Literacy has been defined in the National Literacy Act of 1991 as the acquisition of skills that enables an individual "to read, write and speak in English and compute and solve problems at levels of proficiency necessary to function on the job and in society, to achieve one's goals and one's knowledge and potential" (qtd. in Chu, 1999, p. 342). In order to achieve this objective, many educators have begun to formulate and implement balanced literacy programs. This "balanced approach to literacy" (MacKenzie, 2001, p. 222) involves the integration of diverse philosophical models such as the combined use of phonics- and literature-based curricula to develop reading, writing, vocabulary, speaking and listening competencies (MacKenzie, 2001; Mohr, 2004).
In this paper, the seven essential components of a first grade balanced literacy program will be identified and discussed individually. Apart from the brief descriptions of each of these components, the reasons for their inclusion in the program will also be provided. More specifically, educational research, as well as information gathered from my own observations and assessments, will be utilized to determine which components should be incorporated in the program.
Components of a First Grade Balanced Literacy Program
In this section, the following components of a first grade balanced literacy program, as derived from various sources will be described and discussed. They include: a) word wall; b) reading aloud; c) shared reading and writing; d) guided reading and writing; e) paired/cooperative reading and writing; f) independent reading and writing; and g) computer-assisted instruction. Although some of the components may also be applicable to students from higher grades, they have been adapted and modified to cater to first graders.
The word wall consists of high frequency words that are written on the color-coded cards and cut in a certain configuration. New words ar...