I think the typical connotation of balance today is a balance of the components of literacy exactly as you described: reading and writing on a continuum of teacher-directed and child-directed, such as independent, shared, guided, and teacher-modeled. I'm not sure I've ever heard anyone talk about balancing among the big 5.
> Subject: Re: [MOSAIC] phonemic awareness/segmentation help wanted> > I > struggle with the word "balance." What is balanced about teaching a whole > class of learners? Some need this and some need that and some need something > else. Each child is different and deserves to have reading instruction > tailored to his/her need at that specific point in time. I do this in K/1 by > running reading and writing workshops and spending a lot of time sitting next > to a child, figuring out how that child makes sense of a particular text. I > have found this approach so much more valuable than balancing my > instructional time between the big 5. And I can address all of the reading > components in that one little sitting. What better place to connect the > components of reading than while sitting next to a child in the act of > reading or writing. _________________________________________________________________ Windows Live Hotmail is giving away Zunes. Enter for your chance to win. http://www.windowslive-hotmail.com/ZuneADay/?locale=en-US&ocid=TXT_TAGLM_Mobile_Zune_V3 _______________________________________________ Mosaic mailing list [email protected] To unsubscribe or modify your membership please go to http://literacyworkshop.org/mailman/options/mosaic_literacyworkshop.org. Search the MOSAIC archives at http://snipurl.com/MosaicArchive.
