GCS Literacy Framework

The balanced literacy framework “is a conceptual tool for organizing instruction . . . [It serves as a guideline] for arranging schedules and integrating the curriculum components of the framework. The framework is flexible, allowing numerous variations in content, student grouping, daily timeframes, and the level of teacher directed instruction.” Guiding Readers and Writers, Fountas & Pinnell

Greenville County Schools' framework for literacy instruction is Balanced Literacy. The framework incorporates the research based theories of Vygotsky, Fountas and Pinnell, Gallagher, Calkins and others. The model fosters gradual release of responsibility to the student as they receive instruction needed to meet grade level expectations in reading and writing, while allowing students to work at a level that is appropriate for individual growth and achievement.

Principles of Reading Instruction

• Learners need teachers who foster a rich, literary environment.
• Learners need long stretches of time to read.
• Learners need opportunities to read high-interest, accessible books of their own choosing.
• Learners need explicit instruction in the process and skills of proficient reading.
• Learners need opportunities to talk in response to texts.
• Learners need reading instruction that is data driven, including goals and feedback that is tailored specifically to them.
• Learners need teachers who read aloud.
• Learners need a balanced approach to language arts, one that includes a responsible approach to the teaching of writing as well as to reading.

Principles of Writing Instruction

• Learners need teachers who foster a rich, literary environment
• Learners need long stretches of time to write.
• Learners need opportunities to write authentic texts about the topics of their own choosing.
• Learners need explicit instruction in the process, qualities, and skills of proficient writing.
• Learners need opportunities to talk about their own writing, as well as the writing of others.
• Learners need writing instruction that is data driven, including goals and feedback that is tailored specifically to them.
• Learners need opportunities to read and hear texts read aloud to study what other authors have done that they can try.
• Learners need a balanced approach to language arts, one that includes a responsible approach to the teaching of writing as well as to reading.