1. Kindergarten Balanced Literacy
Maria Simon M.Ed
And
Danielle Tucker M.Ed

2. Balanced Literacy Components
Shared Reading Guided Reading Independent Reading Interactive Read Aloud Shared/ Interactive Writing Independent Writing Word Work Phonics Instruction Phonemic Awareness Instruction

3. Shared Reading Students are : Tracking print word by word
Learning to infer and predict
Masking letters and words
Expanding vocabulary and building on their concepts about print
Focusing on story elements
Practicing word- reading strategies and other skills reinforced during small group instruction

4. Guided Reading
Reading instruction that takes place in small groups with a strategy based focus lesson
The text is at the child’s instructional reading level
Usually begins in January
Flexible groups that change frequently based on student’s needs

5. Independent Reading
Children practice reading texts at their “Independent” reading level
Children read texts multiple times in order to build their fluency
Children may use texts that they have read in Guided Reading lessons
Builds vocabulary

6. Interactive Read Aloud
Students preview the book with the teacher
Story discussion builds upon student’s prior knowledge
Teacher introduces and discusses new vocabulary words
Teacher models reading fluency
Teacher emphasizes elements of the story
Teacher models good questioning techniques
Teacher uses think-alouds to assist comprehension
Teacher and students summarize the story to bring closure

7. Shared/ Interactive Writing
It allows children to express ideas without any fears of being right or wrong.
It helps children learn to read and write by giving them practice connecting sounds to letters.
It encourages children to become independent writers.
Done by “sharing” the pen. Children write words and are taught to stretch sounds while writing.

8. Independent Writing
Gives children the opportunity to practice the skills that they have been working on during shared or interactive writing
Builds student’s fluency as a writer
Takes place during a “writer’s workshop” time or a “work on writing” time
Builds students confidence as writers
Builds students letter sound knowledge and allows for children to progress at their own rate
Conference times allow for student and teacher to discuss student’s writing

9. Takes place in center- based format
Word Work
Reinforces the skills that we have been working on during our phonics or phonemic awareness lessons
Hands-on activities that allow students to manipulate letters and sounds
Takes place in center- based format

10. Phonics Instruction Wilson Fundations
Fundations is systematic because it follows a definite sequence for teaching and it follows a definite procedure to teach these concepts.
Fundations is explicit because it does not leave any room for guessing. It teaches all concepts directly.

11. Phonological Awareness Instruction
Phonological awareness is the understanding of different ways that oral language can be divided into smaller components and manipulated. This includes phonemic awareness, which is the ability to recognize and manipulate the individual sound units (phonemes) in spoken language
Done through games and songs during whole group and small groups sessions

12. Questions?