Almost twelve years ago Buncombe County selected a Balanced Literacy model for English Language Arts (ELA) instruction. Since then, North Carolina adopted the Common Core State Standards (CCSS), technology has brought a tide of new literacies into schools, our global world has flattened, and, at least in our district, class times have been reduced while individual standards for learning and individual student needs have increased. Consequently, what was a previously effective instructional model became outdated and unfeasible for today’s classroom.
As the district ELA Curriculum Specialist, providing clear direction for ELA teachers in terms of instructional time is a critical piece of my work. This led to my compelling question:
What is an effective literacy model for Buncombe County Schools English Language Arts classrooms?
This question has been the focus of my study; it has been discussed among teams of ELA teachers at each of our middle schools as well as our district Leadership Team. The answer to the question has shifted over time, beginning as an intensive focus on close reading with writing extensions, to a much more robust model, including focused vocabulary instruction and allotted time for both writing to learn and learning to write activities. In short, the key ingredients to our revised balanced literacy model are captured on the Literacy Wheel.
The Wheel represents an integrated model of instruction that best supports student learning, particularly considering the Common Corse State Standards. The four key components derive from standards, with the heaviest emphasis given to reading instructions and guided practice as this is such a significant need for our students and so heavily emphasized in the CCSS; second priority is dedicated to writing instruction and guided practice, next a commitment to self-selected reading, and, finally, instruction on language usage, including vocabulary development and grammar, usage and mechanics. Each of these components is hyperlinked to a detailed description as well as resources, videos, and presentations to support professional development for teachers.
As the district ELA Curriculum Specialist, providing clear direction for ELA teachers in terms of instructional time is a critical piece of my work. This led to my compelling question:
What is an effective literacy model for Buncombe County Schools English Language Arts classrooms?
This question has been the focus of my study; it has been discussed among teams of ELA teachers at each of our middle schools as well as our district Leadership Team. The answer to the question has shifted over time, beginning as an intensive focus on close reading with writing extensions, to a much more robust model, including focused vocabulary instruction and allotted time for both writing to learn and learning to write activities. In short, the key ingredients to our revised balanced literacy model are captured on the Literacy Wheel.
The Wheel represents an integrated model of instruction that best supports student learning, particularly considering the Common Corse State Standards. The four key components derive from standards, with the heaviest emphasis given to reading instructions and guided practice as this is such a significant need for our students and so heavily emphasized in the CCSS; second priority is dedicated to writing instruction and guided practice, next a commitment to self-selected reading, and, finally, instruction on language usage, including vocabulary development and grammar, usage and mechanics. Each of these components is hyperlinked to a detailed description as well as resources, videos, and presentations to support professional development for teachers.