Literacy Observation Report Sample

In Sponsors of Literacy, Brandt argues that individual and group literacy stem directly from sponsors in the form of role models, educators, media, and many more sources of language and communication acquisition. Brandt claims that sponsors, through intentional or unintentional actions, influence an individual’s ideologies and relationship with literacy. Through the interviews which Brandt conducted in the 1990s with people of varying literary and sponsorship experiences, Brandt discovered that an individual’s access to literacy opportunities: libraries, computers, or traditional education, had a monumental impact on their career, ability weather political or economic upheavals, and capacity to function profitably in society. Sponsors distribute

In Deborah Brandt’s article, Sponsors of Literacy, she defines sponsors as, “… any agents, local or distant, concrete or abstract, who enable, support, teach, model, as well as recruit, regulate, suppress, or withhold literacy—and gain advantage by it in some way” (pp 166). There have been a few people in my life who have done exactly that; they helped me gain knowledge on many topics in hopes that I would find it informative and be able to better the world around me.

Professor Deborah Brandt’s research article “Sponsors of Literacy” is about the importance of the sponsors. According to her, sponsors are the ones that provide the sponsored the access to literacy. Brandt interviews about 100 people and through those interviews, Brandt makes three main points regarding sponsors. The first one is about how different kinds of sponsors can produce different kinds of performances. The example that Brandt shows to the readers is the difference in the background of Raymond Branch and Dora Lopez. Branch is able to be exposed to the more powerful sponsors, while Lopez cannot. The second main point in this article is that economic and political can cause a rise in literacy

May 2015 Literacy Mid-South conducted a student survey. The student survey was essential in gaining feedback on program effectiveness and how to engage learners in program affairs. Because of barriers such as computer illiteracy paper surveys were given to tutors. Tutors explained and gave learners the survey during tutoring sessions. Tutors assisted only if needed to avoid bias. Staff members Stacy Early, Training and Placement Coordinator and Erica Roberts, Adult Learning Coordinator collected surveys. Survey results were then compared with MentorMe reports. Based on the comparison many findings were expected such as attendance rate. However, there were two significant findings. On the question of “do you like meeting in the library”? Around

This year's Just Read Florida theme is Civics-Literacy related, "Literacy Changes Our World". Our Cambridge students participated in an outreach program which combined the 2 subject areas. In LA, Melmood's students brought a copy of their favorite novels and wrote messages inside the covers to the next reader sharing their thoughts. In Civics, Beitz's students made children's books which explain the Bill of Rights in terms that 7th graders can understand. Santangelo even had some extra books from her project. We took the boxes of books to Silver Lakes Middle yesterday, a school chosen for its low SES band of students.

Always the teacher can help the students but they need to work together, the reader attend the instructions of the teacher and read a text , then the teacher analyze the way that the student read the text and they evaluate if they ca improve the way used. Advising the student to use different strategies whit the same task and observe or analyze if the reader improve their comprehension. The teacher needs to be near if the student and vice versa.

How much do you write or text on your phone, is it helping your academic writing or making it worse? Mashable tells us that, “the average teenager sends more than 3,000 texts per month. That's more than six texts per waking hour.¨ In the article, ¨The New Literacy¨, Clive Thompson explains, texting and online writing makes your academic writing better because, students write more, they write for audiences, and are learning new ways to write.

In “The Literacy Myth”, Harvey Graff and John Duffy argue that the standard way of thinking about literacy has been that it is mandatory for achieving wealth, appreciating democratic ideals, improving intellectual capabilities, and gaining social status. I agree with the myth that one can only receive these results through literacy because it has become the foundation of growth as evidenced by Sherman Alexie’s “Superman and Me” and Malcolm X’s “Learning to Read”. In “Superman and Me”, Alexie uses his passion for reading to attain literacy at an early age. Using his own success, he strives to change the ways society has set up for Native Americans to fail. Likewise, in “Learning to Read”, Malcom reflects on his past of utilizing

My literacy experience What does it mean knowing how to read and write? I take literacy skills very seriously that will help me in the future with my career. I know that such skills don't come easy, it requires hard work, sleepless nights and a lot of sweat. I am not the best reader and writer and I’m not afraid to admit that.

This literacy report is based in a ESOL student which primary language is Spanish. The student is in a 3rd grade class, and his current literacy level is 3.5, which means that the student is in 3rd grade in the 5th month of the school year. The student socializes and expresses himself well in the classroom, which demonstrates good BICS management. However, his academic language, CALP, is not as broad as it should be. The student uses simple and common words, and sometimes talks to his peers and the teacher in Spanish. The student is able to read grade level literacy and write about the same; however, his oral language is not very broad. Since this is an ESOL class, most of the student’s primary language is Spanish; therefore, the students sometimes will communicate in their native language. This is a difficulty that the teacher faces every day because this doesn’t help the students enrich their English vocabulary. In my tutoring sections, I have observed that the student will speak in his native language and the teacher will reply in English, to kind of force the student to speak the English language. However, this is the student dilemma because he wants the teacher to speak and explain certain assignments in his native language. Moreover, the student presents behavior issues, which makes it more difficult for the teacher because she has to spend a good deal of her time correcting the student’s behavior.

students to learn at their own pace” (Huneycutt). Each child is able to interact with the information at their own speed and move on when they have learned the lesson. The fourth benefit of technology in the classroom is it “prepares students for the future” (Huneycutt). The 21st century has become a society that relies on technology, therefore, by learning the technology in the classroom students will be more prepared to enter the work force. Through these four benefits a child will be able to study longer and at their own pace, find more excitement in learning, and be prepared to enter the work force.

Learning more about early literacy has made me aware of important literacy skills and ways to correctly incorporate literacy into my classroom. Thinking back to my prior misconceptions of kindergarten classrooms I viewed stations as only play activities for students. I didn’t make the connections between the print that they would be exposed to in the grocery and kitchen area of a play center or the vocabulary that they were building upon through the communication with the other students. Learning more about literacy and how it develops has made me realize the importance of these stations and the importance of the teacher modeling and preparing these stations for the students to ensure they are successfully benefiting from the centers.

The fourth grade group of literacy learners I worked with was intermediate readers and writers and yet their individual skill sets varied in some degree. This became evident during the rereads of a close reading lesson. The lesson consisted of two different passages pertaining to the topic of hurricanes. However, the lesson was revised by day two to include the second passage. This decision was based on one of the factors of text complexity involving text structure. Students were able to compare and contrast the passages, determine the point of views, and synthesize information involving a hurricane survivor. Choosing a complex text became the most difficult part of the lesson being my first lesson on the topic. I followed the International Reading Association (IRA) and National Council for Teachers of English (NCTE) (2014d) guide for choosing complex text, which stated text, is complex if it is higher than the students’ independent reading level and if the text

After reading the article it is saying that the instruments do not reflect the complexity of comprehension, instead equating it with more limited skills. These skills are vocabulary, domain specific knowledge, word reading ability, and other reader capacities that are only part of comprehension. This connects to our last two readings because in the first article we read before this on Integrating literacy with content it talks about how many elementary teachers strength is in language arts. In addition it talks about that elementary students need to read, write and communicate about something in science and when they master that they can read, write and comprehend this same kind of learning in math. But they need to get on subject down at a

The achievement of oral language is a normal development for the performance of most children. The child’s (ren) understanding to communicate will began to increase with age, however, it will not establish the growth increase process right away but it will contribute to the perfection progress as the children starts to read and transform into a more experienced reader. Learning and communicating more adequately