Literacy Routines

In our childcare center we have a variety of materials placed where children are able to access and reach easily. There are six different learning centers for children to explore. There is a carpet area for circle time, a quiet area with books, an area with blocks and puzzles, an area for painting, writing and coloring to develop fine motor skills, and dress-up and pretend home area i.e. kitchen sets with dishes and pretend food,

One of the most eye opening experiences of my life occurred in the second grade. I would have never thought that doing one simple assignment in elementary school could change my whole perspective on literacy. My understanding of literacy was sparked when I had read my first real book. I remember sitting down on the vividly colorful carpet day dreaming about playing Mario Cart on my Nintendo 64 while everyone was obediently listening to the teacher read a book out loud. It wasn’t that I did not know how to read or listen, I just didn’t care. Reading to me used to be tedious because I did not understand the purpose of it. I did not grow up with the luxury of my parents reading to me because they weren’t literate in English, so I had to figure out for myself why literacy is vital in everyday life. My ongoing learning experience with literacy can be traced back to one simple visit to library.

Center-based learning means that teachers group materials for one type of focus together. There are a variety of centers involved in an early childhood classroom including science, math, blocks, dramatic play, music, literacy, reading, and technology. Each of these centers focuses and improves different skills and

Kindergarten classroom of 25 students they all sit at tables that will hold up to six students, however I have them sitting 5 to a table for ease of grouping. Each table is a team labeled by a color, a large construction paper crayon hangs from the ceiling above each table, and they have matching crayon nametags on their desks. There is a Smart Board at the front of the classroom as well as a white board. My desk is at the front of the room to the right of the white board. Different centers are located around the room such as the art center, the math center, the reading tree is in the opposite corner from my desk. The room also has a single restroom and a sink and water fountain outside of the restroom. We also have circle area to the left of the reading corner

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

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.

The teacher passed around a microphone to each child, it symbolized who was speaking and this made everyone special. The students then had to write two sentences and draw a picture of what they remembered best about their holiday break. Eventually, they shared their two sentences with the teacher or me. Second, I noticed that once everyone read their journals, the teacher quickly called on students based on their bin color, which meant it was time for reading to begin. Each student had their own colored reading bin which included: three reading level books, a word list of the week, and a worksheet using the given word list. The colored bins symbolized what the student was to complete during reading time. For example; students with yellow bins read with the teacher at a table, students with green bins worked on the worksheet, students with blue bins read the three books quietly, and students with pink bins worked on writing on a small whiteboard the word list for the week. This strategy was beneficial because it developed independence. Thirdly, I noticed enthusiasm during the math lesson at the end of the day. The teacher had the students sit on the purple rug for a math lesson. The teacher used her laptop and the video clip to provide the students with visual instruction. Once the video clip was over, the teacher pulled up the worksheet to preview together with the class. Then the students went back to their desk to work on the worksheet

Welcome to the ABC Center . This center only take toddler age 3-5 years old. Very secure front and back door have a code lock. Vistors have to show ID through our camera badge. The windows are high not reachable for the student also have lock .Fire alarm is place where teacher can see. Are center can only hold about 16 students. It's a rest room in the class. Napkins, toilet paper, tissues, etc. are place in the storage.our class have amount of space so the children can play. Everything in the classroom center so the children are more aware of how to interact in each center and in your classroom. . The Art Center, Library Center, Block Center and science Center are located on the on a carpeted area of comfort for the children

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.

My response from my checklist for an effective literacy program revealed that I am a very animated teacher. I encourage my students to laugh with me building a positive relationship. I found that my students enjoy my lessons when I bring in prior experiences. Modeling the lesson with humor capture the student’s attention and they are eager to participate and collaborate with the peers and teachers. My strength demonstrates that I model all my lessons and make them student friendly. I plan and model my lessons by incorporated and adapted the skills to students’ individual needs. I also teach cross curriculum allowing students to build from each core subject.

The daily schedule and routines promote literacy because in the language and literacy they read books to the children such as “When you’re not baking” and the following day they sing songs such as “If you happy and you know it”. The children are also learning to count to French from 1 to 5. They sing Head and Shoulders allowing them to learn body parts such as eyes and nose. This is a great way to promote literacy because children love sing-a- longs and with sing-a- longs, they learn new things.

For example, dynamic engagement of students amid a small group word-study activity may incorporate giving every student with 10 magnetic letters (a, c, g, f, m, n, p, r, t, and v). As the educator talks about rhyming words, every student could make "m-a-n". The educator can then join every kid's learning of letter sounds of those abilities (Wilson, Nabors, Berg, Simpson, & Timme, 2012). Literacy and reading lessons give a social setting in which educators and students meet and nearly connect. Social connections assume a key part in offering students some assistance with developing the wide cluster of complex cognitive capacities required for reading (Wilson, Nabors, Berg, Simpson, & Timme, 2012). An educator having a discussion with five or less students can hear more inquiries, give more straightforward input, hear all the more precisely, and take care of kids' responses in a more

Our center includes classrooms for infants, toddlers, preschool age children, and school age. Each room is filled with qualified staff.

The literacy-rich classroom environment must be designed with the students’ needs in mind, meaning it is student-centered with teacher guidance, integrates technology, and is flexible to allow for differentiation. The classroom should have a flexible design that can be “adaptable and easily changeable based on what the students are working on” (Sadlier School, 2017). This means that the seating arrangement is not based on individual desks, but rather tables or clusters of desks to encourage students to collaborate and communicate in small groups or pairs, promoting oral language mastery (Sadlier School, 2017). It should also promote hands-on, student-centric learning

There are many evidence-based practices that ensure that there are comprehensive literacy instructions. The practices are supposed to ensure that they produce proficient readers and literates. Some of the characteristics of proficient readers as described in the book by Gambrell, Malloy, and Mazzoni (2007) include independence in readers who use comprehensive strategies to gain meaning from the text that is relevant to their goals. Second, they ensure they acquire word recognition, fluency in skills, vocabulary and strategies so that they have the thinking power to attain meaning, Also, they make use of technology to ensure that they acquire high-level literacy. They also follow instructions from teachers and other instructors to ensure they acquire the best level of literacy.