Early Literacy Instruction Essay

Competence and confidence in literacy, including competence in the three major areas, reading, writing, speaking and listening, are essential for progress in all areas of the curriculum. To broaden and enhance children’s literacy skills, opportunities need to be given by providing them with a wide range of different contexts in which to use and practice there skills. With reference to the aims of the Primary Framework for Literacy ‘To support and

Within my school literacy lesson will be planed by the teachers, the teacher will go over the

As a future teacher of a fast-changing generation that searches restlessly for new interests, I believe that old and new must meet to keep the basic values of a balanced literacy. Focusing on prior knowledge, collaborating with colleagues, peers, families, and community, creating connections with our surrounding, and empowering students’ learning style throughout the process of gaining knowledge of reading and writing. Foremost, my personal philosophy of teaching literacy is based on constructivism and sociolinguistic, where hands on experience and guidance are priority in an informational world. To facilitate a child’s acquisition of literacy skills , as I plan for literacy instruction for my future classroom, I will take into consideration

3. Assessment of Literacy Development in Early Childhood is a research that was conducted by Johnson, Peter H, and Rogers, Rebecca. Both authors highly believe in assessing literacy development, since it is a huge aspect in students’ literacy development. Both authors state, “Most literacy assessment occurs in the school years because, at least in most Western countries, literacy learning is considered the responsibility of the school, though when school literacy instruction actually begins…In the United States, since the thirties, literacy-related assessment has occurred in the early years of schooling because of beliefs about the relationship between learning and development” (pg. 1).

Literacy is a vital part of all later learning. Because of this, the children will engage in hands on activities that relates to what they have read and give them opportunities to make up their own versions, as well as make up their own stories. They will have a large group story time and a partner reading time. An ample variety of books will be available at all times. Signs with words and pictures will be posted around the classroom showing, daily activities, objects that are used daily, and the placement of toys and

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

Literacy coach will provide additional resources to teachers if needed. Literacy night will be held in the school’s cafeteria and media center. Parents will be guided to the cafeteria to obtained information about grade levels breakout sessions. In the breakout sessions, the grade levels will introduce the five pillars of reading. The educators will also present resources, strategies, and materials that can be incorporated for student growth in reading comprehension. Educators will read a story to the parents and students and conduct a mini lesson that will include activities. The goal of the breakout sessions will be to provide knowledge and utilization of reading strategies in all subjects. Literacy night will connect our sunshine community in coming together to increase authentic engagement and student achievement. Let’s all work together in assembling a brighter future for our

“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.

This paper is an academic critique of a research article by Karen L. Gischlar and Joanne P. Vesay entitled: Literacy Curricula and Assessment: A Survey of Early Childhood Educators in two States. I was attracted to this article because being an early educator myself, I know how important literacy instructions is in the early years. It intrigued me to read about the types of curricula and assessment used by other educators to assess young children learning. The purpose of the article was to survey early childhood educators regarding their literacy practices and the assessments implemented in their classroom. However, the goal was to determine to what extent preschool teachers addressed literacy skills areas through classroom instructions. (Gischlar & Vesay 2014, p. 298). The authors believed that teachers should be using literacy curricula to teach literacy skills and get proper training in how to monitor students’ progress. If such curricula are not being implemented, then explicit instructions in early literacy instruction should be conducted daily. This paper will provide a critical review of the methods used, the result of the study and the authors discussion of the article.

Recently the term “reading readiness” has given way “emergent literacy” by which we mean the many skills children need for reading and writing. From the time they were born and continuing through the preschool years, each child picks up in his or her own way. Listening, speaking, reading and writing are all part of emergent literacy. Literacy really begins when an infant coos or babbles, then hears those sound repeated by a responsive and loving adults. These early conversation, which can make adults feel a little silly, and a gentle introduction to spoken language

Literacy is the most important skill when it comes to children’s personal growth, culture and development. Literacy is the ability to read and write, and is tied to everything children do, including their social interactions with others. When children don’t develop strong literacy and language skills in their early years, the impact on future educational attainment and employment outcomes are significant, (King-Smith, 2015, p. 5). It is crucial to help young children be ready for school by working with them to develop the necessary early literacy and learning skills, to become confident and involved learners. Educators are in charge of creating literacy rich environments for children, where children will experience effective teaching

“Literacy learning has a profound and lasting effect on the social and academic lives of children. Their future educational opportunities and career choices are directly related to literacy ability. Since early childhood is the period when language develops most rapidly, it is imperative that young children are provided with a variety of developmentally appropriate literacy experiences throughout each day, and that the classroom environment is rich with language, both spoken and printed. Early childhood teachers are responsible for both understanding the developmental continuum of language and literacy and for supporting each child’s literacy development.

By the mid-1980s emergent reading/literacy became accepted among researchers, early educators, and reading teachers. Emergent literacy appeared as an ERIC descriptor and was recognized as a justifiable area of work in the conventions of the National Association for the Education of the Young Children, the National Reading Conference, the International Reading Association, and other professional organizations (Teale, 1995). According to Teale, the emergent literacy model for preschool reading instruction had far-reaching implications. Daily interactions between parents or other caregivers and children in the home environment were emphasized. The shift to an emergent literacy perspective in the preschool and pre-kindergarten environments meant that reading needed to be taught in those settings (Teale, 1995; Roberts, Jurgens, Burchinal, 2005). In other words, adults in those environments must be considered as the child

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

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).