Balanced Literacy
The Journey Has Begun
By June 2015, all CMS teachers will
be fluent and comfortable in the
practices of Balanced Literacy
Rationale for Balanced Literacy
• Common Core State Standards require an
increase in rigor of reading instruction
• Prior to implementation of BL students read
only 7 – 8 minutes/day
• BL provides a safe, structured and highly
motivating opportunity to read on a daily
basis
• How well your child reads is determined by
how much they read
A Typical Structure for Reading Workshop
Minilesson
Connection, Teaching Demonstration,
Active Engagement, Link to Work
Independent Reading Time
Private Reading Time
(Mid Workshop Teaching)
Partner Reading Time
(Teacher confers with individual readers and
may work with small groups of readers during reading time.)
Teaching Share Time
Minilesson Reinforcement or
Minilesson Preview or
Minilesson Add-On or
Problem Solving
To determine independent
reading levels analyze:
Reading 3D Data
MAP Data
Running Records
Conference Notes
Read and Write Every Day
• Students make choices about what they
read
• Every day time is devoted to
independent reading after a strategy
has been taught in a mini lesson
• Teachers will conference with students
and keep records of those conferences
• Guided reading groups for small groups
working on same strategy
Words Their Way
Students are given a spelling inventory to
determine stage of word knowledge
5 Stages:
• Emergent Reader
• Beginning Reader
• Transitional Reader
• Intermediate Reader
• Advanced Reader
Stages for Spelling
Assessment
• Common Assessments
• Cold Read Passages with questions on
skills taught
• Evaluate graphic organizers
• Assess reading response journals
• Performance tasks
Long Range Goal
Students must be proficient as readers,
writers, and speakers to be successful,
contributing adults and lifelong learners.
Every child in every classroom, every day,
deserves the chance to behave like and enjoy
the pleasure of being a good reader.
Questions?