Literacy is defined as “the ability to use available symbol systems that are fundamental to learning and teaching for the purposes of comprehending and composing, for the purposes of making and communicating meaning and knowledge” (Stock, 2012), and it is one of the most essential skills that an early year student will learn. Literacy serves to provide the building blocks for the continued knowledge acquisition and general education of individuals of all ages; by working to understand and identify how and why literacy is taught using the structured literacy block format in Australian schools, and in identifying the benefits of utilizing this type of tool for teaching literacy in student’s early years, it will be possible to gain a better understanding of the organization, planning, and teaching approaches that are used in a literacy block approach. A sample standard literacy block will be provided, offering the means of understanding the applications of the tool, which will serve to further stress the necessity of this tool’s usage.
How and Why Literacy is Taught using a Structured Literacy Block
Literacy is taught using a structured literacy block due to the fact that “attempts to cover too many topics too quickly” have the tendency to “hinder learning” (Bransford, Brown, & Cocking, 2000, p. 58). The structured literacy block works to offer students the time that they need in order to learn the information presented to them while ensuring that students have the appropriate time needed to process the information that has been presented to them (Bransford, Brown, & Cocking, 2000). The structured literacy block approach is based off of the implication that “learning cannot be rushed” and that for learning to be effective, the inte...
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... being discussed, while others may predict what will happen next within the text (Structuring Your Literacy Classroom, 2011). The most important thing to remember is that within the basic format of the structured literacy block, the sky is the limit – as long as the teacher is able to justify the utilization of the tool, approach, or planning method that is used for the completion of a given activity within the block itself.
The structured literacy block serves to provide students with the targeted literacy education that they will need in order to flourish in life, allowing them the opportunity to fully process all aspects of learning in relation to the topics discussed. In so doing, they are able to create a comprehensive structural foundation that may be transferred across all subjects studied, affecting a greater understanding of all comprehensive matters.
Finding a definition of literacy is not as easy as it sounds. The Webster definition says that to be literate is to be” able to read and write.” But to some researchers, this definition is too simplistic, leading to multiple models of literacy. Most Americans adhere to the autonomous model, which falls closest to the standard, dictionary definition. Believers in this form say that literacy is a cognitive activity that students learn like any other basic skill. It has a set of proficiencies that one must master in order to be capable of decoding and encoding text (Alvermann, 2009; SIL International, 1999). A competing theory is the ideological model, which claims literacy is intrinsically linked to culture, and therefore what constitutes a “literate” individual is ever-changing. Society is the largest influence on literacy, according to this thought, and it is affected by politics, religion, philosophy and more (Alvermann, 2009; SIL International, 1999). These two are just the tip of the iceberg. For example, some studies recognize “literacy as competence,” which is a “measure of competence to do a given task or work in a given field,” (SIL International, 1999) such as being computer literate. Although more researchers are recognizing and exploring multiple literacies, the one that most influences American schools is the autonomous, cognitive model – the ability to read and write. For many, it seems a simple task, but millions of adolescents are struggling or reluctant readers, and there are many reasons why young readers have difficulty with reading. XXXXXX------NEED HELP WITH THESIS STATEMENT HERE PLEASE—(This paper will focus on the effects of low reading skills, some of the possible causes of reluctant and struggling readership...
Writing is a form of communication that has changed over the years, whether that is the way it is used or the meaning it has for some people. In the generation that I grew up in, writing has been around in many different ways, such as texting or instant messaging friends. I remember using Facebook at an early age and communicating with my friends and family through a different form of writing. Compared to my elders, the way they were taught and the way they used their writing has changed immensely. Since I grew up in a newer generation than them, my writing experience has been partially different in a good way. My literacy narrative will reflect that difference.
...tary level. Studies show a correlation between structured programs with a comprehensive systematic way of presenting curriculum is essential for helping students make progress in school). Explicit instruction is critical in teaching reading (Graves, 2004). Incorporating the CAFÉ strategies in whole group mini lessons and then allow student to participate in the Daily 5 reading activities seem to be a place where everyone is on the same page in teaching reading. The Daily 5 structure follows the characteristic of what “good literacy instruction” should be. It is consistent, and well designed in instructional routines. It has opportunities for authentic practice in reading and writing. It is highly motivated and engages students. Assessment is on going with each student and the class as a whole and learning objective build and change over time. (Teale, 2009)
Gomez, L. M., & Gomez, K. (2007). Reading for learning: Literacy supports for 21st-century work. Phi
Knoblauch argues that there are many definitions of literacy that impact people’s lives. Although he argues there are many definitions, he focused on four types of literacy that are most common in society. Knoblauch labels them as functional, cultural, personal-growth/liberal, and critical literacy. He defines functional literacy as a level of literacy that is “readying people for the necessities of daily life—writing checks, reading sets of instructions”(1990, p. 3) and other basic reading and writing skills. However, he also warns that there are hidden agendas in these types of defined literacies. Ill prepared teachers who do not connect to and challenge their students result in no critical literacy and very little
According to McArthur, Konold, Glutting and Alamprese (2010), many adults in the United States have difficulties with basic literacy. A solution to this situation has been the founding of adult basic education (ABE) programs by the U.S Department of Education which helps and serves more than 2 million adults annually (U.S Department of Education, Division of Adult Education and Literacy, 2002, 2006). Mellard and Patterson (2008) found that ABE students differ in skill from zero or minimal reading skills to reading simple stories, books and descriptions on familiar subjects so new vocabulary can be determined by context. According to Mellard and Pattersen (2008) ABE literacy program is divided in to four levels which range from “beginners” to “high intermediate”. Scaffolding theory provides a promising method of providing support to students with learning challenges, e.g. dyslexia and short term memory deficit. As stated by Larkin (2001) the main purpose of scaffolding is to support students and slowly reduce help until they are able to apply the new skills and strategies independently. Students receive support to complete particular task and eventually demonstrate task mastery.
Throughout this semester I have learned many ways of writing through two main essays literacy narrative and comparison and contrast. These two essays have taught me how to correctly fix my comma splices, thesis statements, and capitalization. I have engaged in numerous learning material during this summer class. Many times when I thought it would be hard to work on those three developments I never gave up. I gain more positive feedback from my teacher because he pointed out most of my mistakes I made on both literacy narrative and comparison and contrast essays to help me understand what is it that I need to work on. My development as a writer became stronger.
Mrs. Hamm discussed that she actually uses three different programs to help teach language and literacy to her students. The first program, which is actually her favorite of the three programs, is called “Read Aloud Library”, the second program is called “Language for Learning” and the third program is called “Reading Mastery”. Mrs. Hamm discussed the programs as being very helpful tools in helping children develop their reading skills. Mrs. Hamm integrates literacy in her classroom in many different ways. In the different programs, the students read one book together in which they work on for the week by breaking down the chapters so that children can retell the story and learn th...
Literacy embraces reading, writing, listening, and speaking. Integrating all of these into a literacy program is key. Teachers must provide endless and ongoing opportunities for their student to read, write, listen, and speak.
Tompkins, G. (2010). Literacy for the 21st century: A balanced approach. (5th ed., pp. 12-286). Upper Saddle River, NJ: Pearson Education Inc.
Information technology has penetrated all domains of human life: education, workplace and home. Users in developed countries have access to the Internet for various activities: shopping, learning, finding information, and networking with family, friends and people. Information literacy is one of the critical competencies in the 21st century. In your essay: Articulate the meaning of information literacy in the digital age Information literacy is defined as a set of abilities enabling individuals to “recognize when information is needed and have the ability to locate, evaluate, and use effectively the needed information.” Information literacy, therefore, has become even more vital in the digital age as information - both accurate and inaccurate - is widespread and deceptively accessible.
There are three types of literary; prose literacy, document literacy, and quantitative literacy. Prose literacy is the knowledge and skills needed to perform composition assignments such as, brochures, and instructional materials. Document literacy the knowledge and skills needed to complete tasks such as illustration is job application, transportations, and tables. Quantitative literacy is the education and skills required to function, quantitative task, including figuring out a tip, completing an order form or determining the supply. Literacy is diverse dependent because it has many different tasks such as being able to perform prosaic task, document task, and quantitative task.
Information literacy has to do with comprehension of information activities which is achieved through familiarity with different information technology implements as well as incorporating the traditional aspects of research. It is necessary to evaluate its importance to the discipline of nursing research for the purposes of advancing studies and adding to the growing body of knowledge on the subject. Information is available from a vast array of sources. Nursing research is however a very important discipline and it requires the exclusive use of reviewed, valid and reliable information. It is necessitated by the sensitivity of the field of healthcare. In this regard, there are information sources which are dedicated to the provision of adequate
In class, we have been focusing on the explanation of what Literacy III: Research and Pedagogy in Content Area Literacy actually means. Content Area Literacy is defined by as “the ability to use reading and writing for the acquisition of new content in a given discipline” (McKenna and Robinson 1990). Because of the explanation of the class, I feel as if I am learning about the background and deepening my knowledge and understanding of the class as a whole. Content Area Literacy gives each subject areas a reason to include reading strategies in those lessons. These subject areas include mathematics, science, history, and English (Hodges 2015). When you can include reading strategies in these lessons, you are expanding student’s horizons and giving them multiple exposures. I think that this is extremely beneficial in the all classrooms. As for the negatives on Content Area Literacy, it should be noted that teachers should not only focus on reading during the other subject areas. Teachers need to have a medial balance between the content area and the literacy strategies
... teaching the foundational skills, as well as, moving into other parts of the reading block (guided, interactive read aloud, literacy centers, etc.). After the reading coach models, the teacher will teach a lesson which will be observed by the coach. She will provide feedback and work on a plan based on the observation.