The Balanced Literacy Model is built upon the concept of

• Reading to Children, Reading with Children, and Reading by Children
• Writing to Children, Writing with Children, and Writing by Children

The model includes four kinds of reading built upon four levels of support and four kinds of writing built upon four levels of support. An illustrated version of the Balanced Literacy Model, highlighting appropriate teaching components is shown below:

The primary books used as resources in developing this framework are:

Guided Reading: Good First Teaching for All Children. Fountas, Irene C., & Gay Su Pinnell. 1996: Heinemann Publishers, Portsmouth, NH, 0-3801-3912. ISBN: 0-435-08863-7		Mosaic of Thought: Teaching Comprehension in a Reader's Workshop. Keene, Ellin Oliver, & Susan Zimmermann. 1997: Heinemann Publishers, Portsmouth, NH, 0-3809-3912. ISBN: 0-435-07237-4
Learning to Read and Write. Neuman, Susan B., Carol Copple, & Sue Bredekamp. 1999: National Association ffor the Education of Young Children, Washington DC. ISBN: 0-935989-87-0		Preventing Reading Difficulties in Young Children. National Research Council. ISBN: 0-309-06418-X
Making Words: Multilevel, Hands-On, Developmentally Appropriate Spelling and Phonics Activities. Grade 1-3. Cunningham, Patricia & Dorothy Hall. 1994: Good Apple, Parsippany, NJ		Reading TO, WITH, and BY Children. Mooney, Margaret E. 1990: Richard C. Owen Publishers, Inc., Katonah, NY 10536 ISBN: 0-913461-18-0
Matching Books to Readers: Using Leveled Books in Guided Reading, K-3. Fountas, Irene C., & Gay Su Pinnell. 1999: Heinemann Publishers, Portsmouth, NH, 0-3801-3912. ISBN: 0-325-00193-6		Strategies that Work. Harvey, Stephanie & Anne Goudvis. Stenhouse Publishers, York, ME. ISBN: 1-57110-310-4
Month-By-Month Phonics for First Grade. Cunningham, Patricia & Dorothy Hall. 1997: Carson Dellosa Publishing, Greensboro, NC		Word Matters: Teaching Phonics and Spelling in the Reading/Writing Classroom. Pinnell, Gay Su, & Irene C. Fountas. 1998: Heinemann Publishers, Portsmouth, NH, 03801-3912. ISBN: 0-325-00051-4

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