Perceptions Of Literacy Policies And Procedures

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

I completed my literacy field experience at Isanti Intermediate School/School for all Seasons in Isanti, MN. I was able to complete my 20 hour observation in a 1st grade classroom (primary), a 3rd grade classroom (intermediate), and conducted fluency tests in a 5th grade classroom. Each class had approximately 22 to 25 students. Also during this literacy class, I was also able to spend a few days observing a 3rd/4th grade classroom and a kindergarten classroom through a couple of sub jobs I completed. I need to note that my understanding was that 3rd grade was part of the intermediate program so I completed half my observation and assessment time with a 3rd grade classroom and completed a 3rd grader assessment. I am happy to say

The learning provisions for development in literacy are extremely important and can be reached by using their language skills. They learn to communicate with others through three main ways: they are Speaking, Reading and Writing. These three areas interact with each other and develop the Childs self-expression and imagination. They must be given the opportunity within all different subject areas to use and extend their language so that their thinking skills progress to a higher level.

The aim for English within the National curriculum is to promote high levels of literacy and language; this is done by teaching pupils to a high level of spoken and written words. The national curriculum aims to improve literacy development for all pupils within the following areas:

[The essential literacy strategy that I am using in the learning segment is identifying problem(s) and solution(s) of a story. This is evident through the Common Core State Standard RL. 2.3, which states “Describe how characters in a story respond to major events and challenges.”This standard is evident in my lesson plans when learners are identifying problem(s) and solution(s) in leveled text and their own individual books. They will be filling in a graphic organizer or creating an anchor chart with their findings this literacy is provided in my learning objective, when it states, “Learners will be able to identify a problem or problems by doing a picture walk of their short stories and flagging them with sticky notes.” Another learning objective

This is a very important component in education to be aware of and when you are a teacher. I interviewed a first-grade teacher at my local elementary school to gain more information about the processes that our local schools go through for professional training, interventions, and in the classroom to ensure that students are developing their abilities in reading. My main focus was on what our school’s process was, how support is given, professional training offered, and what more is needed to be done to increase success for students.

The aims and importance of learning provisions for literacy development is to give children the opportunities and possibilities open to them and benefit from more effective teaching of reading and to marrow the achievement gap between disadvantaged students and their peers. The importance of reading is at the heart of this insight as pupils that can read are more likely to have a more positive future. They will be more likely to do well in school and get good qualifications and have a rewarding career later on. Compared to those who are constantly at a disadvantage.

Vacca, Gove, Lenhart & Burkey, 2012). A teacher’s belief system is formulated around what he or she knows about literacy learning and teaching literacy. A teacher’s beliefs can be based off ones own personal experience with reading and writing as well as practical experience which is obtained from working and learning with students throughout his or her career. A teacher also uses ones professional study to formulate beliefs. This practice helps a teacher expand on his or her knowledge when teaching literacy. Even though teachers all share

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.

For this assignment, I completed a survey to assess my school’s literacy program by using a survey that was adapted from by Patty, Maschoff, & Ransom (1996) to analyze the instructional program and the school’s infrastructure. To be able to answer my survey, I needed to go colleagues of mine in the English Department and to my administration to help with these questions. Being a math teacher, we hardly ever discuss the literacy and the students’ acquisition of it in our department meeting during staff development days. Since I am not truly current with literacy acquisition in education, I am hoping to understand more from this process so I can help all my students. I want them to be able to read texts related to math and find

Throughout my first year as a middle school Language Arts teacher, I have developed a theoretical understanding of what I believe are the necessary components to providing a meaningful and generative environment in which students develop and expand literacy skills. The teaching of literacy needs to include a balance of reading, writing, speaking and listening activities, and needs to be a social endeavor that provides a variety of instructional strategies to meet the needs of all diverse learners. My teaching strategies, beliefs and personality that I bring to my classroom can be characterized as a blend of two types of philosophical theories: social constructivism and relational teaching and

Teacher-directed is a 40 to 45 minute block of time where the teacher uses 15 to 20 minutes for explicit, whole group instruction. This is the time for the teacher to model and think aloud with students.  For the remaining, time the teacher is the

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.

Literacy pedagogies have a developing and complex history in education, intertwined with social and cultural change and evolution. Each change has paved a new path for more significant approaches and strategies, which cater to diverse learners allowing them to create meaning and communicate more effectively. These literacy pedagogies brought out by the changes in education have both strengths and weaknesses. As such, educators need to explore and understand the four knowledge processes portrayed by Kalantzis, Cope, Chan and Dalley-Trim; didactic, authentic, functional, and critical literacy approach (2016), to be able to consider how they can influence teaching and learning so they are able to make informed decisions with regards to their students’ literacy learning. Teaching is becoming increasingly complex; this is particularly evident in the area of literacy. This paper will explore the four literacy pedagogies, their limitations and their strengths, and how they have impacted literacy learning within the Australian educational context.