The Balanced Literacy Model

What is balanced literacy?

Balanced literacy is a teaching framework aimed to assist every student learn to read and write effectively. A balanced literacy program places emphasis on the numerous components needed to become a proficient reader. By engaging students in language and literature-rich activities in combination with explicit teaching of the comprehension skills, students are improving their reading, writing, speaking, and listening skills.  The balanced literacy approach to reading instruction integrates numerous reading strategies to meet student’s individual needs.

What are the benefits of using a balanced literacy approach? 

Balanced literacy has proven to be an effective format for building proficient readers, writers, and speakers in our ever changing world. Through the use of explicit modeling and practice, students reinforce skills necessary to succeed.

Below are the proven benefits of adapting the balanced literacy model in the classroom:

• Students develop vocabulary.
• Students increase comprehension.
• Students develop active listening skills.
• Students develop fluency and phrasing.
• Students are provided with a model of a good reader and writer.

What skills are targeted in a balanced literacy lesson?

A balanced literacy plan is successful when students are given direct instructional support and an array of daily reading and writing experiences. By planning lessons that revolve around the key skills, students are more likely to succeed as readers and writers.

The following are the key proficiencies necessary in the development of becoming an independent reader and writer:

• Word Recognition- the ability to decode text. This includes utilizing phonemic strategies to make sense of print across genres.


• Language and Vocabulary-  the ability to comprehend written and spoken words. This includes reinforcing listening comprehension, oral expression, dictionary use, inferring meaning from context, and proper word usage.


• Fluency- the ability to read with speed, accuracy, and expression. Learners are able to apply their decoding strategies to infer meaning and word recognition.


• Comprehension-  the ability to read, write, and understand fiction and nonfictional text. Learners are not just reading written text, but they are making connections and understanding as they read.

What are the components of balanced literacy?
In planning a balanced literacy lesson, educators must create a balance between direct and indirect instruction in reading and writing. This includes explicit instruction modeling strategies, but also having ample time for students to practice the strategies they have learned.

The following components comprise a balanced literacy lesson: 

• Shared reading-During a read aloud, the instructor reads a variety of text aloud. As instructor reads, he models his thinking. Students then participate by answering questions and modeling reading strategies.  

• Guided reading-During guided reading, the instructor meets with a small group of students to help them learn strategies for understanding text. Students are grouped based on their reading levels and instructional needs. The purpose of guided reading is to provide the instructor the opportunity to assist students in becoming proficient readers.


• Independent reading- During independent reading time, students are able to select a text of their choosing. They are required to read for approximately 20 minutes with little to no adult help. This time is set aside for students to practice their reading strategies.

• Shared writing- During shared writing, the instructor writes an assortment of text with the students. The instructor models the thought process behind composing a written text aloud. Students participate by assisting the teacher write a piece of text. During this portion of the lesson, the instructor prompts students thinking by redirecting their attention to acquired strategies.

• Guided writing- During guided writing, the instructor is engaging students in questions and discussions concerning the traits of good writers. The role of the instructor is to facilitate the writing process for the students by giving them the opportunity to write, while encouraging students to practice strategies.


• Independent writing- During independent writing, students are able to select a topic and write for a sustained period of time. During this time, the instructor is conferencing with students individually reviewing students writing pieces. The instructor gears a students understanding by walking him through the writing process. The goal is for students to practice skills and strategies obtained through shared writing.

How are students assessed?

In order to better meet students individual needs, educators must use an array of assessments to target students strengths and weaknesses. By knowing students academic standing, educators can provide support to enable students to move to higher levels of reading and literacy development.

The following are assessments educators can conduct to collect data regarding a students academic standing:

• Summative Assessments- are assessments used to assess mastery of goals and objectives taught in a given time frame. Usually in the form of a test that is administered at the end of a unit. 


• Portfolios- include various student work samples that show growth, effort, and mastery of goals and objectives. Portfolios are used to monitor progress and change over a period of time.


• Writing Assessments- include student produced finished writing pieces. Used to assess student understanding of writing process. 


• Anecdotal Notes- are notes taken by an instructor during walkthroughs, small groups, and observations. Anecdotal notes assist the educator document student progress, growth, and individual proficiencies.


• Oral reading samples- include Reading 3D, Dibels, and DRA. Oral reading samples are used to assess a students oral reading fluency. By using these form of assessments, instructors can target students individual strengths and weaknesses for further reinforcement and guidance. 

What does balance literacy look like in the classroom?

In the following clip, an instructor in an elementary school models the key components of a balanced literacy lesson. As the video unfolds, viewers are given examples of what lessons should like in Reading and Writing in the classroom.

Below are articles for educators containing additional resources pertaining to balanced literacy:

• Nonfiction Curriculum Enhanced
• Balanced Literacy In The Classroom
• Balanced Literacy Instructional Strategies

Overall: 

Instructors should consider using the balanced literacy model to produce proficient readers and writers.By adapting this model, instructors make learning to read and write easier but also more meaningful. Instructors are providing students with the learning experiences and support needed to extend their instruction.


Credits:

"Balanced Literacy." Mrs. Caro's Class Website. Web. 10 Mar. 2012. <http://mrscarosclass.com/balanced_literacy.htm>.

"Balanced Literacy Framework." Laura Candler's Teaching Resources. Web. 10 Mar. 2012. <http://www.lauracandler.com/strategies/balancedlit.php>.

"Balanced Literacy." Object Moved. Web. 10 Mar. 2012. <http://www.pike.k12.in.us/district/departments/progstaffdev/balancedliteracy/default.htm>.

"TEACHERS." Balanced Literacy:. Web. 10 Mar. 2012. <http://www.scholastic.com/teachers/article/balanced-literacy>.

The Benefits Of Cooperative Learning!

                                                           

What is cooperative learning?

Cooperative learning is a teaching strategy, which involves students working in small groups on various activities aimed to improve their understanding of the curriculum. Each group is composed heterogeneously based on their academic standing. By having students work in small groups, each student takes an active role in their learning. Students are not solely responsible for their learning, but also for assisting one another. Each group works on various tasks until all members effectively understand and grasp the task at hand.

Why use cooperative learning?

Research has shown that of all classroom grouping strategies, cooperative learning may be the most flexible and powerful. 

Positive results of cooperative learning include:

•  Increase in student learning and academic merit. 
•  Increase in student engagement.
•  Increase in oral communication.
•  Increase in positive race relations. 

Elements of cooperative learning

Educators who are extremely committed to using cooperative learning must create a productive atmosphere vs. a competitive one. 

In order to get the most from cooperative learning, educators must implement the following five conditions:

• Positive Interdependence- Each member is given a role in the learning process. This ensures that students work together to succeed.

• Face-to-face interaction- Students communicate their thought process with one another. Students elaborate and contribute to one another's ideas. Students assist each other in arriving to the solution.

• Group accountability- All students are required to participate in group work. Educators can check for understanding by orally assessing students through questions or giving individual assessments. This will ensure that students were on task and focused during collaboration.

• Interpersonal skills- Students work together to create a relationship of trust with one another. Students are given opportunities to be leaders and resolve conflicts if they should arrive.

• Group processing- Students are given the opportunity to reflect on their learning. They work together to resolve behaviors that are not beneficial to the group, but also acknowledge how well they are achieving their goals.

Activities that implement cooperative learning
The following are activities educators can implement in the classroom. The activities encourage cooperative learning in fun, meaningful ways.

• Jigsaw- Students are placed in small groups of no more than five students. Each member in the group is given material to learn and relay back to the remaining members of the group. To assist students in their learning, students who are given the same topic to learn, work together in deciding what is important and how to teach it. Upon gathering information on designated topic, students return to their original groups to teach one another.

• Think-Pair-Share – This strategy involves students working through their thought process together. Educators begin by posing a question to the class as a whole. Students then reflect on the question on their own. After a few minutes, students then share their responses with a designated partner. This step allows students to further their thinking. Upon working with a partner, students then share their thoughts with a small group. This strategy aims at organizing an extending a student’s thought process.

• Round Robin Brainstorming- This strategy involves students working together in brainstorming and sharing their thought process. This strategy involves the educator posing a question to the class. The class is broken in to teams of four. Upon posing the question, students are then given a few minutes to think about their responses. One student from the group is chosen as recorder, and must ensure that everyone in the team contributes. 

Cooperative learning: Where do I start?

Cooperative learning is a strategy any educator can implement in their classroom. By better understanding the strategy, educators can begin creating an atmosphere of teamwork in their very own classroom.

Below are articles for educators containing additional resources pertaining to cooperative learning. 

• Cooperative Learning Resources    
• Classroom Compass 
• Cooperative Learning 
• Teaching Tips

Cooperative learning: What does it look like?

Cooperative learning groups consist of 4 to 5 students working together on an assigned task. Students share their responses, motivate each other to succeed, and assit one another in creating their understanding.

In the following clip, two students are sharing their thought process with one another. The teacher has chosen to use the, think-pair-share strategy, in which partners share their rationale before sharing with their small group.

Overall:
Cooperative learning is a strategy all educators should consider. By having students work in small groups, they are engaged in meaningful dialogue, content, and activities. Students become active participants in their learning, while assisting one another.

Credits:

David and Roger Johnson. "Cooperative Learning." [Online] 15 October 2001. <http://www.clcrc.com/pages/cl.html>.
David and Roger Johnson. "An Overview of Cooperative Learning." [Online] 15 October 2001. <http://www.clcrc.com/pages/overviewpaper.html>.
Howard Community College's Teaching Resources. "Ideas on Cooperative Learning and the use of Small Groups." [Online] 15 October 2001.<http://www.howardcc.edu/profdev/resources/learning/groups1.htm>.
Kagan, S. Kagan Structures for Emotional Intelligence. Kagan Online Magazine. 2001, 4(4). http://www.kaganonline.com/Newsletter/index.html


Reference
Kagan, Spencer. Cooperative Learning. San Clemente, CA: Kagan Publishing, 1994.www.KaganOnline.com

Technology in Education!

Technology Integration

Education has gone through numerous changes over time. The Computer age has opened the door to how learning takes place. As a result, educators now have unlimited resources at their fingertips. Technology integration allows educators to deliver their lessons effectively and efficiently.  Prior to entering a classroom, students already have technological knowledge concerning how to access information. Students are not stunned or apprehensive by the use of technology. Educators should seek opportunities to integrate technology into the classroom to increase and enhance student understanding. Below are a few technological advances that can be integrated into classrooms anywhere. 

1. Ipad

The iPad is a tablet computer designed and developed by Apple. It is marketed as a platform for audio and visual media such as books, periodicals, movies, music, and games, as well as web content. The iPad enables educators to download applications that enhance student learning. Through the use of an iPad, students can play games, read books, and create videos that target objectives on the standard course of study.

Below are articles of classrooms revolutionizing the way students learn through the use of ipads:

• Madison to get 1,400 iPads for the next school year
• iPad the new textbook?
• Teachers Improve Classroom Lessons
• Ipad improves scores?
• 20% jump in Math scores due to iPad
• Ipad helps students learn

2. Ipod

The iPod touch is an electronic rectangular device created by Apple. The iPod plays music, videos, games, and applications. Through the use of the iPod, students are able to shoot videos and engage in applications that further their understanding. Using the iPod allows students to become active participants in their learning. 

Below are articles of classrooms engaging their students  through the use of ipods:

• Ipod touch will engage learners in Reading and Math
• Classrooms turn to mobile devices
• Let's go digital!

3. Active Boards

The Smart Board is an interactive whiteboard that is touch sensitive and runs off a local computer resource. The Smart board allows information that is written on it to be saved and stored. Like a computer, it projects a desktop in which students can interact with various activities through the use of a pen. The Smart Board aims to bring lessons and learning to life. Rather than just have information displayed, the whiteboard allows for interactive activities to reinforce learning. 

Below are articles of classrooms engaging their students  through the use of Active Boards:

• Smart boards as an instructional tool
• The touch screen classroom
• White Boards change dynamic of learning

As technology continues to evolve, educators should be constantly seeking ways to further their students understanding. There is no better way to bring learning to life than through the use of technology. Technology allows students to become engaged in their learning.