Balanced Literacy

Reading Well, the literacy plan for FVSD, utilizes Anne Brailsford's framework of balanced literacy that she initially developed for Edmonton Public Schools. This framework is based on the best research and classroom practices available and meets the requirements of the Alberta Language Arts program. At the heart of a balanced literacy approach is the strategic and knowledgeable teacher who facilitates children’s literacy learning. It is with this in mind that an intensive, systematic and job-imbedded professional development model is provided for teachers. This PD model is two years in duration and includes initial training days, in-services, in-class demonstrations and coaching. The balanced literacy PD model is supported by the Director of Literacy and facilitated by two trained Balanced Literacy Coordinators.

It should be noted that the balanced literacy framework is dynamic; that is, it continues to be refined as research informs practice. In addition, the framework and the PD model is adapted and modified to ensure success within the Fort Vermilion School Division environment.

Balanced Literacy Model

Introduction to Balanced Literacy

The Balanced Literary Program, as described in Anne Brailsford's Balanced Literacy Manuals (page 18), is envisaged to be 'balanced' in several key ways:

The components and content are broad and comprehensive and are consistent with the Alberta Language Arts program.
There is the provision of explicit and incidental teaching of literacy. Children learn in different ways and there is a need to balance explicit, direct reaching approaches (Adams, 1990; Hancock, 1999) with the power of immediate, incidental teaching (Goodman and Watson, 1998).
The creation of a variety of organizational groupings occurs within the course of each day. Diverse grouping arrangements within the classroom offer the opportunity to vary instructional styles, methods, and materials (Fountas and Pinnell, 1996; Taberski, 2000).
Variety in methods and materials is essential in order to meet the diverse needs of literacy learners. There is an underlying assumption that no classroom has a homogeneous group of learners. Rather, each instructional setting represents a diverse community of children (Clay, 1991).

Three broad components are included within the Division I framework:

Working with Words: A 'word level' period that emphasizes word recognition and spelling skills and strategies. Transfer of learning to contextualize reading and writing situations is strongly emphasized.

Reading: Comprehensive reading sessions include Read Aloud, Shared Reading, Guided Reading, and Independent Reading. Quality children's literature, the use of expository, narrative and poetic text structures, and the links between reading and writing, receive focus.

Writing: This encompasses a workshop that includes Write Alouds (teacher demonstrations), Shared Writing, Guided Writing, and sharing (amongst class members). Cross curriculum links, interconnections with reading and research, preplanning with graphic organizers, and age appropriate involvement in a variety of text structures receive attention.

The key components of the Division II program include:

Word Block: A short, daily block wherein spelling and word recognition are emphasized using a variety of activities.

Reading Hour: Reading Aloud to students, some Shared Reading sessions and Guided Reading occur in this block. The Read Aloud and Shared Reading components often provide opportunities for linking with Guiding Reading through Class Strategy lessons. Components are moved around flexibly to make a daily Reading Hour.

Writing: Demonstrations, teacher Write Alouds, Class Writes and Guided/Independent Writing are featured in this block. Often writing will need to occur in the content area periods to allow for integration and to avoid overloading the Language Arts timetable.

The Twelve Tenets of the Balanced Literacy Program

Tenet 1

Children will move from supported to independent learning in Language Arts.

Tenet 2

All children will read at their Instruction Levels in Guided Reading groups, and at their Independent Levels when reading independently.

Tenet 3

Students will receive direct, explicit instruction and incidental teaching on spelling, word recognition/analysis, comprehension, and writing strategies. This is to be done on a daily basis.

Tenet 4

Direct instruction will be multilevel to meet the needs of all class members.

Tenet 5

Children will receive Independent Reading and Guided Writing practice daily.

Tenet 6

Modeling and mini-lessons will be planned to preface each Writing session.

Tenet 7

Integration of Balanced Literacy Program strategies with other curriculum areas is strongly encouraged.

Tenet 8

Professional development for teachers is Intrinsic to the program.

Tenet 9

Routines and a regular timetable need to be established to ensure that all components of the program are addressed. Continuity of direct instruction and literacy practice will then follow:

Tenet 10

Parents need to be encouraged to be part of the program via the provision of developmentally appropriate practice activities (e.g., Word Wall and Making Words activities, and home reading).

Tenet 11

The intent of the program is to create lifelong readers and writers. Affective engagement in all activities is a goal.

Tenet 12

Assessment is an integral part of the Balanced Literacy Program

Expanded Version of the 12 Tenets