Developing Strong Sound Reading Programs Essay

Starting from the parents, the child must inherit the instinct of wanting to learn to read, developing the curiosity that comes with the increase of knowledge, interaction with others and building positive memories, that motivate the child’s learning to read. An approach that Vygotsky supported promoting scaffolding, a guided process that adults use to teach students how to master a skill, in this case a reading and writing skills. Children begin from the womb recognizing parent’s voices, singing tone for then building connections through prints and letter sounds in an environment that promotes literacy with stories, songs, games, group activities with families, “All about me” share, and “Show and tell”, to display and build a sense of belonging in the class. Nevertheless, incorporating strategies or methods that facilitate learning to read stimulated by own personal learning style. Most young children learn kinesthetically and are visually-sensory prompted to hands on experiences, using appropriate materials in a different setting. Foremost, with an ongoing informal and formal assessment to evaluate students’ pre-knowledge at the beginning of the scholastic year, students’ way of learning, feelings, and connections through the year, and at every lesson, check for understanding, and ways to improve the next step. Ongoing assessment is part of the whole learning process, it will tell you how the students learn, and achieve appropriate reading and writing goals. A good reader promotes a good writer and vice versa, but a firm stepping stone during the developmental stages, in rich literacy environments, attempting to positive interactive experiences, and always monitored, influences the chances of the child sense of wanting to learn to

“The more you read, the more things you know. The more that you learn, the more places you’ll go.” This is how Dr. Seuss thought of reading, and I think of it in much the same way. Literacy is everywhere and influences us every day, therefore, it plays a major part in each of our lives. I believe that reading is an interactive activity in which learning happens, or as Clay (2001) defines it, “…a message-getting, problem-solving activity” (p. 1). Reading is the process through which one reads information and from doing so, constructs meaning about the material. The more exposure and practice one has with reading, the more knowledge one gains. In this paper, I will begin by discussing my own personal educational philosophy, then continue by stating and explaining four of my beliefs about the reading process and the research that is found to support each of them before sharing the remaining questions I have about literacy. I am an existentialist, and a strong supporter of a balanced literacy approach. My beliefs about literacy come from these foundations and perspectives that I embrace. For students to be successful in their literacy development, I believe that identity acceptance in the classroom is crucial, instruction for all students must be differentiated, direct and explicit instruction is at times necessary, and vocabulary is a significant component in the ‘Big Five’ of children’s literacy development.

Content area teachers can implement strategies and scaffold learning when planning and designing instruction so that students will actively engage in literacy. According to Dobbs, content area reading instruction includes: the information present in the text, and the instructional plan teachers use to help students understand the content (2003, p.3). Vacca, Vacca, & Mraz explain that in order to plan instruction effectively, teachers must be aware of the explicit and functional dimensions of content literacy. The explicit aspect of content literacy involves the development of skills and strategies that enable students to comprehend what they are reading. Functional instruction focuses more on the application of strategies needed to derive knowledge from a variety of sources of information.” (2014, p. 134). Forget defined literacy as “listening, thinking, reading, and speaking in such a way that information and ideas are processed and communicated to the benefit of self and society” (2003, p. 5). Content area teachers need to plan and design lessons so that students will actively engage in literacy. Forget goes on to discuss that poor performance in schools can be do to a lack of basic literacy skills. Therefore, teachers need to implement the skills and strategies found to be successful in literacy to ensure

Throughout my first year as a middle school Language Arts teacher, I have developed a theoretical understanding of what I believe are the necessary components to providing a meaningful and generative environment in which students develop and expand literacy skills. The teaching of literacy needs to include a balance of reading, writing, speaking and listening activities, and needs to be a social endeavor that provides a variety of instructional strategies to meet the needs of all diverse learners. My teaching strategies, beliefs and personality that I bring to my classroom can be characterized as a blend of two types of philosophical theories: social constructivism and relational teaching and

During my West Middlesex observation, based on Balanced Literacy changed my vision in the classrooms of Mrs. Wiles 3rd grade room and Mrs. Hall reading specialist room. Some of the elements from each classroom emphasizes rich-environment such as; lighting, seating areas, different chairs for each student (yoga balls, spiral stools, and crates), pillows around the room, and furry carpets. Incorporating these arrangements in the classroom increase the child’s thinking and learning process.

Most of the other students in her 2nd grade classroom are able to read classroom text and complete work independently. They also read books for enjoyment on their own. The reading time in her classroom consists of a block during which the teacher works with small groups and the children are expected to work quite independently when they are not working directly with the teacher. The class uses a trade book format and this is utilized across the curriculum. Students are provided with short skills building lessons in large and small groups. Most of the time spent during explicit reading instruction is targeted to helping students develop reading fluency.

In chapter one, I read about the fifteen standards developed by The National Board of Professional Teaching Standards. Subsequently, I read about the eight principles of balanced literacy instruction and how effective teachers utilize them. In chapter two, I read about the reading process which contains the following steps: prereading, reading, responding, exploring, and applying. In addition, I also read about the writing process which contains the following steps: prewriting, drafting, revising, editing, and publishing. In chapter three, I read about the different types of assessments for literacy development, including classroom assessments, diagnostics tests, high-stakes testing, and portfolio assessments. Lastly, in chapter three, I read about how these two processes are reciprocal processes in that they are both constructive and mean-making processes.

The STARS unit plan and teacher work sample address ILA Standard 5 by showing how I can differenciate instruction, create a varriety of learning opprotunities, and display a literacy rich classroom enviroment. The STARS unit includes several lessons I created to teach a variety of learners in many different ways. The unit also includes several photographs of the literacy rich enviroment I created with the students. The teacehr work sample exhibits my ability to use literacy routines and scaffold instruction to meet the needs of learners. These artifacts can be connected to Holdaway's Theory of Literacy Development. Holdaway's theory states there should be a plethora of literacy related materials in a classroom including labeled materials, the

Educators are charged with not only teaching the content of their subject, but also responsible for creating a learning environments that fosters communication, engagement, and reflection so that the students will be prepared for their future careers and learning. Creating a classroom that fosters reading and writing is one way to engage students while promoting that they reflect on the material and communicate their understanding or misconceptions of the content. In order to form a literacy-rich classroom educators need to increase the amount of time students interact with all forms of print and literacy and the classroom environment is an essential key to setting the precedent and model behaviors that will make students more successful and capable of high level learning. (Tyson, 2013)

Creating a literacy-rich environment is one of the key elements of supporting children’s literacy development. Literacy-rich classrooms tend to look quite different than the traditional classroom, covered in pre-made posters and arranged with individual desks in rows, and instead, allow for teachers to design their classrooms with their students’ needs in mind. According to an article on the Sadlier School’s blog, all elements in a classroom must be meaningful, intentional, purposeful, and engaging when creating a literacy-rich classroom. This means that classroom design is created in a way that it provides frequent opportunities to be exposed to text via environmental print, instruction, and hands-on learning as well as encouraging communication and collaboration (Sadlier School, 2017).

During my first year of teaching second graders, I realized that my management of the reading block would tremendously impact students’ growth and success as readers

After the World War II ended, the enormous population of new generation who were given birth during the war era became majority of the world. In that regard, most industries smoothly switched the aim to the new customers. For example, music industry, one of the most sensitive industries, rapidly aligned line of sight to the newly born customers. While the previous era which was about to cross the border of Post Romanticism era was more focused on art music or the purpose of encouraging patriotism, the post war era music was more focused on practical profits. As such, the new generation was targeted. The result of that, pop music culture was emerged. As the scale of the market was

Over the years there have been many different types or ways to deliver reading instruction in the classroom setting. Teachers struggle to find the best thing for their students and what will benefit their students the most. Teachers have a hard time trying to figure out to make sure all their learners are met, they are working one on one with students who need and be able to manage classroom behavior. Two sisters Joan and Gail decided to come up with a framework that gives students choice and benefits their learning. Joan and Gail’s framework is The Daily Five and Café. Another popular framework is Literacy Centers. Researched in depth, the two frameworks have a lot in common but still some differences.

My philosophy of literacy is centered on providing a learning environment rich in authentic literature, instruction that is engaging, fun, and balanced, collaborative, and also involving families in the child’s education. My ultimate goal of literacy instruction is to help children become lifelong readers and writers by providing the skills necessary to comprehend, construct, and make meaning of text, speak, and write. (Torgesen, 2002). According to the National Reading Panel, there are five essential components that must be taught in effective reading programs: phonemic awareness, phonics, fluency, vocabulary, and reading comprehension. (Reading Horizons). According to Konza (2014), reading instruction should be changed to six foundational reading elements, adding oral language and early literacy. I also believe that early literacy should be

shoot for the stars said the elf and its mame was elie he liked sausage and bacon he hated brussel sprouts and ellie was 5 years old jamie and layla liked elfs and the mattres hated him she thought he was mean and i thout that was bogus it was meanthe closet is sacry i like this show Skip to main content