanish
/English) Setting
A great discussion between a former professors, reiterated me of the importance of keeping up with current trends which continue to support the natural
way we learn every day. The area of language arts continues to experience changes with the growth in bilingual education. Children in our classroom
continue to grow by listening, speaking, reading and writing. Professionals diligently guided many of us prekindergarten through fifth grade teachers
at North Bridge Elementary in a programs utilized to continue to contribute to the development of language arts in the early childhood of many
youngsters in South Texas. My first summer of in service in 2007, I was encouraged to obtain hours or credit in the area of special needs, gifted and
talented training, and recalled bilingual students being part of this population, one would serve for many years to come. Not realizing this would lead
to a commitment in my part to a program I used in many ways, Balanced Literacy, not to only service gifted and talented children, but mostly for my
recent immigrant students as well. Like most programs, or curriculums, it entailed many hours, man power, setbacks and ultimately, achievements. I,
along with many other elementary teachers, struggled to make this a resource which, if given time and consistency, guided our students to

Personal Philosophy Of Teaching Literacy
As a future teacher of a fast–changing generation that searches restlessly for new interests, I believe that old and new must meet to keep the basic
values of a balanced literacy. Focusing on prior knowledge, collaborating with colleagues, peers, families, and community, creating connections with our
surrounding, and empowering students' learning style throughout the process of gaining knowledge of reading and writing. Foremost, my personal
philosophy of teaching literacy is based on constructivism and sociolinguistic, where hands on experience and guidance are priority in an
informational world. To facilitate a child's acquisition of literacy skills , as I plan for literacy instruction for my future classroom, I will take into
consideration ... Show more content on Helpwriting.net ...
Starting from the parents, the child must inherit the instinct of wanting to learn to read, developing the curiosity that comes with the increase of
knowledge, interaction with others and building positive memories, that motivate the child's learning to read. An approach that Vygotsky supported
promoting scaffolding, a guided process that adults use to teach students how to master a skill, in this case a reading and writing skills. Children begin
from the womb recognizing parent's voices, singing tone for then building connections through prints and letter sounds in an environment that promotes
literacy with stories, songs, games, group activities with families, "All about me" share, and "Show and tell", to display and build a sense of belonging
in the class. Nevertheless, incorporating strategies or methods that facilitate learning to read stimulated by own personal learning style. Most young
children learn kinesthetically and are visually–sensory prompted to hands on experiences, using appropriate materials in a different setting. Foremost,
with an ongoing informal and formal assessment to evaluate students' pre–knowledge at the beginning of the scholastic year, students' way of learning,
feelings, and connections through the year, and at every lesson, check for understanding, and ways to improve the next step. Ongoing assessment is
part of the whole learning process, it will tell you how the students learn, and achieve appropriate reading and writing goals. A good reader promotes a
good writer and vice versa, but a firm stepping stone during the developmental stages, in rich literacy environments, attempting to positive interactive
experiences, and always monitored, influences the chances of the child sense of wanting to learn to

Essay on Using the Power of both Phonics and Whole Language
Whichever way you learned to read, chances are you never knew what the terms "phonics" or "whole language" meant. However, these are the terms
that are at opposite ends of an on–going debate over the best way to teach children how to read. "Simply stated, supporters of the whole language
approach think children's literature, writing activities, and communication activities can be used across the curriculum to teach reading; backers of
phonics instruction insist that a direct, sequential mode of teaching enables students to master reading in an organized way" (Cromwell, 1997).
Critics of phonics claim that the curriculum is too boring, that the endless worksheets will turn children away from the joy that could be reading and
writing. ... Show more content on Helpwriting.net ...
Children learn, memorize, and apply rules, formulas, and patterns of reading and speech (Curtis, 1997; Wiber, 2002). This approach has also been
called a "bottom–up" approach because the teachers believe that by focusing on the smaller parts and equipping children with the ability to figure out
new words, meaning and comprehension will follow. The strong supporters on this side of the debate want phonics taught in an intensive and
systematic manner (Strickland, 1998). These phonics supporters criticize whole language, claiming that the approach is too disorganized and phonics
taught in such an incidental manner that some children will never have the right tools to learn to read well (Cromwell, 1997).
There are many advantages to using phonics. Children who learn to read by using phonics generally have better pronunciation, spelling, and word
recognition. They have been given a tool that can be used over and over again while reading and writing, without having to memorize vocabulary and
spelling of the words (Curtis, 1997). There are also many examples of how explicit, intensive and systematic phonics can work well in classrooms.
One of these examples is the reading program developed in California. After years of implementing whole language instruction in their classrooms,
reading scores in the state dropped to be among the nation's worst.

Literacy Is The Foundation Of Every Student 's Learning Essay
Importance of Literacy
Literacy is the foundation of every student's learning, and learning to read English is a particularly challenging task. The OECD Programme for
International Assessment of Adult Competencies defines literacy as: the ability to identify, understand, interpret, create, communicate and compute,
using printed and written materials associated with varying contexts. Literacy involves a continuum of learning in enabling individuals to achieve their
goals to develop their knowledge and potential and to participate fully in their community and wider society (as cited in Kennedy, Dunphy, Dwyer,
Hayes, Mc Phillips, Marsh, O'Connor, & Shiel, 2012, p. 40).
Additionally, The OECD report (1996) highlighted the role of literacy in promoting competitiveness and employment, democracy and social cohesion,
and addressing poverty (as cited in The National Literacy Strategy for all in Malta and Gozo, 2014). However, many research conducted in countries
have shown that literacy levels are below the normal rate. Research conducted by the National Institute of Child Health and Human Development has
found that more than 74% of children who enter first grade at risk for reading failure will continue to struggle to read into adulthood. Progress in
International Reading Literacy Study shows that children from a low socioeconomic status and migration backgrounds are the biggest group among
poor readers (as cited in The

Tyner's Small-Group Differentiated Reading Model
Early reading success is the foundation of a student's knowledge and self–esteem. The foundation also provides future opportunities for growth.
Students must learn to read proficiently so that they are able to learn more in future grades, post–secondary schools, and the workforce. Beverly Tyner's
Small–Group Reading Instruction: A Differentiated Teaching Model for Beginning and Struggling Readers states "In the United States, which offers
few career opportunities for the illiterate, teaching children to read proficiently is the most important single task in education." (Tyner, 2009). Beverly
Tyner created the Small–Group Differentiated Reading Model which incorporates research–based strategies for teaching beginning reading skills and
skills ... Show more content on Helpwriting.net ...
The literacy block should consist of a balance of whole–group, small–group, and independent practice. Tyner states, "The challenge in orchestrating the
literacy block can be best described as putting together a literacy jigsaw puzzle." (Tyner,2009). The components of a balanced literacy block should
include modeled reading such as a read–aloud which should include texts above the students' reading level, modeled writing so that teachers have the
opportunity to demonstrate how a writer thinks while writing about a text, shared reading which includes the teacher reading most of the text but also
allows the students to engage in choral reading with grade–level appropriate texts, shared writing to be used to focus on comprehension but may
include the writing process as long as it is used together, small–group differentiated reading and writing, and independent reading and writing so that
students can use the skills learned previously to produce a final product.
Tyner's Small–Group Differentiated Reading Model builds on each individual component and supports each of the other components. Each lesson of
the model introduces new text for the students to read, interpret, comprehend, and synthesize. The re–reading of the text increases fluency,
identification of sight words and their meanings, and comprehension

Balanced Literacy Program Analysis
Literacy is referred to as reading and writing. As we learned, both reading and writing must both be taught together within a balanced literacy program.
Throughout the semester, we discussed the 5 parts that make up a balanced literacy program. These 5 elements, identified by the National Reading
Panel, are: phonemic awareness, phonics, fluency, vocabulary, and comprehension. These 5 elements are what the educator teaches their students. It
should be the educator's goal for their students to understand these 5 elements, but in order for the students to understand them, the educator uses 8
strategies to teach the 5 elements. These 8 strategies are: Interactive read–aloud, shared reading, guided reading, independent reading, shared and
interactive

Frederick Douglass Literacy
Literacy is the Denomenator of a balanced education. This is because by being able to read, one is able to learn a world of information and ideas that
otherwise could only have been taught vocally. Literacy can put a person directly into the heads of the greatest philosophers, scientists and activists.
Frederick Douglass knew that education was his best opportunity to advance himself from his situation. One thing that he did not realize when
beginning his education is that by educating himself, he will inevitably realize the injustice that surrounds him and his people. Although literacy can
make one aware of injustice, and possibly less blissfully naГЇve about their existence, ultimately it is the most important tool to one's success.
Since

Outline Of A Balanced Literacy
Balanced Literacy
Instructional Framework
Grades 6–8
Overview
The effective use of literacy and language skills is important for all students to be career and college ready. It is a goal of the Surry County School
System to use a balanced literacy approach aligned with the North Carolina Standard Course of Study so that students are able to read, write, and
communicate effectively with a variety of audiences in order to live productive lives.
Balanced Literacy provides the foundational structure and scheduling for delivering the North Carolina English Language Arts curriculum in
kindergarten through eighth grades. Balanced literacy along with our scope and sequence defined in our pacing guides enhance vertical and horizontal
... Show more content on Helpwriting.net ...
REAL reading strategies can be used to remind students of how to read informational text. The strategies are:
R – read the title E– examine subheadings and turn them into questions A– analyze pictures, graphs, italics and bold words L– look at any summaries
and questions before reading the text
Implementation:
Teacher–directed is a 40 to 45 minute block of time where the teacher uses 15 to 20 minutes for explicit, whole group instruction. This is the time for
the teacher to model and think aloud with students. For the remaining, time the teacher is the

The Journey Home By Allison Lester
This reflective report is based on different modelled and shared approaches to determining what strategy worked best when dealing with 7–year–old
Elli. Different approaches were used to decide what skills needed development. Appropriate questions were we involved to establish an understanding
of the child's literacy level and perceptive.
For the reading session, I have chosen The Journey home by Allison Lester (2009) this book is about two characters named Wild and Wooly, who are
brother and sister. One day they decide to dig through the sand to reach the North Pole and then begin a long journey home through many magical
kingdoms. I chose this book because it has a variety of different genres that will expand a student's imagination through the use of colourful images and
characters. This book will further express the effectiveness of the student's thoughts and cognitive ability by imagining what will happen next.
The aim of this 20 minute reading session with my 7 year old niece Elli was to learn how to use a modelled and shared reading strategy with young
children and the value of modelled reading in a balanced literacy program (Tompkins, Campbell, Green & Smith 2015). So I began with seating
arrangements. I made sure we were seated side–by–side making sure the book is in her hands. I noticed she was flipping through the pages to further
grasp more information about the book. So I decided to ask her the first question on my list which was, what do you think this book

The New Industrial Revolution And The Digital Age
Unfortunately, the rash of external mandates such as transitioning to the Common Core, delivery of PARCC testing and implementation of HIB
legislation has overshadowed what an exciting time it is to be in education. The Digital Age has ushered in an ever– expanding digital infrastructure
where access and the ability to connect is becoming ubiquitous. Furthermore, the democratization of the web offers individuals opportunity to not
only act as critical consumers of information, but also exist as trusted producers of public content. As Chris Anderson states in Makers: The New
Industrial Revolution, "Today we are spoiled by the easy pickings of the web. Any kid with an idea and a laptop can create the seeds of a
world–changing company– just look at Mark Zuckerberg and Facebook." As opposed to erecting a barrier to the outside world, schools that embrace
the Digital Age and more importantly, provide stakeholders equitable access to a connected world, open spaces of possibility inside classrooms.
Establishing a culture of where individuals think deeply about their work is a hallmark of a 21st Century school district. A crucial role the Director of
Curriculum and Instruction is fostering an organizational climate where stakeholders are imbued with a sense of agency. The Director of Curriculum
and Instruction needs to interact with educators, students and parents on a personal level to engage individuals in reflective conversation about current
practice and to brainstorm

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