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Philosophy of teaching literacy
Essay reflecting on current literacy instruction
Philosophy of teaching literacy
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1. During my time in field, I did not see many interactions between my host teacher and other professionals in the building. However, one week I did see my teacher meet with the schools literacy coach and have the literacy coach observe and make suggestions to improve my host teacher’s effectiveness in the classroom. The two, host teacher and literacy coach, met to improve student’s comprehension on texts at their reading level that were nonfiction. Due to the students having limited background knowledge on the topics, the literacy sat into a lesson, made suggestions, and then sat in again to see how effective the implementations were. With this, they hoped that the students would be able to more successfully comprehend nonfiction texts and …show more content…
There were many roles that took place in this interaction, the host teacher was the leader, due to the fact that she was the one implementing the methods and ensuring that students succeed, but the literacy coach was the behind the scenes leader that ensured that the teacher was able to effectively teach the students and was using her time to maximize the students potential. The also, the teacher also played the role as the student in learning and implementing the new methods she was being taught, then the literacy coach was the teacher in teaching the new methods.
• During the meeting, my host teacher taught the lesson as the literacy coach observed the lesson and took notes on what she was doing and what things she would have changed during the lesson. After the lesson they discussed what things were done correctly, where the weaknesses were, and what things could have been changed to make the instruction more effective.
• My host teacher communicated that she believed some suggestions were beneficial, however, she did not like all of them. The one in particular that she was not pleased with was that the literacy coach suggested that she only cover five vocabulary words at the beginning of each book, and have her pick the five that would be most beneficial. However, in nonfiction books, there are many vocabulary words that children with limited background knowledge have no experience with, inhibiting their
Other People’s Words: The Cycle of Low Literacy by Victoria Purcell-Gates recounts the author’s two-year journey with an illiterate Appalachian family. Purcell-Gates works with Jenny, the mother, and her son, first grader Donny, to analyze the literacy within the household. Throughout the journey, we learn the definition and types of literacy, the influences of society and the environment, and the impacts of literacy on education from the teacher’s perspective. In order to evaluate literacy in the household, one must study multiple types, including functional, informational, and critical literacy. As the name implies, functional literacy incorporates reading and writing as tools for everyday survival. Informational literacy is used through text to communicate information to others. The highest level of literacy, critical literacy, requires critical interpretations and imaginative reflections of text. In her study, Purcell-Gates strives to teach Jenny and Donny functional literacy.
I have very few recollections of my early years and the exact age I was able to read and write. Some of my earliest memories are vague on the topic of my literacy. However, I do remember small memories, such as, learning how to write my name in cursive, winning prizes for reading, and crying over every assigned high school essay. Over the last twelve years my literacy grew rapidly with the help of teachers, large school libraries, my family, and so on. There is always room for my literacy skills to grow, but my family’s help and positive attitude towards my education, the school systems I have been a part of, and the horrible required essays from high school helped obtain the level, skills, habits, and processes that I use as part of my literacy
For this assignment, I completed a survey to assess my school’s literacy program by using a survey that was adapted from by Patty, Maschoff, & Ransom (1996) to analyze the instructional program and the school’s infrastructure. To be able to answer my survey, I needed to go colleagues of mine in the English Department and to my administration to help with these questions. Being a math teacher, we hardly ever discuss the literacy and the students’ acquisition of it in our department meeting during staff development days. Since I am not truly current with literacy acquisition in education, I am hoping to understand more from this process so I can help all my students. I want them to be able to read texts related to math and find information that will be useful to them during the year.
Literacy coaching is a very broad job with many demands and not all are clearly stated. Most literacy coaches have to establish their own job descriptions as to their roles and responsibilities and provide them to administrators such as superintendents and principals for approval.
Growing up, I contemplated a future in the education field; I enjoyed my experiences volunteering with children and I have always been intrinsically motivated to learn. When I started college, I decided to delve into the social sciences, but I never forgot about my interest in education. The summer of my freshman year, I joined the education team through the University of Arkansas’ community development program in Belize. I worked with my co-teacher (a senior education major), and education and literature professors to create creative writing lesson plans and methods to improve literacy for underperforming children. In Belize, my co-teacher and I facilitated daily literacy skill small groups for 2nd and 3rd graders and taught creative writing lessons with 4th and 5th graders. This experience not only strengthened my desire to work in education, but also awakened my awareness of how different levels of educational privileges affect students. I recognized, however, that while I was energized by this experience, I still lacked the skills and training that would allow me to most efficiently help
Throughout my childhood I was never very good at reading. It was something I always struggled with and I grew to not like reading because of this. As a child my mom and dad would read books to me before I went to bed and I always enjoyed looking at the pictures and listening. Then, as I got older my mom would have me begin to read with her out loud. I did not like this because I was not a good reader and I would get so frustrated. During this time I would struggle greatly with reading the pages fluently, I also would mix up some of the letters at times. I also struggled with comprehension, as I got older. My mom would make me read the Junie B. Jones books by myself and then I would have to tell her what happened. Most
Literature is a key component when speaking of literacy. Teachers need to provide students with endless amounts of practice experiences in reading to build their fluency rate. This should be done with different genres of texts and different levels. Reading a wide variety of literature help children develop rich vocabularies.
Without seeing the many different kinds of vocabulary and spellings kids won’t learn any of it.“Books are among our best teachers” (“Leigh”).No matter how qualified our teachers are, books will always be able to give us different point of views and advice that teachers can’t. Reading a book is more entertaining then sitting in a classroom for an hour.To conclude this paragraph, books are a great source of literature and vocab to not only kids but teens, and adults as
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...
The interview artifact attacehd to this standard shows I understand literacy knowledge can be explained and changed over time, icluding practices and strategies. The interview I completed exhibits my ability to communicate with other professionals about the historical underpinnings of literacy instruction and that research is always being conducted to update instructional strategies to better the way literacy is instructed. My membership to ILA shows I understand the importance of the role professional judgemnt and learning theories play in education. I use my membership to frequently update my own teaching practices by researching the latest findings. These artifacts corrilate to the teaching practice that education grows and changes over
For my community involvement project, I volunteered at Memminger Elementary School for a program called “Reading Partners.” The program focuses on helping children build strong literacy skills to carry with them into their academic careers. It requires the tutor to read to the student that has been assigned, and in turn, the student reads to the tutor. The program assists in teaching the students valuable reading skills. Being able to read is critical to a child’s educational success.
In the content area in Language Arts, students will develop the reading skills necessary for word recognition, comprehension, interpretation, analysis, and evaluation of print and non-print text activating prior knowledge, processing and acquiring new vocabulary, organizing information, understanding visual representations, self-monitoring, and reflecting. This can be accomplished by implementing pre-reading, during-reading, and post-reading strategies into the lesson plan. Fifth grade students will read and write a variety of texts with greater scope and depth. In addition, they will analyze and evaluate information and ideas by revisiting and refining concepts about the language arts benchmark and will become more refined and independent learners.
... or she will read will be good factual materials. The teachers can incorporate a variety of texts to help students better understand the materials that need to be covered. This will help students who struggle with expository text to be less bored and keep up with the rest of the class.
That is the goal of being a fluent reader. Mrs. Baughman uses the components of a story to teach comprehension. The components of the story are the setting, the plot, the conflict, and the resolution. If students can easily pick out the answers for the components of a story then their comprehension is growing. Another way to teach comprehension is by using graphic organizers like Venn-diagrams, story maps, and cause and effect charts. Teachers can also ask questions to make sure students understand the text. Not only does the teacher need to ask questions, but so do the students. If a student can ask questions, and with guidance answer it themselves they understand the material. The same goes with summarizing texts. A good way to check comprehension is to see how well the students summarized the texts. Doing so, can show if they really understand the material or they are just reading without thinking about it. Group work is a good way for students to share their thoughts on texts and help explain it to others in an easier way. If students do not comprehend text then their reading skills for the future will not be good. Teaching comprehension is not by just asking questions. There are many ways to check it that give a better view on how students are
Literacy is also gained through an education, and this is shown through Shannon Nicholas’s narrative about her taking the standardized writing proficiency test. Education teaches you to be literate, but how much you learn depends on you. In the case of Nicholas, she repeatedly failed the test and began to believe she was not a good writer, even through she was told she was a good writer and received passing grades in all other writing assignments. Nicholas realized how differently her writing could be judged by different people and this is true for all writing. The ability to change viewpoints can also be used as a tool in