we need some balance here

We love the Balanced Literacy Framework. It is the type of Language Arts program we hope and pray that our children experience once they get to elementary school (and don’t worry–most definitely will!). We love it because of what it brings to our children’s lives–balance. Yes, we all need balance in our lives, but in a Language Arts program, we especially want balance so that our children are subjected to the different–but important–elements of a strong and varied foundation of instruction.

The Balanced Literacy Framework contains three main components: Reading, Writing, and Word Study, and along with those three important pieces, Listening and Speaking ride along as the two mega-important, over-arching, integrated components. Our children will more likely meet with success in Reading, Writing, and Word Study if they are able and willing to listen and speak along the way.

So today, I made a point of just listening to my little ones–something I know that I need to do more often. I listened to them, encouraged them to speak about anything and everything, and I encouraged them to listen to each other.

Listening: From the time we woke up today, we just talked. And talked. And talked and talked. Not like we don’t talk every day–obviously we do it all day long, every day. But today, when Maddy came over to me while I was cleaning up the breakfast dishes and started describing where the bug family was going for vacation and that puppy hid the doll’s clothes, and how Polly Pocket fell from the very tip top of the roller coaster she made in the living room, I made a point of stopping what I was doing, and I listened. I got down on Maddy’s level, looked at her as she told me what was going on, and asked meaningful (okay, as meaningful as possible) follow-up questions. I noticed a slightly confused look in her eyes when I first moved towards her, but it soon vanished through my nods, reeeally?‘s, questions, and comments. After a few minutes, satisfied that she had shared enough, Maddy turned and skipped back into the living room.

Throughout the day, I did the same thing with Owen and Cora. Like most days, we played games, read books, did some chores, and walked through our normal Wednesday schedule, but unlike most days, I tried not to multi-task as much. When somebody had something to say, I really listened, and I tried to model for them how important it was to look in someone’s eyes as they spoke to show that you were listening and to make a comment or ask a question to show that you heard what they said. My little ones are young–I know–and I am not expecting miracles here, but there’s no law against trying, right?

Speaking: I made a point of having Cora voice one of two options answering a yes or no question (Cora, would you like goldfish or raisins for a snack?). That way, she’s practicing her words–even though she frustrates easily–instead of giving us an easy Yeah! or No!! I reminded Maddy and Owen to try to do the same with her, too.

So my tiny goal for today didn’t necessarily involve letter-learning, number practice, or pre-reading strategies; rather, in involved practicing skills that are two of the most important: speaking and listening. And, as a result, it gave me the opportunity to really sit back and appreciate Maddy, Owen, and Cora’s stories, adventures, and little voices more than I usually do.

**Information from:

Fountas, I. & Pinnell, G (2001). Guiding readers and writers: Grades 3-6. Portsmouth, NH: Heinemann.

Maryland English Language Arts Content Standards (MELACS)

U.S. Department of Education. (2000). Report of the National Reading Panel.

Washington DC: Shanahan T.