READING
Interactive Read Aloud is a component in which the teacher reads a selection out loud to children, allowing them to be strong participants in their learning. The selection may be a story, poem, nonfiction text, newspaper article, letter, morning message, chart, or text from another genre; all exemplary models for readers and writers. The teacher thinks aloud using language and questions to stimulate quality conversations focused on a clear target or standard so that the teacher and student can share their thinking. The purpose of an Interactive Read Aloud is to accelerate learning and guide development--to boost language development, promote active listening, encourage deeper thinking, provide an outstanding fluency model, to introduce children to a variety of genres, authors and illustrators, and to teach comprehension and build vocabulary by immersing children in rich book language.

Shared Reading is the heart of the Balanced Literacy program. During a Shared Reading lesson, the teacher and children sit close to read and reread an enlarged text together. In the older grades, each child may have a copy of the same small text. Children are encouraged to attend to the print and share their responses to the text. The enlarged text can be from various genres such as a morning message, big book, poetry, directions, word walls, pocket charts, or any other appropriate selection. Shared Reading is supportive in nature, which allows students to read confidently beyond their current reading ability. The teacher’s task is to introduce a variety of authors and illustrators, to demonstrate reading strategies/skills and to assist in the development of book language.

Guided Reading is a component of balanced literacy that has specific diagnostic, instructional, and evaluative intent. It supports and encourages the development of strategies for independence in reading within a small group. Children have their own copy of the selection from a set of leveled books or other appropriate text at the group’s instructional level. After an introduction/preview, the child is responsible for the first reading. Guided Reading provides children the opportunity to problem-solve and use reading strategies while reading for meaning. The teacher is able to monitor the reading process of each child, provide feedback and instruction to individuals or to the group, and allow children to ask questions and respond orally to the text. Guided Reading places more emphasis on word recognition and reading with fluency. It allows for the explicit teaching of effective reading strategies such as predicting, confirming and self-correcting. As with any reading approach, emphasis is on increased comprehension. Guided Reading is the bridge between Shared Reading and Independent Reading. Children are grouped according to similar needs, skills or strategies, based upon on-going assessment and observation. These small groups are flexible and ever-changing.

Independent Reading provides children the opportunity to choose their own text and practice reading at their independent level. The reading materials available include many familiar texts, nonfiction materials (magazines, newspaper articles), poetry, big books, student-made books, children’s literature, and book baskets of leveled texts or other appropriate selections. Independent Reading builds fluency and provides children the opportunity to practice using different reading cues and strategies with a variety of texts. 


WRITING
Modeled Writing is a component in which teachers write in front of children, putting words together to make meaning of print. Teachers verbalize their thoughts as they write (think out loud). Materials used might include an easel, chart paper, large white board, pens, pencils, white correction tape, and markers. The purpose of Write Aloud/Modeled Writing is to demonstrate how writing works by showing children that ideas can be recorded on paper.

Shared Writing is a teaching process where the teacher and children collaborate to write a text together. In a large or small group, the teacher uses chart paper and markers while acting as scribe. The purpose of Shared Writing is to demonstrate how writing works by showing children that their ideas can be recorded on paper and they can participate in the recording process/writing. In addition, Shared Writing provides opportunities for younger children to develop concepts about print (directional movement, return sweep, one to one matching, etc.), and to participate and behave like writers. In the upper grades, it allows for the teacher and students to discuss and compose a common text related to an experience or an area of study. The final product will reflect changes, deletions or corrections the teacher has made.

Interactive Writing is a teaching process where teachers and children compose messages and stories that are written together using a “shared pen,” a technique that involves children in the writing. The teacher and children negotiate what they are going to write and then share the pen to construct the message. The teacher serves as the facilitator of the discussion--summarizing, confirming and synthesizing the children’s ideas. The final product should be of published quality and error free. (Cover and correct errors using matching paper or correction tape and marker).

Guided Writing is a teaching component designed to teach a specific skill or strategy to the whole group, a small group, or individuals and to give children practice in writing. Each child has his/her own writing materials and space. The children do the writing, but are supported as needed by a teacher who provides instruction through mini-lessons and conferences. The purpose of Guided Writing is to expand writing knowledge based on the student’s needs.

Independent Writing provides children the opportunity to write their own writing pieces. The purpose of Independent Writing is to practice using writing skills and strategies and to support reading development. The teacher needs to provide time for children to write every day, across all areas of the curriculum.