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Balanced Literacy Framework

The following model will be implemented using instruction strategies which support 21st century
skills. All elements of this model shall be guided by formative and summative assessment. The
overriding expectation is that all classrooms and schools will provide a text rich environment for
all students to succeed in this model. These are the program components that should be included
in every reading program for grades 4K-12.
Component
Description
Read Aloud
The teacher reads to the whole class or small
groups using an interactive reading model.
Carefully selected childrens literature is
offered and contains a variety of genres.
Favorite books are reread many times.
Reading Mini-Lesson
Strategy instruction is presented in a minilesson. Strategies consist of: Prior knowledge,
questioning, making connections, visualizing,
inferring, summarizing, synthesizing, nonfiction/ fiction text features, text structures and
genres.
Individual/Small Group Pupil Matched Text
The teacher works with a small group or
individual students. Groups should be
purposeful, flexible, and based on interests,
reading skills, or strategies. The teacher
explains and models the learning target. The
students in the group actively practice the
strategy while the teacher supports individual
needs. Finally, the teacher reminds the students
what was taught and encourages students to
link the strategy to their independent reading.
Word Work
Students work with a variety of word patterns
and families. Teacher supports vocabulary
instruction focusing on real-life connections
and multiple meanings. During this time
students are working on development of their
vocabulary.
Share Out
Students share how they applied the days
mini-lesson, thus reinforcing the mini-lesson
taught earlier in the day. This can be
pair/share, small or whole group.
Book Club
Students work in small, temporary discussion
groups. Books are read according to levels of
reading, interests or skills.
The teacher supports comprehension strategies

Balanced Literacy Framework


through conferring.
Component
Writing Mini-Lesson
Guided Writing

Independent Writing
Component
Phonemic Awareness

Phonics

Description
The teacher models using a text that all
students can see to deliberately teach a needed
element of writing through modeling.
Students engage in a variety of Narrative,
Persuasive/Opinion/Argument, and
Informational and Functional/Procedural
Writing. The teacher will support through
conferring.
Students write their own pieces and learn to
revise using a rubric as a guide. Students use
technology to produce and publish writings.
Description
Teacher models the manipulation of sounds
individually and in words. Students use games,
songs, books and activities to practice saying,
hearing, and manipulating sounds in words.
Teacher introduces the rules that specify the
relationship between letters and sounds.
Students practice by writing and reading words
as well as authentic text.