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An effective language arts curriculum develops thinking and language together through interactive learning. (Guiding Principle 1, Massachusetts English Language Arts Curriculum Framework, June 2001.)
Pre-K to Grade 5
Burlington uses a balanced literacy program as an interactive approach to develop thinking and language. “Literacy” is defined as, “The ability to read, write, speak, and understand words.” This is according to the Massachusetts Language Arts Curriculum Framework of 2001 (p.128). In a balanced literacy program, reading, writing, speaking, and understanding words are given equal and integrated attention. The English Language Arts curriculum in Burlington has been designed to provide students with life-long skills in all aspects of literacy.
There are five (5) components to a balanced literacy program. They define teacher and student engagement for both reading and writing. These components range from total teacher responsibility to nearly complete student independence. Students move in and out of these levels as skills are introduced, practiced, and internalized. In a balanced literacy program, the teacher plans lessons and instructs students individually, in small groups and whole class settings while continuously assessing the learning. A teacher, in a balanced literacy program, refines instruction to address student needs and weaves
reading and writing into all curricular areas.
Components of a Balanced Literacy Program
Reading Component |
Level of Dependence |
Writing Component |
Read-Aloud
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Students depend on teacher to demonstrate, model thinking, expose to a variety of genres. The instruction is done for the children. |
Modeled Writing |
Shared Reading |
Students are semi-dependent on teacher to model, teach, and extend reading and writing skills. The instruction is done for, with, and by the children. |
Shared Writing |
Interactive Reading |
Students collaborate with the teacher taking turns speaking, reading, and writing. The teacher assesses the students’ progress. The instruction is done by teacher and students working together. |
Interactive Writing |
Guided Reading |
Students are semi-independent of the teacher. They do the learning and work with teacher guidance, coaching, and skill reinforcement. The instruction happens as students try out and practice skills and concepts while they begin to self-assess and self-correct. The instruction is done by the children with teacher support. |
Guided Writing |
Independent Reading |
Students are independent of the teacher. They read and write on their own, practicing with limited teacher assistance. They self-check and self-correct. The instruction is done by the children. |
Independent Writing |
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