Sunshine Elementary Belief Statement Analysis

This has deepened my understanding of the big 5 concepts of literacy (phonemic awareness, phonics, vocabulary, fluency, and comprehension) through understanding what criteria can be used to determinate what is effective developmental for a reader and what needs improvement. The Informal Reading Inventory is one example of this because it allows me to assess word recognition, oral and silent reading, comprehension, and literacy capacity. All of which is valuable information which I can then use as a reading teacher to determine further instructional moves. While I have yet to have a place to fully put these assessment techniques into my full practice as a first year teacher. Learning about how to properly assess these components has better equipped me to think about my students' literacy abilities and further strategize my instructional planning to meet the diversity of their literacy

In this paper, I’ll state, explain and evaluate Ruth Barcan Marcus’s argument in section 4 of her article “A Proposed Solution to a Puzzle about Belief”.

Currently, I am embarking on a captivating journey through the valley of literacy coaching. Before, enrolling in this program, I was apprehensive and unsure of how I would balance work, school, and home, but somehow I managed. I am roughly, two semesters away from my goal and anxiously awaiting everything to come in to fruition. Over the past two years, I have gained a great deal of knowledge and I have expanded my teacher tool-box. Focusing on adult learning, organizational change, professional development and school culture; I have learned the roles of a literacy coach and reading specialist and how they should contribute to schools.

Within my school literacy lesson will be planed by the teachers, the teacher will go over the

Effective literacy instruction in early childhood is not a designated 15-minute portion of the daily schedule, rather instruction in which is embedded throughout the entire school day. Educators should not just provide literacy instruction during the obvious portions of the day. Using meaningful instructional materials during transitions and other unconventional portions of the day, allow for literacy instruction to be seamless throughout the day. For example, in a study conduced on providing literacy instruction professional development, teachers were encouraged to implemented literacy activities during snack time ((Lesley, 2004). In the past, snack time was commonly utilized as simply an instructional break for students to socialize with peers. Mixing literacy instruction with engaging songs about letters or table conversations around a book being read allow students to learn literacy skills in a fun

The literacy block should consist of a balance of whole-group, small-group, and independent practice. Tyner states, “The challenge in orchestrating the literacy block can be best described as putting together a literacy jigsaw puzzle.” (Tyner,2009). The components of a balanced literacy block should include modeled reading such as a read-aloud which should include texts above the students’ reading level, modeled writing so that teachers have the opportunity to demonstrate how a writer thinks while writing about a text, shared reading which includes the teacher reading most of the text but also allows the students to engage in choral reading with grade-level appropriate texts, shared writing to be used to focus on comprehension but may include the writing process as long as it is used together, small-group differentiated reading and writing, and independent reading and writing so that students can use the skills learned previously to produce a final product.

Learning to read is a complex task, and each child learns at his/her own pace. Even though children truly learn to read at school, it does not diminish the importance of reading at home. Parents spend so much time choosing all the right schools and making sure teachers are exceeding expectations. When as parents you have the power to boost your child’s learning by simply making books an integral part of their lives. The evidence about the benefits of parents being involved in their children’s education in general, and their children’s literacy activities in particular, is unequivocal. Research shows that parental involvement in their children’s learning positively affects the child’s performance

During class we were able to read a short essay about literacy and literacy practices written by Barton and Hamilton and also a video from

The components of my literacy program will work together. I will incorporate shared reading and writing, guided reading and writing, independent reading and writing, read alouds and write alouds, and cooperative reading and writing within my classroom.

Literacy Collaborative is high quality program oriented around rigorous instruction and purposeful teacher-student interactions. It is a framework based on authentic, global, and holistic language acquisition, which include both reading and writing workshops. Within this framework teachers differentiate instruction through flexible grouping such as whole-class, small group and/or individualized instruction. Additionally, teachers create opportunities for students to engage in targeted activites throught the utilization of interactive and shared reading experiences as well as tailored vocabulary and phonologica awareness lessons designed to met individual needs. The Literacy Collaborative framework strives to ehance student learning through engagement, purpose, systematic routines, data based instruction, and targeted interventions. Students are encourage to beome an active participant in their learning experience through student choice, open-ended question, and targeted

In the primary grades, children should have a well-designed phonics program that promotes knowledge of letters, sounds, words, and phonological units (Dorn, Soffos. 2001. P. 21). The literacy coach should help the classroom teachers prepare for their literacy lessons by providing literary resources needed, modeling to show how certain components of the literacy block should look and making sure the teacher understands how to teach the skills they are working on at the time. For example, if a teacher is unsure how to effectively teach reading groups to beginner kindergarten readers, the literacy coach can model how to do so, provide the teacher with additional help and support, and even let the teacher observe other teachers teach. The literacy coach should also make sure the teachers have everything they need to assess students and that the teachers understand the importance of the assessments and how to get information from them to lead new

Literacy instruction is a large focus to the curriculum we as educators follow at Remsen Elementary. Remsen strives for excellence in literacy education and provides a variety of instruction literacy plans in order to support student learning. As stated by our district, “Explode the Code”, Wilson’s Fundations (grade K-3), Leveled Literacy Intervention Curriculum, and Literacy Centers are used with fidelity. Along with these primary instructional resources, interventions and supplemental learning opportunities help teachers to monitor student progress closely through a carefully conceived, supported, and sustained Response to Intervention program (elementary level), and the use of purposeful and comprehensive assessment and progress monitoring program (grade PK-12) to measure student growth and achievement. Furthermore, our “Guide to Response to Intervention (RTI) and Instruction” details our full curricula and materials at REMSEN, PK-12” (REFERENCE WEBSITE).

One of the most important skills to develop in early childhood students is literacy skills to help them as more complex reading happens. In order to develop these strong literacy skills, we give children

This critique is on the evaluation program of Freedom School Partners Children’s Defense Fund Freedom Schools. This evaluation report was composed in October of 2013 by Dr. D. Bruce Taylor, Dr. Sandraluz Lara-Cinisomo, and Dr. Crystal Glover members of The Center for Adolescent Literacies at UNC Charlotte, North Carolina. This is the fifth evaluation of The Freedom School Partners Children’s Defense Fund Freedom Schools. The main purpose of this evaluation is to analyze the outcome of this summer program on a student’s reading accomplishments while attending a Freedom School Partners in Charlotte. Ten of the nineteen Freedom Schools were chosen for evaluation.

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