K-8 Reading Program

Balanced Literacy Framework
A balanced literacy framework gives equal attention to reading and writing instruction.  Instruction in each supports learning in the other.  They are interdependent.  In a balanced approach, the time or attention given to the elements with the components differs for each child based on the assessed needs and developmental level of the child.  A balanced program fits the needs of each child with the elements and components that move the child forward in literacy learning.  All of the components of a balanced literacy framework can be accomplished in a workshop format for reading and writing.

Readers' Workshop
The Readers' Workshop format engages students over an extended period of time in differentiated, authentic literacy tasks that develop strong independent reading skills and the ability to respond to reading through discussion and writing.  The components of Readers' Workshop that make it powerful are the mini-lessons, independent reading over long periods of time, read alouds, partnerships, book clubs, small group instruction and conferencing.  The goal of the Readers' Workshop is to develop life-long readers!

Guided Reading
Guided reading is an instructional component that enables the teacher to work with a small group of students to help them learn effective strategies for processing text with understanding. The purpose of guided reading is to meet the varying instructional needs of all the students in the class, enabling them to greatly expand their reading powers.

Guided reading is a teaching approach that is designed to help individual students learn how to process a variety of increasingly challenging texts with understanding and fluency. Guided reading occurs in a small-group setting because the small group allows for interactions among readers that benefit them all. The teacher selects and introduces texts to readers, sometimes supports them while reading the text, engages the readers in discussion, and performs a mini-lesson after the reading. Sometimes after reading a text, the teacher extends the meaning of the text through writing, text analysis, or another learning activity. The lesson may also include work with words based on the specific needs of the small group.

Reading Department
Bethany Lambie, District Reading Specialist, 262-376-5724
Jen Deering, District Reading Specialist, 262-376-5750
Cheryl Scholler, Kennedy Elementary Reading Interventionist, 262-376-5679
Melissa Schmidt, Woodview Elementary Reading Interventionist, 262-376-5778

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