Elyssa Place

CURR 611
July 7, 2014

Balanced Literacy RAFT: Enact Balanced Literacy in a First Grade Classroom

In my first grade classroom a balanced literacy approach is a key element for developing
literacy for my students. My main goal is to increase the literacy strategies and development of
my students, while establishing a love of literacy. I place an emphasis on creating a differentiated
environment that includes social and cultural contexts; this is based off of the sociocultural
theory of Vygotsky. I truly believe that students learn better in social contexts that include their
cultural beliefs and thinking. To expand, the students zone of proximal development needs to
discovered and used throughout instruction. Students frustration level should not be met, but at
the same time, students need to be challenged. This means that learning and assessments need to
be differentiated. The direct instruction approach is also a go to for me. I believe that students
truly learn better when the model of I do, we do, you do is used. To achieve this my balanced
literacy approach uses a variety of different teaching strategies, along side a variety of groupings
(individual, group and whole).
Students can see that I value literacy by walking into my classroom. There is a library set
up with a variety of books and audio books. Around the library there is a rug with a variety of
places for students to sit down with a book. There is also a spot with a rocking chair for me to sit
for whole group instruction. There is a corner with a variety of different papers with lines and
places for drawings for students to use for their writing. Around the room there are a variety of
posters with pictures of books and reading strategies. There is also a word wall where sight
words are placed. The set up shows students that reading and writing are not only a big part of
the room, but they are a big part of the day.
Throughout the day I implement formal and informal assessments to build my instruction
around. The assessments can be as simple as my observations to as complex as a miscue
analysis. This also includes share time. Students and I have a conversation after they learn
something to discuss what exactly they learned and how it can be implemented into their lives.
During this time students think critically and go beyond just learning a skill. The instruction
implemented can be individual goals, group goals, or a whole group instruction, depending on
exactly what students need to work on. It is a constant cycle of assessment and instruction based
off of the assessment.
In my classroom I set aside time for all the different aspects of a balanced literacy
approach. Reading, writing, and word work take place daily through a variety of groupings. I
make sure that there is a daily read-aloud. The read-aloud goes beyond just reading a book,
because I model what readers do. Students witness strategies and other reading skills that readers
do. This includes reading with fluency and thinking as you read. The books can bring in topics
and phonics skills that I am teaching for that day or week. For example, students practice the
long oo sound when I read Click, Clack, Moo out loud. I strive to make it interactive to
encourage engagement, as well. Staying with the Click, Clack, Moo book, students interact with
each other to predict what will happen and they all moo together as a group. Every day there is
20-30 minutes for students to read independently. Students develop a love of reading when they
have time to read a book that interests them. Every day I like to set up a mini-lesson for no
longer than 20 minutes with reading. For the mini-lessons students learn a specific skill.
Examples of skills I work on with students include comprehension, word work, or grammar. I
usually connect the skill to a shared reading text. Together, we chorally read a story. This helps
students work on their fluency and reading accuracy.
I have time for writing each day, as well. Invented writing is encouraged and I do not tell
students how to write a specific word. They are encouraged to use what is around the room to
help, including a word wall with sight words. I explain to them that as long as they can read back
what they wrote they are all set. Writing begins with a mini lesson and a write aloud. I model for
students exactly how to go about writing a piece. For example, when students write a persuasive
or informative piece, there are specific parts that should be included in the writing. By modeling
how to write the piece, students know exactly what is expected. Then comes the time for students
to work independently on their writing. During this time, I meet with students individually or in
groups to read over the writing together and work on individual weaknesses when it comes to
their writing. Some days they are allowed to write whatever they want.
For first graders, it is imperative to establish routines when it comes to literacy. These
routines allow students to work independently and develop their skills efficiently. When the
students are able to work independently, the teacher is freed up to work one-on-one or with
groups. I like to implement workstations 2 or more times a week. Parents sign up for specific
days to help. As students are working independently, I work either in guided reading groups or
individually with students. We work on specific goals and strategies that children are focusing
on. I love to implement the CAF strategies from The CAF Book. The strategies are
individualized so students can focus on exactly what they need to work on. I keep track of each
students goals, progress, and achievements. As I work with the individual students or groups,
the other students rotate through workstations that I set up. Before they can work independently
we go over each station in the beginning of the year. We all practice and learn the rules, until the
students can work on their own. The stations can change throughout the year, but there are
stations for students to work independently or with a partner. Students read to self a book of their
choice, write independently about whatever they choose, and listen to a book on tape. This
allows students to enjoy reading and writing because they have choice. If there is a specific topic
they are learning about at the time of the year, I make sure to include many books on the topic.
Students read to a buddy a book of their choice including big books. An independent or partner
activity that has to do with what we are learning in word work is also put in as a station, as well
as an activity on the IPads or computers. The stations allow me to work with individual students
or groups on specific skills and allow the other students to continue to engage in literacy
activities. I strive to include activities that are engaging and include their interests.
Word work is another aspect of my daily routine. I focus on spelling and vocabulary
during this time. My spelling words all have common features that go along with phonics. For
example, all the words one week might have the long oo sound. We learn many words with the
long oo sound and have engaging activities built around the words. I help students learn how to
spell the words and the meaning.
The key elements of my approach to balanced literacy place an emphasis on student
engagement and learning. I strive to have my students develop a love of reading and writing by
implementing times where they have a variety of choices, work with partners, groups and as a
class, develop their own individual self efficacy, and work independently on their own goals.
Through direct instruction students are able to explicitly learn specific skills and strategies. Then
students practice these skills and strategies on their own and in groups. Students become
independent and develop a love of literacy.



References

Weaver, C. (2002). Reading Process & Practice (3
rd
ed.). Portsmouth, NH: Heinemann.

Boushey, B., Moser, J. (2009). The CAF Book. Portland, ME: Stenhouse Publishers. Markham,
ON: Pembroke Publishers.