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Balanced Literacy Reading

Implementing Vygotsky's Zone of Proximal Development in a balanced literacy approach within Tooele County School District. Create a print-rich classroom environment with areas for large and small group instruction, independent work, and abundant leveled classroom libraries. Emphasize modeled, shared, and guided reading to enhance comprehension, vocabulary, and fluency. Encourage independent reading to support writing development and foster a love for reading. Prioritize classroom organization and management strategies to optimize literacy instruction.

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Balanced Literacy Reading

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  1. Balanced LiteracyReading Tooele County School District

  2. GOAL Teach the reader and the writer, NOT reading and writing

  3. Vygotsky’s Zone of Proximal Development To be effective with literacy instruction, a teacher must also consider the zone of proximal development. Vygotsky (1978) maintained that children follow the adult’s example and gradually develop the ability to do certain tasks without help or assistance. He called the difference between what a child can do with help and what he or she can do without help as the zone of proximal development (ZPD).

  4. Zone of Proximal Development

  5. The Classroom Environment • print rich • walls “teach” • large group demonstration/sharing areas • small group work areas • independent work areas • abundant classroom library organized by level/interest/genre/series • diverse reading materials throughout the room • labeled and posted directions and organization charts • student materials organized and accessible (pencils, paper, dictionary, thesaurus, word wall, computer, etc) • celebrated student work • ongoing assessment tools (portfolios, clipboard checklists, journals, etc)

  6. Reading: Teaching reading is one of the teacher’s most essential – not to mention challenging tasks.

  7. Modeled Reading • read aloud (teacher reading TO students) • provides an adult model of fluent reading • develops a sense of story • enriches concept and vocabulary development • encourages prediction • fosters a love and enthusiasm for reading • fosters appreciation of reading without concentrating on the mechanics of decoding

  8. Shared Reading • develops a sense of story or content • promotes reading strategies • increases comprehension • develops fluency • expands students’ vocabulary • teacher is fluent voice, invites fluent students to read excerpts • teacher reading WITH students (all access to text)

  9. Guided Reading • flexible small group instruction based on reading level or skill • promotes reading strategies • increases comprehension • encourages independent reading • strengthens students’ thinking skills • allows the teacher to work with individual groups of students on specific reading skills • students reading WITH SUPPORT of teacher

  10. Classroom Management: Behaviors Organization, Organization, Organization

  11. Classroom Management: Instruction

  12. Independent Reading • supports writing development • extends experiences with a variety of written texts • promotes reading for enjoyment and information • develops fluency and vocabulary development • fosters self-confidence as students read familiar and new texts • individual reading BY students

  13. Reading: What you won’t see… • Student reading purely from an anthology. • Round Robin reading. • Whole class reading the same book(s) all year long. • Only one type of genre being read. • Teacher not engaged in literacy during independent reading time.

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