The term balanced literacy refers to a set of instructional literacy practices, which encompass methods for teaching to the whole class, small groups, and individuals according to need and interest. “Balance” also refers to the inclusion of instruction in reading, writing, and word study. Language processes are reciprocal; that is to say that knowledge and skills in reading promote similar knowledge and skills in writing. Balance also applies to the gradual release of support from the teacher to the learner as skills become more proficient and the learner becomes more independent.
The Workshop Model
Most teaching and learning within the balanced literacy framework occurs within a workshop model. The workshop model allows for differentiation in instruction. Careful pacing by the teacher offers the essential elements of choice and self-direction for the student. In the workshop model, the teacher begins a brief segment of whole-group instruction, known as mini-lessons. This instruction is based on scope and sequence appropriate to grade level and also on students’ assessed need. The mini-lesson has a single learning principle articulated in student-friendly language and modeled with an authentic text example. Students are expected to apply the learning principle to their reading and writing behaviors in guided reading groups and centers. At the end of the session, students return to the whole group setting in order to share their learning.
An Example of a 90 MinutesReading Workshop Schedule
| 10 - 15 minutes | Mini-lesson |
| 5 - 10 minutes | Read-aloud (can be in conjunction with mini-lesson) |
| 60 minutes | Literacy Centers (including independent reading) |
| Guided Reading | |
| Response and Reflection | |
| 5 minutes | Sharing |
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