Balanced Literacy
Balanced literacy is a ideas based on the idea that there are many dissimilar studying styles for children who are studying to read. There are many dissimilar teaching methods that are efficient ways for teaching reading, but alone they do not all the time deliver for every student. With the collection of studying styles that the students bring into the classroom it is impossible to recommend that one formula of teaching would effectively teach each pupil how to be a good reader. The balanced reading approach bases itself on the idea that a combination of teaching methods used together will teach a greater range of students more effectively.
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Lev Vygotsky, a psychologist who focused on cognitive development, viewed studying as being integrated and socially based. This view of studying follows suit with the balanced literacy approach as it focuses on studying to read as a collective activity, an integrated performance that requires students to read, write, listen, and speak, and requires engagement in classroom activities. All of these ideas from Vygotsky are found in balanced instruction. Students interact in small groups, join the dissimilar pieces of reading as listed above, and engage in activities that allow students to interactively learn to read. (Wilkinson, 2000)
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Obviously, a major piece of balanced literacy is the instructional techniques. "While many teachers in today's schools are mandated to use prescriptive basal reading programs ... A trainer should know much more to come to be an efficient trainer of reading." (Bukowiecki, 2007) There is more than one way to teach reading to students, and the diversity and collection in the lessons can help students with all types of studying styles and needs learn to be efficient readers. Before the instructional techniques can be described there is a requisite ideas behind reading instruction that needs to be addressed and understood, that ideas is the five big ideas of reading.
Balanced Literacy
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The five big ideas are the backbone of reading instruction. "The National Reading Panel published its explore results and recommendations in a record ... This national record presented five key literacy topics - phonemic awareness, phonics, fluency, vocabulary, and text understanding - that should be included in daily literacy instruction" (Bukowiecki, 2007) These five ideas are the private pieces that teachers need to focus on to promote good readers. "Big ideas are basal concepts and ideas that help students gain the broadest knowledge within an academic area, such as beginning reading, most efficiently." (Coyne, 2006)
Balanced literacy bases much of its success in the classroom to the five big ideas. "Big ideas focus attention on the most relevant aspects of reading instruction. They also function as anchoring concepts within which 'small' ideas can often be taught and understood." (Coyne, 2006) straight through a equilibrium of teaching methods all students are able to actively participate and learn in the classroom lessons, especially at risk students who are struggling with their reading. "Teachers working with at-risk students or students who are experiencing reading difficulties can use the five big ideas as a strategic focus for instruction and intervention because these ideas target requisite areas in beginning reading." (Coyne, 2006)
There are many instructional techniques that can effectively teach the five big ideas and organize exquisite readers. The first, and probably the most used in reading specialist classrooms, is the basal reading approach. This approach can be seen in classrooms where teachers do reading activities in small groups and in a specified area of the classroom. The basal approach is "based on the assumption that students learn to read by reading, writing, and talking about meaningful topics." (Vacca, 2006) Many dissimilar genres of literature are able to be covered straight through expository and record texts. This approach is eclectic and follows suit with the bottom-up approach because it "presents skills to be taught in a sequence, or an interactive program, featuring unedited children's literature selections, strategy instruction, and writing opportunities." (Vacca, 2006)
Another approach to reading instruction is the language palpate approach. This approach combines many dissimilar approaches, which is obviously a characteristic of balanced literacy. This strategy is "based on the idea that language should be used to quote thoughts, ideas, and meaning." (Vacca, 2006) A great example of this approach is story dictation. Students are able to create lessons using their own language. Other favorite pieces of the language palpate approach include, "planned and continuous activities such as private and group dictated stories, the building of word banks of known words, creative writing activities, oral reading of prose and poetry by trainer and students, directed reading-thinking lessons, the investigation of interests using multiple materials, and retention records of pupil progress." (Vacca, 2006)
The next type of instruction is integrated language arts. This formula "extends the belief of language palpate by immersing students in reading, writing, talking, listening, and viewing activities." (Vacca, 2006) Each of those topics listed in the former quote should be taught together, rather than as isolated and cut off commodities. Students grow by connecting with the combination of imaginative and informative literature. The most leading aspect of integrating language arts is "so that students will learn how to use language to think clearly, strategically, critically, and creatively." (Vacca, 2006)
Literature based instruction is the next instructional technique to be discussed. This formula accommodates the differences in student's reading abilities while focusing on the meaning, interest, and pleasure of reading. "An leading part of classroom life should be reading, reading literature that makes children wonder, weep, laugh, shiver, and gasp." (Vacca, 2006) When students are wholly enjoying the material that they are reading they can fully immerse themselves into reading. The students, when using this method, select their own books which personalizes reading and ensures that they are reading high interest materials. A good strategy used under this ideas is based on the idea that "literature can be used as a springboard for writing - children can write dissimilar endings for stories or incidents in their own lives that reflect conflicts similar to ones about which they have read." (Vacca, 2006) other extension of this technique is to allow students to use the same structure of an existing story and write their own following that structure. Students are able to feel operate over their studying while advancing their reading and writing abilities.
The final instructional technique to be discussed is technology based instruction. With the changes in technology it should be no surprise that computers and the internet have changed the way that citizen read and write. Emails are a great tool that students can use to institution reading and writing. The invention of the Cd-Rom also created an thoughprovoking way for students to institution their reading skills. In the classroom items such as smart boards, electromagnetic Lcd pen monitors, and web-cams are changing the way that reading is taught. Word processors are a fun way for students to create texts and institution reading and writing. (Vacca, 2006)
All of these approaches that were pointed out can be used together in the balanced literacy approach to ensure that students are getting all things that they can from the reading lessons. The equilibrium of strategies such as these discussed has been proven to be efficient in the classroom. "A clear knowledge of understanding strategies combined with an awareness of when and how to use them can contribute readers ... With an arsenal of tactics to ensure that they organize meaning as they read" (Vacca, 2006) As good as the balanced approach is for students, the downside is that it is quite difficult for teachers.
The balanced approach to teaching could be somewhat marvelous for new teachers because it requires them to utilize dissimilar methods to teach the material. There is a great deliberate upon going on about how well teachers are being educated in reading instruction. In an record that surveyed teachers to find instruction patterns came to a straightforward conclusion that relates to the balanced approach. "Clearly there was a consensus that an efficient preservice reading instruction would comprise balanced, practical methodologies across a amount of reading related courses supplemented by multiple field palpate opportunities." (Broemmel, 2006) This conclusion illustrates the idea that equilibrium is requisite even for instructing adult teachers because it creates a diverse palpate that everybody can advantage from.
Balanced literacy creates a diverse and eclectic approach to teaching learning. It utilizes numerous methods to comprise every pupil and promote efficient and efficient readers by touching on the dissimilar studying styles. From struggling readers to industrialized readers, all are able to advantage from the balanced literacy approach.
References
Broemmel, Amy D (2006).No trainer left behind: valuing trainer voice in elementary reading trainer instruction reform. Reading explore and Instruction. 46, 53.
Bukowiecki, Elaine M (2007).Teaching children how to Read. Kappa Delta Pi Record. 43, 58.
Coyne, Michael D (2006).Beginning reading instruction for students at risk for reading disabilities. Intervention in School and Clinic. 41, 161.
Vacca, J, Vacca, R, Gove, M, Burkey, L, Lenhart, L, & McKeon, C (2006). Reading and studying to read. Boston: Pearson Publishing.
Wilkinson, Louise (2000).Classroom language and literacy learning. Handbook of Reading Research. 3.
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