• What is the relationship between the Balanced Literacy Framework and the Houghton-Mifflin literacy materials? What drives classroom instruction, the framework, or the basal? How should the framework and the basal materials work together?
• Ongoing Assessment and Student Needs Drive Instruction: The Houghton-Mifflin Program was selected because it contains most of the elements of the Jordan District Balanced Literacy Framework. But balanced literacy instruction only occurs when the teacher, using running records and other ongoing assessments, matches material and instruction to the individual needs of students. Balanced Literacy does not occur if the teacher starts on page one of the basal and just works through towards the end.
• Phonics and Phonemic Awareness are Foundational to Early Instruction: The Balanced Literacy Framework asks K-2 teachers to teach these components daily based upon the assessed needs of students. The Houghton-Mifflin program contains a complete pre-set scope and sequence of phonics which teachers should draw upon and use as a resource. However, teaching the entire scope and sequence of phonics, whether students need the whole sequence or not, is not balanced literacy instruction.
• Shared Reading and Guided Reading are the Basis of Reading TO and Reading WITH Children. Houghton-Mifflin selections can and should be used for shared reading. Shared reading is whole group instruction, and the text may be above the student's instructional level. Teaching comprehension strategies, phonics, chunking, vocabulary, concepts of print, and other reading strategies should be taught during shared reading. Guided reading follows shared reading. Based on assessment the teacher forms groups of 6-7 students whose instructional levels are similar and teaches students how to apply reading skills and strategies, using leveled readers. As reading skills improve, students move through higher levels of text. Houghton Mifflin's Reader's Library and theme paperbacks are leveled text that can be used for guided reading along with the guided reading library funded over the past three years. If the teacher only uses basal text selections and whole-group instruction, guided reading is not happening and an important component of balanced literacy instruction is missing.
• Literacy Centers and Independent Study Reinforce Classroom Instruction: Centers for primary grade students and well-planned independent study activities for upper grade students allow students to independently practice skills learned during word work, shared and guided reading and writers' workshop. The Houghton-Mifflin program provides suggestions for centers and independent study at the end of each selection and in the practice book, which are helpful resources. However, the best centers and independent activities are those created by teachers based upon real needs of students. If the teacher only uses the practice book for centers or independent study, individual student needs may not be met and instruction will not be balanced.
• Writing Workshop Provides the Structure and Management for learning the Writing Process and Other Writing Skills and Strategies: Writing workshop should occur daily. The routine includes a mini-lesson that teaches the writing craft, or specific writing skills and strategies. Students then choose their own writing topics and produce text. Teachers individualize writing instruction through one-on-one writing conferences during workshop time. At the end of workshop time, students regroup to share written work. The Houghton-Mifflin program gives teachers ideas and helps for teaching the different modes of writing and improving writing skills, but it is the teacher who must organize and carry out the writers' workshop. If students are to become proficient in writing, writing instruction and class time for writing must occur daily.

If your teachers have questions about the integration of the Balanced Literacy Framework and the Houghton-Mifflin text and materials, please call one of the balanced literacy trainers.

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