I created the infographic pictured below to represent my understanding of what a Balanced Literacy Program should look like. To me, a Balanced Literacy Program must include the following:
Curriculum: First, teachers must include the curriculum in any program. Within the Ontario Language Curriculum there are 4 strands: Oral Communication, Reading, Writing, and Media Literacy. Each one of these strands has the potential to be very cross-curricular.
Retrieved from http://www.slideshare.net/tonihannelly/the-ontario-language-curriculum
Assessment: Assessment is a critical part of any balanced program because it is assessment that drives instruction. Assessments provide information to teachers in order to map next steps for varied learners. Without using assessment as a means to develop student success, it can only be looked upon as a method for tracking student error.
Retrieved from https://www.cli.org/blog/what-is-data-driven-instruction/
100 Minute Literacy Block: The following is an example of a 100 Minute Block brought to my attention by my Language instructor:
100 Minute Literacy Block
Organization – Junior/ Intermediate
10 minutes
Whole
Group Lesson (one of Reading, Writing, Word Study or Teacher Read Aloud)
20
Minutes
Student Choices: Lesson Consolidation Assignment,
Self-Selected Reading, Listen to Reading, Read to Someone, Writing, Word
Study
Teacher Choices: Guided Reading, Focus Group Instruction,
Assessment, Conferencing
10 minutes
Whole
Group Lesson (one of Reading, Writing, Word Study or Teacher Read Aloud)
20
minutes
Student Choices: Lesson Consolidation Assignment,
Self-Selected Reading, Listen to Reading, Read to Someone, Writing, Word Study
Teacher Choices: Guided Reading, Focus Group Instruction,
Assessment, Conferencing
10 Minutes
Whole
Group Lesson (one of Reading, Writing, Word Study or Teacher Read Aloud)
20
Minutes
Student Choices: Lesson Consolidation Assignment,
Self-Selected Reading, Listen to Reading, Read to Someone, Writing, Word Study
Teacher Choices: Guided Reading, Focus Group Instruction,
Assessment , Conferencing
10 Minutes
Whole
Group Lesson (one of Reading, Writing, Word Study or Teacher Read Aloud)
Based
on: Daily 5 Café – the2sisters.com (Boushey & Moser) and thedailycafe.com
Comprehensive Literacy: Comprehensive Literacy refers to a program which meets the needs of all students while still meeting the learning goals intended by the curriculum. A popular method of delivering a comprehensive literacy program is the Daily 5. The Daily 5 includes reading to self, writing, word work, read to others, and listening to reading (typically teacher read aloud). Another important aspect to include is guided reading/teacher conferencing.
Retrieved from https://s-media-cache-ak0.pinimg.com/736x/fd/19/11/fd191147a9be5911bf4f20d6b09ddabe.jpg
Gradual Release of Responsibility: This instructional model
provides various levels of support
and meets the
needs of all
students. The
goal of literacy
instruction is
to develop
independent,
lifelong
learners. However, the gradual release of responsibility provides a framework for various levels of support in order to meet the needs of all students.
Retrieved from http://www.skokie68.org/curriculum/Balanced-Literacy.cfm
Classroom Set Up: Many educators will agree that the best classroom set up for language instruction is in the form of groups. Cooperative learning groups can be used to maximize students learning through an emphasis on building a better understanding of content as well as building a particular set of skills for working with others. Even as a student in University I have seen the benefits of peer-to-peer instruction - personal knowledge is best when it is strengthened by shared knowledge.
Retrieved from https://cft.vanderbilt.edu/guides-sub-pages/setting-up-and-facilitating-group-work-using-cooperative-learning-groups-effectively/
Differentiation: Differentiated instruction can be absolutely critical for any subject, but when looking at a language program, differentiation is very important especially for writing and reading levels. Differentiated instruction allows all learners to access the curriculum according to their needs.
Retrieved from http://www.mrstruittspage.org/differentiated-instruction.html
Infographic by Michelle Jaskula
The following are resources which I believe are quite valuable for Language instruction:
#1: Kahoot! is a valuable online tool which can be used for assessment. Teachers can create quizzes on Kahoot which can be a great diagnostic assessment - and the best part is that student answers can be anonymous to one another. In other words, students can engage in social learning without feeling afraid or uncomfortable to participate. It is a very engaging tool and can be modified to use in any subject. Potential setback = each student needs their own device in order to participate (there is a similar website called Plickers in which only the teacher needs to have a device.
#2: Google Read&Write is an amazing online tool (Chrome Extension) which I have been using quite a bit lately. Read&Write is an assistive technology which can be beneficial for all learners, but especially those who have trouble with reading and/or writing. The Read&Write toolbar offers a number of options to best suit the learner's needs. There are Text-to-Speech and Speech-to-Text options, a graphic dictionary, translator, fact finder, vocabulary list generator, word prediction feature, and highlighters. I have been working very closely with students who are on IEPs for Language, and they are now beginning to use Google Read&Write quite often. Not only are they able to write their thoughts much more freely, but their overall confidence as learners has been increased. I strongly recommend this program.
#3: Learning A-Z is a site which was created for teachers by teachers to help with differentiating instruction. The most beneficial aspect of this site is the leveled resources for reading and writing. Various resources and tools can be customized to best suit the needs of the students.
#4: Edutopia is a great site with many wonderful articles for educators. In particular, I came across this article on Twitter the other day - Tips for Creating Wow-Worthy Learning Spaces. Although I believe that sitting students in small groups is very effective for language instruction, I also believe that classrooms need to be flexible. Desks and chairs are not bolted to the floor for a reason, so why do many teachers leave them in the same seating arrangement all year long? The classroom should be altered to best suit the needs of the lesson and of course, the students. With the 100 minute literacy block and Daily 5 in mind, the classroom should reflect the needs of each activity - whether it is independent or collaborative.
#5: Exit Cards can be a powerful closure activity for both teachers and students. Not only does it provide some kind of feedback to teachers for assessment/further instruction, but it allows students to reflect on what they may have learned that period/day.
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