Balanced Reading

Balanced Reading

1. Shared Reading

   • This is when the teacher would explicitly teach reading strategies and the students participate in the reading.
   • Model any new strategies for students as they are reading.
   • Use anchor charts to show student thinking and to keep track of ideas.
   • Use the same text over a few days to practice a variety of reading strategies and so students become familiar with the vocabulary.
   • Shared reading can be done as a whole class or in small groups, depending on the strategy being taught.
   • Students can have extra copies of the text, sentence strips or white boards, or sticky notes to record ideas thoughout the reading. Students can also engage in a think-pair-share that would promote accountable talk.
   • Allow time for an activitiy where students can show their understanding.

2. Read Aloud

   • The teacher shows students what it looks and sounds like to be a fluent reader.
   • Students are engaged with the book the teacher is reading. The teacher asks questions before, during and after the read aloud.
   • Activate prior knowledge. Give an idea of what the book will be about to help students with no prior experience.
   • Use the read aloud as a branch between other curriculum areas. It is a great way to incorporate literacy in math, science, etc.
   • Choose a text that is at an appropriate level for the class.
   • Students can record notes during the read aloud to practice reading strategies. They could use a white board or sticky notes.
   • Stop throughout the book to allow students to think about the book. They could do a "think-pair-share" to discuss ideas with a peer.

3. Guided Reading

   • This serves as a step between shared reading and independent reading. The teacher helps scaffold strategies learned so students are able to read on their own using appropriate stratgeies.
   • Groups can be formed by reading level or based on the strategy being taught.
   • Groups can be of 4-5 students, ideally.
   • Provide constructive feedback for students. Keep anecdotal notes thoughout as reference for assessments,
   • The rest of the class is engaged in learning centers or literacy activities.
   • Choose a text that is appropriate to the skill level of that group and that matches the strategy you are working on,
   • The group sits at a rounded tablr around the teacher,
   • Ask questions that promote higher order thinking throughout the reading. An accompinying activty to show understanding is useful.

4. Independent Reading

   • Students practice the reading strategies they have learned.
   • Students can share and discuss what they have read with the class. They can do a retell, share words they found difficult or share some connections they made while reading.
   • Explicitly teach students how to pick a "just right: book. Try the five finger rule.
   • Teachers can listen to a student read and discuss their reading goals. The teacher should be taking anecdotal notes.
   • Can read with a peer. Have a checklist to check for understanding. Or the peer can retell what the reader has read.
   • The room is quiet and reading should last at least 20 minutes.

5. Get students excited to read. Create a comforable setting and always have a variety of materials that can appeal to all students and levels.

6. Have a rounded table for guided reading. A carpet area for read alouds, and some cushions that will be inviting for independent reading.

7. There could be a listening centre as an alternative to reading a paper copy. Or Use a SmartBoard to incorporate technology,

8. Have an organised classroom library with clearly labeled bins.