Aspects of a balanced literacy program

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Whole language? A balanced approach to literacy? Much will depend upon the era you grew up in. A long-standing debate on how literacy should be taught in schools has ensured that education policy has regularly switched between phonics and whole language learning. The balanced approach to literacy — first introduced in the s — is said to provide a welcome alternative.

Some educators argue that this literacy program provides children with the skills they need to become successful readers and writers throughout the whole of their lives. Here we explore the balanced approach to literacy and try to determine just how effective it really is. Historically and often contentiously , literacy teaching has swung between two supposed extremes. On one side, we have the phonics approach.

Children are taught to recognize the sounds and letters that compose words. They then work to blend and segment these sounds in order to read and to write.

On the other side, we have the whole language approach. Using this method, children are taught to recognize whole words in context. Proponents of this style of literacy teaching believe children are able to discern more meaning from what they read. The balanced approach to literacy aims to incorporate the best aspects of these two different approaches.

Sitting somewhere in the middle, it aims to assign equal importance to the phonics and whole language methods. So what does a balanced approach to literacy actually look like?

The teacher reads a story or poem to the whole class, modeling good reading in the process. Teachers can make these sessions more interactive by asking for feedback or posing comprehension questions to students. The whole class reads aloud together, using a text that everyone can see.

The teacher can reinforce reading strategies and encourage students in their recognition of familiar patterns and phonic families. In small groups, students of a similar reading level read a text together with teacher support.

During these sessions, teachers are able to recognize any weaknesses and try to address them with relevant future texts. Word study sessions give students the opportunity to focus on certain groups of words, recognizing patterns in their sound and appearance. Students are given time to read independently, choosing texts that spark their interest and applying skills they have learned in group literacy sessions.

This approach allows children to experience literacy creatively, finding meaning, and enjoying the texts that they read. But it also gives them the tools they need to break language down into its component parts, reading and writing correctly from a younger age. No parent wants to hear that their child is falling behind with their reading. The strongest elements of each are incorporated into a literacy program that aims to guide students toward proficient and lifelong reading.

A typical balanced literacy framework consists of five components including read aloud, guided reading, shared reading, independent reading, and word study.

Skillful teachers use their knowledge of literacy development and processes to decide where to go next. Claire is an English teacher. She believes that a combination and balance of both, whole language and phonics, is the best way to teach reading to her students. She plans her balanced literacy framework by mapping out a whole language classroom where students are taught the meaning of words and texts. Thus, instead of spending time only focusing on sounding words out and other phonics-related lessons, children in her whole language classroom are surrounded by many different types of written language that they can explore.

They are able to choose the books and texts that they want to read. For example, during a typical balanced literacy session, she reads aloud to the class. Assessment is continuous and grouping flexible to allow for change when necessary.

Independent Reading : Students select their own text based on their reading level and interest. Students read independently for a select period of time. While reading independently, students are practicing the reading strategies that were taught during read aloud, shared reading, and guided reading.

Interactive Writing : Together, the teacher and class compose a variety of written text, using what is called a "shared pen" technique. Through discussion, the class agrees on what to write.

Together, the teacher and students navigate through the writing process. Shared Writing : The teacher and students work together to create different forms of writing. Students provide the teacher with ideas, while the teacher serves as a scribe. The teacher's role during shared writing is to effectively demonstrate the writing process. Guided Writing : The teacher works with small groups who have similar writing strengths and weaknesses.

The teacher introduces techniques and strategies carefully chosen to match the students instructional levels. Assessment is continuous to ensure that learning is being facilitated. Grouping is flexible and may be changed as often as necessary. Independent Writing : Students spend a specified amount of time writing independently. Writing topics may be selected by the teacher, but are most often self selected.

During this times, students are practicing strategies that were explicitly taught during interactive writing, shared writing, and guided writing. An effective balanced literacy program aids students in the development of reading and writing. Students are taught effective skills and strategies essential to master oral and written communication. Balanced literacy is most effective when students are given explicit, direct instruction, and provided with a variety of daily reading and writing experiences.