BALANCED LITERACY AT CIS
Carolina International School promotes a balanced approach to developing literacy (reading, writing, speaking, listening and viewing). Balanced literacy contains all of the components necessary for students to become proficient as readers, writers, and speakers, so they can become successful, contributing adults and lifelong learners. Balanced literacy incorporates many of the research-based “best practices” advocated by leading educators, as described below.
What is it?
In a balanced literacy program, students are active in a “print-rich” environment. Teacher-centered, direct instruction is just one component of a comprehensive plan of proficiency. Students are taught word skills, but they also have daily opportunities to practice skills by reading materials of their own selection. They are exposed to a variety of genres to develop their ability to comprehend different contexts.
Writing and speaking are intertwined with the reading process. Students have opportunities to read in paired, shared, and group settings. In addition, the teacher serves as a model of literacy through daily oral reading. Students write for specific functions and in a variety of ways across content areas. They develop diverse skills in narrative and expository writing through modeled, group, shared, and independent writing experiences. Learners use the writing process as a matter of routine. They are able to select and vary reading and writing strategies based on audience and purpose.
What does it look like?
A language arts classroom that uses a balanced literacy program has much student engagement and interaction. There are times when students are reading or writing independently, and times when they are working with a partner or a small group. Different students may be doing different things at the same time, depending upon where they are in the writing process or what their needs are in reading. Student work is on display and multiple types of printed materials on varying levels and subjects fill the room.
Students serve as editor and audience for one another. Mini-lessons are taught to the entire class or the teacher may be seen providing direct instruction in word skills or comprehension to a small group. Computers are available for student use in research and writing All students are expected to be productively engaged in literate behavior at all times. The teacher frequently moves about the room monitoring and facilitating learning. Students make daily choices about their reading material. There are quiet periods when all students are engaged in self-selected reading during which time the teacher can be observed conducting reading conferences. There are also focused times when all eyes are on the teacher as s/he shares a favorite reading selection orally, providing a model of enjoyment and excellence.
At other times, teachers conduce activities to strengthen comprehension. They activate background knowledge by completing “before reading” activities with students. Graphic organizers or thinking maps are used along with other “during reading” activities. A different set of activities are used for “after reading” experiences. Writing activities are a regular part of classroom instruction. All teachers are aware of the writing process and student standards for performance. Content teachers view language arts teachers as resources to be called upon when planning. All teachers feel that they are responsible for students’ success in reading and writing.
How is it assessed?
In a balanced literacy program, assessment is as varied as instruction. Teachers regularly test student mastery of the North Carolina Standard Course of Study objectives to diagnose student abilities and needs. Teacher-made measures are also developed to focus on specific skills or individual student needs. Students record reading logs that describe their reading practice and comprehension, and compile reading and writing portfolios. CIS teachers also encourage writing across the curriculum, and have worked together as a staff to establish common expectations for writing standards.
The ultimate goal of a balanced literacy program is for students to move comfortably and competently between various types of communication (reading, writing, speaking, listening, responding). CIS teachers are working to achieve this high standard for all our students.
