The Balanced Approach to instruction is the idea that literacy is the combination of

different instructional methods between student and teacher that foster reading and writing. It

“assumes that reading and writing achievement are developed through instruction and support in

multiple environments in which teachers use various approaches that differ by level of teacher

support and child control” (Frey, Lee, Tollefson, Pass, & Massengill, 2005). Teachers use their

knowledge of the reading process and their instructional skills to support student reading and

writing. As a future educator, it is important to find a perfect balance between facilitator and

director in the reading process.

To effectively integrate the Balanced Approach to literacy, teachers must incorporate a

variety of methods that combine both teacher and student-centered models. Generally, the

approach includes literacy, explicit instruction, authentic application, reading and writing

strategies, oral language, and tools for learning (Tompkins 2014). Reading and writing is a

process that takes time to learn and can be taught in levels starting with the foundations and

building up to the top. Students need to understand that for each letter there is a distinct sound

and those sounds make up words, words make up sentences, and sentences make up paragraphs.

From those paragraphs, meanings are established, as well as knowledge and understanding of a

particular subject.

Fostering these ideas in the classroom, one has to take into consideration Common Core

Standards for ELA, balancing literacy to instruction, knowledge/background that students bring,

and students with special needs who learn a little differently. Common Core State Standards for

English/Language Arts consist of Reading Strand, Writing Strand, Speaking and Listening

Strand, Language, and Technology and Media Strand. I will implement scaffolding, the idea that

once children expand their knowledge, I will step back and have them work independently. To
exemplify these requirements coming together, here are the methods I would implement in my

classroom. They can be modified for diverse learners by incorporating multicultural books into

this model, by differentiating instruction for students, and choosing visual heavy book for ELL

students.

Mini-Reading Lesson

Common Core ELA Standard: Language Strand

 This is direct and explicit instructional method that has clear and consistent structure.

Read Alouds

Common Core ELS Standard: Speaking Listening Strand

 This interactive approach allows the readers to stay engaged by discussing the text

throughout the reading. Provides a chance for students to actively think while reading.

Shared Reading

Common Core ELA Standard: Reading Strand

 Students would read a text with support from the teacher. Fluency is the goal with

students eventually building higher levels of comprehension skills. Instructional method

would be shared between teacher and student. This begins to limit the role of teachers as

they only intervene when needed.

Small Group Work

Common Core ELA Standard: Speaking and Listening Strand

 Centers/Group Work are great activities that will foster collaboration between students

through speaking and listening activities. Students will use speaking and listening as a

tool to make connections between text and real life.

Independent Reading/Writing
Common Core ELA Standard: Writing Strand

 Students will read a book consistent with their reading level. Then they will write a

sentence or two summarizing the book using vocabulary/sight words.

 References

Frey, B. B., Lee, S. W., Tollefson, N., Pass, L., & Massengill, D. (2005). Balanced Literacy in an

Urban School District. The Journal of Educational Research; Bloomington, 98(5), 272-280,320.

Tompkins, G. E. (2015). Literacy in the early grade: A successful start for prek-4 readers and writers

(4th ed.). Boston; Pearson.