Literacy Action Is An Essential Blueprint For Improving Student Achievement

1. It is imperative for teachers to not only monitor their students’ behavior in the classroom, but also to assess their students’ literacy development effectively, so they could be ensured of their students’ learning progress, which is the most significant point Tompkins makes in Chapter

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

All learners attend a course induction where an individual learning plan is discussed and agreed, this is essential for both the learner and tutor as it allows the learner to take control of their own learning, review their progress and set goals for their training. This has the benefit of empowering them through ownership and helps to keep them motivated throughout the course. The ILP also aids the tutor, allowing them to monitor the intended learning outcomes, customise and design resources, identify distance travelled and set targets for work.

I find it imperative and important to use instructional strategies that assist the whole class and also individual students and even more importantly, students on IEP, 504 and ELL’s. I have no students that are on IEP’s, 504 plans, nor do I have any ELL’s, I do have some students who struggle with motivation and attentive learners. One way I will overcome this is by connect more with these students after I have lectured, or given instructions to ensure they have complete understanding. Additionally, students with motivation, I will work to ensure content is relatable to them and make connections with their own personal interests. This way, it can assist them in their motivation, finally, having multiple check-ins to keep them on track and assist

Response to Intervention (RTI) is a three-tiered system that provides for increasingly interventions as students move upward through the tiers. The first tier involves all students on a campus. During this tier, all students are provided with effective instruction using research-based teaching and learning strategies. Students are benchmarked at the beginning, middle, and end of each year. About 65%-75% of all students respond to the initial tier of interventions and no further intervention is required. Tier 2 interventions take place in small groups and are in addition to the interventions of Tier 1. The areas of weakness are targeted, and instruction may be provided by the general education teacher or other school personnel. Student progress

curriculum. Additionally, this enables for a higher than usual level of explicit teaching in all subject areas. However, it does not make integrated curriculum delivery very viable. Fortunately, Mrs. Bea has an innovative teaching style and adjusts her teaching to cater to Gardner’s multiple intelligences (1983) and diverse learning styles.

In this webinar the presenters focus on ELLs and RTI. The first key word is the evidence based assessment and curriculum. The focus of RTI is preventions and maximizing student’s achievement and students are growing academically. The goals are for all students to meet their highest potential and use general education. Sheltered instruction is part of the core curriculum. The core curriculum is meeting at least 80% on each sub group.

The IEP shows some goals that demonstrate appropriate teaching strategies that can help the student in her education. For example, small group, individual assistance, praise, chunking, repeat instructions, modeling, manipulative, and extended time are some of the instructional accommodations that I implement with her on a daily basis. Additionally, the component of listed IEP goals shows that I demonstrate my skills in teaching effective skills to students and consider their needs so I can bridge the gap in their education. The IEP goals are related to student’s needs and weaknesses, life experiences and interests. For instance, when presented with a list of words commonly found on personal data sheets (i.e. name, first, last, address, phone), the student will correctly pronounce and insert at least five of the ten words with 80% accuracy over 4 out of 5 trial days as observed and recorded by staff. This goal is functional and will help the student in case of an emergency that she will need to tell people about her name and

Instruction should be differentiated according to how students learn, build on existing student knowledge and experience, and be language appropriate. In addition, decisions about Tier 2 and 3 interventions should be informed by an awareness of students’ cultural and linguistic strengths and challenges in relation to their responsiveness to instruction. Teachers use student assessment data and knowledge of student readiness, learning preferences, language and culture to offer students in the same class different teaching and learning strategies to address their needs. Differentiation can involve mixed instructional groupings, team teaching, peer tutoring, learning centers, and accommodations to ensure that all students have access to the instructional program. Differentiated instruction is not the same as providing more intensive interventions to students with learning problems. RtI has three levels of prevention: primary (core curriculum), secondary (Tier 2 intervention), and tertiary (Tier 3 intervention). Through this framework, student assessment and instruction are linked for data-based decision-making. If students move through the framework’s specified levels of prevention, their instructional program becomes more intensive and more individualized to target their specific areas of learning or behavioral need. Typically each level of intervention lasts from 9–12 weeks with data collection completed regularly, e.g., weekly to three times per week. If the child’s skills improve, the intervention is considered successful. In addition, An academic intervention is successful if there is a sustained narrowing of the achievement gap for the

RTI has three tier levels. At Tier 1, all students are at the general instruction and assessment stage. At Tier 2, some students are at the supplementary instruction and assessment stage. At Tier 3, few students are at the specialized instruction and assessment stage. This stage can take quite some time for students to get out of, but educational professionals need to continue to be patient and work with students. This is also an opportunity for educational professionals to collaborate with their team to come up with differentiated instructional

Purpose of the evaluation: What aspect of the program would you assess? How does this complement the larger group evaluation? (5 points)

Based on the campus’ successes in grades 1 & 2 after implementing the direct instruction approach with the use of SRA Reading Mastery program, much debate within the district and campus centered on whether the district’s new literacy initiative would be a “good fit” for a campus saturated with struggling readers. This action research study two classrooms on the campus. One classroom implemented the SRA Reading Mastery direct instruction model only, while the second classroom implemented the balanced literacy approach using the Fountas & Pinell approach, while using the SRA Reading Mastery program for an intervention program. The results of this research are detailed in this report.

The ILit application has a familiar structure through each unit to effectively build the skills/strategies taught to each student. After each consecutive lesson, my scaffolding becomes less and less, until the students can utilize the skills/strategies by themselves. Which is the ultimate outcome for my FL’s IEP goal towards the end of the school year. For the lesson structure, each lesson usually begins with every student having independent reading time, for at least five to ten minutes. The benefit of including independent reading before our lessons, builds on the relationship our students have with literature. This shows my students we can read for our own entertainment and at our leisure. Also being able to do the opposite, and read for

Program evaluation is a useful resource to evaluate programs that are currently an organization or an industry is making good use of. Evaluating programs not only bring out the strengths and weaknesses but also identifies the picture of the plans implemented. The purpose of this paper is to examine the purpose for program evaluation and why it can be useful to an organization. This paper will speak of the five most common types of program evaluation models and will select one program evaluation model to describe from week one’s reading.

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