Literacy Instruction

In Chapter 8 in The Best Practices in literacy Instruction, Gambrell expresses the role of Phonemic awareness, syllabic decoding, and developing strategies. Although there is not a best way to teach decoding to students, there’s a need to develop and strength their ability to decode and to teach phonics. She provides excellent examples of ways to teach rhyming (page 174) and phonic awareness (page 175). Phonics plays a vital role in the academic success of all students.

Some literacy issues are becoming more and more prevalent in recent times. In the day and age we live in; we have access to the newest data and notions regarding literacy in the current education

Recently, according to Lucero & Montanero (2012) in their article Rhetorical structure and graphic organizers: effects on learning from a history text research on reading comprehension has evolved from not only strategy teaching to the analysis of activities to promote constructive learning (Lucero & Montanero, 2012). In order to comprehend an academic text, readers are required to consistently evaluate, elaborate and review text information. These types of inferential activities will promote an active role in the student 's task and in turn improve the quality of the process. This aligns perfectly with the basic definition of inquiry learning. Again, this supports how teaching nonfiction reading strategies early on to elementary students will help them be successful within an inquiry based learning system. Lucero & Montanero (2012) suggest that some of these engagement activities teachers could use are summarizing, asking and answering text-based questions , thinking aloud during reading and designing graphic organizers to aid student comprehension (Lucero & Montanero, 2012).

In the article Evaluating Ideas it also demonstrates some of these strategies such as annotating while you read which includes making up the text, whether it be highlighting, summarizing, questioning the text, or making predictions before one starts to read. Annotating is helpful because once you are done reading the book, one can go back to revisit the annotated text, instead of having to go back and reread the passages. For instance, when there is a test with a reading assignment you would rather annotate while you read to gain a better understanding of what you are reading. When it comes to reading assignments I tend to annotate as I read or if it is a book I tend to use sticky notes and mark up the text. By annotating what I have read I am able to understand the words, that I did not understand.

In the article, the authors stress the importance of literacy education in the early years. In fact, it is noted that pre-school years are critical to the development of early literacy skills that will lay the foundation for future reading skills and help present problems from developing (Gischlar &

Teachers should carefully choose texts which are suitable for student’s level. When teachers ask students to discuss a text as a whole class or in small groups, they make sure that their questions are grounded in the text which is suitable for students’ level so that students refer to the text in their responses. If the text is too hard to understand for the student, no matter what strategies teachers use they still can’t understand what the text says. If the text is too easy to understand for students, they feel bored.

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

Richland District One in Columbia, South Carolina is pleased to present our Request for Proposal (RFP) for your review. We are looking forward to collaborating with you on this evaluation of the Leveled Literacy Intervention Program is provided to our struggling elementary readers. Richland District One has 34% of its third graders are at risk for a reading performance and at least two years behind their current grade level. “The goal of the program is to accelerate these children’s progress to bring their skills up to grade level so that their early literacy difficulties do not become long-term deficits” Fountas, & Pinnell, 2012, p.268).

Promoting and using the think aloud with texts, we force the students to use the strategies that they know. Each student uses different strategies to read and comprehend a text then we need to force to use in activities that help them to improve them.

Some English teachers might even argue that their content focuses more on rhetorical devices and composition rather than learning to read and write. Some teachers may say that they need to focus more on content than literacy strategies. However, simple literacy strategies can be taught that we will help students understand the content even greater. For example, a higher level literacy thinking skill is being able to properly label diagrams and maps. If a student cannot understand how to read a map of Europe they simple will not do well in a history class. Some teachers might not realize that they are teaching literacy skills by teaching a student how to read a map

The data collected from the students’ assessment showed they had a high level of comprehension in using the essential literacy strategy which has been the focus of the learning segment. The assessment is directly related to what the students have been learning throughout the learning segment. The students d had multiple opportunities to practice the essential literacy strategy throughout the learning segment. The first section of the assessment which was the matching of the text features with their purposes was directly related to the learning task they had to perform in the lesson one relating to the learning target “I can match text features to their purposes.” The written response section was directly related to the related skill the students’

A classroom far away from my own, listening to a robot abbreviate. My life as a young student always seemed to confuse me because I felt that I did well enough in school, that I didn't need to go and do that. So my question as a child was, why once, sometimes every two, weeks need to go to a different to a classroom to help me read/write? This was my mindset through all of my beginning years of school.

Literacy is defined as being literate, that is, being able to read and write in a language. My personal experience with literacy began at an early age, at the age of 4 when I began to sit and read words and letters in the back of my mother’s car. Soon enough, she would bring me a magazine called “Majed” which, in the 90’s, was a popular magazine. With this, I began even more interested in reading and writing and reviewed every word in the magazine associated with each of the short pictured stories. It was the first memory I deeply recall of literacy and it was what laid the foundation for my personal love of reading and writing. The methodology used for this is an interview. There are three interviews which are analyzed and brought together in the form of a narrative. This narrative serves to better explain the emotions and thoughts that the interviewees had about the idea of literacy.

Three reading passages were used in this study. Two of them were adopted from the text book and another was selected from their supplementary book. These three passages were chosen from a larger number of possible selections on the basis of several pilot studies with students of same class. In the first pilot study with 10 students, seven passages along with some open ended questions were used in order to discover which ones were most appropriate for the students. After pilot study, passages which he students failed o comprehend and answers were thrown out.

Students having hard times in comprehending the thought of the text and what the author implies. It seems to be reading by words but not reading between the lines. It is important to know how comprehension plays an integral part in a manner of thinking and conceptualizing facts and ideas from the