The Literacy Program Analysis

Literacy embraces reading, writing, listening, and speaking. Integrating all of these into a literacy program is key. Teachers must provide endless and ongoing opportunities for their student to read, write, listen, and speak.

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.

In this task I am going to identify 2 different theories of language development I am going to be doing, Naom Chomsky and Jean Piaget.

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

In a similar study by Pentimonti and Justice (2009), preschool teachers used scaffolds as a way to gain language and literacy ideas that may be significant to children who are struggling. This method will help struggling children to be more effective. When the whole group read aloud, the teacher used high and low support scaffolds. Teachers used videotaped classroom surveillance to conduct whole group read aloud sessions in their respective classroom. Young students figure out how to discuss words, stories and characters, and answer questions about these components of the content through the joint read-aloud communication. Perusing resoundingly gives a connection through which adults and kids share a joint subject center which bears an open

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

My second ah-ha learning moment was found on page 5 of the WebQuest under Task #3 (Basal Readers for Reading Instruction The Reading Textbook). “Accelerated Reader -not really a program, but teachers use to give grades”. Why is this program not really considered a program? I vaguely remember participating in this program, when I was in school. Our program was titled “The Accelerated Reading Program (AR)”. It consisted of students going to the library checking out chapter books to read and being tested over the book. Each test that you take and score an 80 percent or higher, you would receive points toward winning prizes at the end of the school year. There were prizes such as a boombox, CD player, watch, video game system, mini tv, etc.

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.

Many individuals in the United States are struggling with reading, writing, and comprehension. This is not only necessary for daily life in today’s world, but imperative on the healthcare front. “Health literacy continues to be a major problem despite public and private efforts at all levels to address the issue through testing of literacy skills and development of literacy training programs” (Bastable, 2014, p. 256). “By focusing on health literacy issues and working together, nurses can improve the accessibility, quality, and safety of healthcare provided, reduce costs, and improve the health and quality for millions of people in the United States” (Bastable, 2014, p. 258).

Literacy is not only the ability to read and write but rather a person’s ability to utilise and put the skills together. But before children can read and write, they need to learn about words, sounds, language, books and stories. In modern days literacy includes the ability to use language, numbers, images, computers and other means to understand, communicate and seek knowledge.

Johnson and Howard (2003) designed a study to determine the effectiveness of the AR program in relation to reading achievement and vocabulary development. The study took place in seven schools within an inner city school district serving high poverty students. There was a total of 755 students in Grades 3-6 that participated in the study. Data were generated using pretest and posttest scores of the Gates-MacGinitie Reading Test.

Unity Point (UP) School # 140 was formed in 1957, when seven rural houses were combined into one central location to consolidate one district (Duncan, 2004). This first school had 8 classrooms and 263 students. Nowadays, there are 711 students enrolled, 55% are low-income students, 12% are English Language Learners (ELLs), 13% of these students have a reported disability (Illinois Report Card, 2015). UP is a Title 1 district.

Literacy is the foundation of all things that students do in their learning. When thinking about the learning that must take place, it is important to keep in mind the individual learning styles of each child in the classroom.

Reading and writing is a crucial part in today’s society that people often take for granted. It has been part of our lives since the day we were born. Each person’s literacy exposition is more than just their ability to read and write but it’s the reason why they read and write a certain way. My literacy practices began developing before I could even speak and from that point on they continued to flourish all throughout my years of school. I was lucky to have a strong foundation laid out for me at such a young age because my literacy skills took off after that.

This research paper is intended to gather information on the subject of the practice implemented for reading and writing in primary level. However, the research paper continues to evolve to meet the needs of a world marked by continuous change or effective action. Crafted from the primary level literacy course, this broad in scope and thoroughly concerned with concrete problems or data rather than with fundamental principles text continues to cover the information needed by both new and experienced teachers in order to teach effective literacy in the primary level, thereby following this with the specific strategies to use in the classroom to develop successful teenage or primary readers and writers. Nevertheless, arousing or