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alanced literacy classroom, success is sure to follow.

平衡读写项目的组成部分——Components of a balanced Literacy Program

As stated in all the previous articles, teachers must now teach to the type of students entering our classrooms and make changes and accommodations to help each and every student. Simply by incorporating a balanced literacy program in the classroom, we can meet the needs of ELL students regardless of their background knowledge when entering our classrooms. When it comes to teaching ELL students teacher's must take time to plan lessons, learn students proficiency levels, and differentiate instruction, all of which can be incorporated into a balanced literacy program that will ensure equity for all students.

The article begins by explain telling us what a balanced literacy program includes. With any good program, a teacher's need: good planning, flexible groupings of students, and differentiated centers that should consist of vocabulary, reading comprehension, and writing.

When it comes to planning, teachers should plan around themes. They also need to take into consideration the goals and objectives that need to be taught that week and incorporate them into their plans. The purpose of planning around themes will allow teachers to cover more material in greater depth. Plans also need to include your groupings and what goals and standards you plan to teach each group. Teachers of ELL students should plan on having guided reading, shared reading, independent reading, read aloud, as well as writing groups. Even though it may take time to plan each group, it is essential especially when working with the ELL population. These students not only require these groups, they need them to help with certain skills or to reinforce concepts.

Once you have your plans in place, the next step of a balanced literacy program is to create your groups based on the levels of your students. Groups are formed when a teacher determines the characteristics of a reader's level and place them in the correct group depending on level. A teacher should classify their students as emergent, early /developing, fluent, or even advanced. An emergent reader would be one that does not always use reading strategies correctly, have limited vocabulary, retells stories in a simple manner, or even has little phonemic awareness skills. Whereas an early/developing reader tries to read words they are familiar with, can read with some expression, have some knowledge of strategies needed to comprehend material, and are capable of retelling a story with some knowledge base of some narrative elements. The final classification of a reader is the fluent one. This reader uses clues, reads fluently with expression, knows how to use lots of different strategies, and has an extensive vocabulary. When a teacher knows the level of his/her students, it is easier to work with the ELL Specialist to help monitor the student's success. It also helps the teacher because she can create and use different charts ( Colorin Colorado) to help support the needs of her ELL students.

Planning and grouping of students is an essential part of a balanced literacy program, but just as important and should be included in the plans are the types of centers to be used during academic time. Centers need to be set up to reinforce the goals and objectives set for the w本论文由英语论文网提供整理，提供论文代写，英语论文代写，代写论文，代写英语论文，代写留学生论文，代写英文论文，留学生论文代写相关核心关键词搜索。