Balanced Literacy Framework
Read Aloud DailyTeacher reads daily, models fluency, models thinking process out loud, builds a shared class literacy history with varied genres and authors rereads books for different purposes, fostering discussion and response to literature.
Modeled WritingTeacher models writing for scholars while verbalizing thinking (and reasoning) beginning with how to record print and moving to more sophisticated decisions about word choice, genre, content, varying purposes, audience, etc.


Shared ReadingReading large or other print that is visually accessible to all, teacher models reading skills and strategies- inviting all scholars to participate in the practice- resources may be overheads, multiple copies of passages, content textbooks, etc.
Shared/Interactive WritingTeacher uses language experience and interactive writing to transcribe a negotiated message- letting the scholars record purposeful portions of the text. Texts should reflect varying genres, content, purpose, audience, etc.


Workshop Model for Reading and Writing
Mini LessonsTeacher selects one teaching point of a strategy, skill or element to introduce or reinforce. Then the teacher selects a delivery method (direct, indirect, inquiry, etc.) and briefly offers this lesson to scholars. Invite or require this work during the guided and independent work and then reemphasize evidence of scholars' attempts at the conclusion of the workshop that day (share).

Guided Practice in ReadingTeacher assists individuals and/or small groups of scholars at their instructional reading level in strategic behaviors with both familiar and new texts. Scholars on or below grade level should receive support daily. Assessing all scholars frequently in order to see the evidence of both growth and individual needs is necessary. The goal in guided practice is to improve the reader not the reading of a particular text.
Guided Practice in WritingGuided practice usually takes the form of conferencing with one scholar at a time, however, small group work can also be beneficial during this time. As in the mini lesson, a conference should last only a few minutes and have just one teaching point. The goal in all guided practice is to improve the writer- using the current text as a case study for generative learning.


Independent Practice in ReadingScholars need daily opportunities to read both just right books and self-selected texts. During this time, scholars will read independently, read and discuss text with partners, and record responses in a journal.
Independent Practice in WritingScholars need daily opportunities to write about self-selected topics within the genre study as they compose, revise and edit writing in order to attempt new skills and strategies. On occasion they should write to a prompt in preparation for standardized assessments.


ShareBringing closure to the workshop each day is a powerful teaching opportunity. Share time should give scholars a chance to summarize, demonstrate new knowledge or at least their attempts, as evidence of their new understandings about reading and writing. This share can either provide closure for the day’s work or provide a springboard for tomorrow’s mini lesson.


Balanced Literacy Components
Reading Workshop
Writing Workshop
Mini-Lesson (5-10 min)
  • Connection
  • Teach
  • Engagement
  • Link
Mini-Lesson (5-10 min)
  • Connection
  • Teach/Mentor Text
  • Engagement
  • Link
Independent Reading
  • Students reading and responding
Independent Writing
  • Students writing
Conferring
  • Compliment
  • Teaching Point
  • Next Step
Conferring
  • Compliment
  • Teaching Point
  • Next Step
Small groups
  • Guided Reading
  • Partner Reading
  • Literature Circle
  • Book Clubs
  • Skills/Strategy Group
Small groups
  • Guided Writing
  • Partner Writing
  • Skills/Strategy (Writing Process)
Partner Time (5 min)
Partner Time (5 min)
Teacher share (5 min)
Teacher share (5 min)