Literacy Lesson Strategies

In the prior Literacy Action Plan, the material, resources, and information used and found were done for specific reasons. These reasons were found by using data from state assessments and district assessments from Okeechobee School District. Janice Greenberg stated “Tony Wagner goes on to say that children will need seven basic survival skills to succeed in the world that awaits them which are as follows: 1) Critical thinking and Problem Solving, 2)Collaboration across Networks and Leading by Influence, 3) Agility and Adaptability, 4) Initiative and Entrepreneurialism, 5) Effective Oral and Written Communication, 6) Accessing and Analyzing Information, and 7) Curiosity and Imagination” (Greenberg, 2011). These are also reasons why students should be proficient in reading and writing and why we have to write a Literacy Action Plan so we have action set into place to help our students achieve proficient scores in Reading and Writing.

ELL Case Study Brenda Gomez and Sandra Ramallo TSL 609: Cultivating Culturally Responsive Leaders Professor: Christine M. Rosario Introduction The purpose of this study is to make school administrators aware and familiar with the challenges and obstacles ELL students encounter. With such a growing population of ELL students, teachers are having to become more and more aware of instructional strategies. Teachers are now being held accountable more than ever for their student’s performance and need to make sure every student makes learning gains. With South Florida’s increasing ELL population teachers are struggling to get these students, whose first language is not English, to speak, read, and write proficiently in In duet reading, a stronger reader is paired with a less-fluent reader. The stronger reader sets the pace and provides visual tracking by moving his or her finger below each word as it is read in unison. In audio-recorded books, the student reads aloud with an audio-recorded version of a book. The purpose is to encourage the weaker reader to read along with the tape. In echo reading, the adult reads a short passage and then invites the child to “Say what I say” or “Copy me,” encouraging the child to repeat what the adult has read (Robertson & Davig, 2002). In this way, the adult models fluent reading and then provides the child with an opportunity for immediate practice. In paired reading, children who are struggling with reading fluency are paired up with a more capable reader. In this strategy, the fluent reader and reader take turns reading by lines or pages (Mathes, Fuchs, Fuchs, Henley, & Sanders, 1994).

The intervention used first was the Peer-Mediated instruction with repeated reading (PRR). During this phase, the students were seated across from each other. The students were then given a copy of the passage, one in which to read, and the other in which to mark the time and note any errors observed, along with a stopwatch. Both students began reading from the selected text for the pair for a duration of twenty minutes at the beginning of the class. Next, the “paired reading” time consisted of each student taking turns reading using only a whisper. To ensure the fidelity of the intervention, measures were taken to ensure that one student didn’t have to be the first reader every time. During the read aloud, the student who wasn’t reading would follow protocol and read the following sentence “Stop. That word is _______. What word? Yes, ________. Please read that sentence again.” After the paired reading time, the reader would then be asked to read

6.2 Develop a plan for improving own knowledge, understanding and skills in literacy, numeracy and ICT. Make a table like below and fill in training you could do, you can use past training to start and go into future training you would like to do if you want. I may just be training you have had on use of interactive white bopard or how to make power points

For a read aloud the teacher is in control, so the teacher will be reading the book while the students will be listening to the story. The level of the book should be at or above the students level. The stories that are read to the students should include a

Creating engaging literacy lesson plans takes a combination of effective instruction and material interesting to students. Knowing your students is essential in the planning and implementing of any lesson to ensure it reaches all students .Reading Comprehension: What Every Teacher Needs to Know, states” Influential teachers are highly valued participants in the reading process. They know the importance of every student comprehending successfully.”(McLaughlin,2012 p. 433). Ensuring all students have the opportunity to learn and comprehend the information presented in a lesson is important to lesson creation.

Teacher will model for students how to think about what is being read, as they read aloud. Teacher will make predictions and summarize while reading. Students can practice by looking at pictures in the text, studying vocabulary words and looking at context clues, then sharing what they have discovered.

Reading and writing are intertwined. It is important that you do not separate the two in therapy. Thus, my ideal therapy will focus on a reading and writing portion. Meaning-based strategies are contrastive, recurrent, embedded, active, and meaningful (CREAM). Meaning that emphasis will be on the actual reading, focus will

My learning so far for this unit has been very informative, interesting and most of all useful for my everyday work. The focus during week one was on language and the importance of being literate. Language is more than communication and can be seen as cognitive, material or social. We

Reading aloud is a common practice in primary classrooms and is viewed as an important vehicle for vocabulary development. Read aloud are complex instructional interactions in which teachers choose texts, identify words for instruction, and select the appropriate strategies to facilitate word learning. Reading aloud to children provides a powerful context for word learning. During read aloud interactions, word learning occurs both incidentally and as I stop and elaborates on particular words to provide an explanation, demonstration, or example.

The accumulative and increasing study on literacy instruction in children is rapidly becoming a group of data that can serve as the foundation for the everyday practice of literacy development. The amount of research serves educators as a resource for designing reliable and valid literacy instruction, strategies, and methods. In my opinion, literacy instruction, strategies, and methods should be align with the rough idea we have on child development. Many professionals have wrestled with the questions on what literacy instruction is adequate for a child; however, the knowledge of how a child develops is the closes they have gotten to achieving positive results. Data and research has proven that all children go through similar developmental patterns and these are the factors that have molded curriculum objectives. Keeping in mind that other factors may affect children develop such as genetic and the environment they live in. So upon agreement of what is the correct method of instructions to utilize in a classroom;

3) Show them an example of a picture story map you created so they can see what they are to do on their own picture story maps.

Introduction Does the use of the Sound Cloud application, encourage students to read aloud? Literacy is fundamental for student’s education in school. Reading has part of education for many centuries and teachers need to remind students how much reading helps them increase their language skills which they will use in school and throughout their lives. Reading aloud can improve reading fluency, increase vocabulary, and foster comprehension skills. If certain students read aloud in the classroom, teachers in most cases don’t look for alternatives to encourage the rest. Some teachers don’t model reading aloud to students, even though it can be a factor in promoting and increasing the motivation of students in fostering their reading skills. The main goal for teachers should be to create independent readers; students that can be autodidact throughout their lives.

However, the second method being discussed in this paper, the whole language approach, focuses much of its attention on making sure the student understands and enjoys what he or she is reading. Whole language instruction occurs when a student acquires language rather than learning it through direct instruction (Brooks 35-36). This method is more child centered than teacher dominated, because the objective is for the student to learn how to read through talking and doing rather than through passive listening. Unlike phonics, whole language uses a variety of ways to give students the opportunity to interact with the text they are reading. Questioning, discussing, problem-solving, listening, writing, drawing, and dramatizing are among the ways students interact with text. Students are also encouraged to implement simple strategies while reading such as: reading the sentence and guessing what word will come next, looking at the picture on the page to help figure out the sentence, and also rereading the sentence for clarification. This method also does a good job in allowing the students to engage in text at their own speed and often in their own ways (36).

I.INTRODUCTION Reading aloud activity is commonly used by teachers all around the world.However,most ELT methodology authors such as Broghton,Brumfit,Flavell,Hill,and Pincas, on the other hand some speacialists suggest its use.The discussion about reading aloud is a perennial one. It has been