What Type Of Literacy Instruction Do You Use?

This paper will demonstrate the pre-service teachers’ understanding of mathematical practices as part of the Common Core State Standards in Mathematics. It will address two specific standards for Mathematical Practices, describing the essence of both and providing a description of how teachers facilitate these practices and how students are engaged in the practices.

Within my school teaching literacy takes place in everyday classroom. The format of this teaching varies to include different activities for each day. Certain aspects of literacy are taught every week. The teachers are to ensure that the work planned is appropriate for the age stage and ability of the children. They use strategies such as talk partners and small group work to allow children to develop their oral skills and ability to communicate and cooperate with their peers. Emphasis is placed on the acquisition of effective oracy skills in the early years and foundation phase. Role play areas are set up in partnership with the children so that they can practice speaking Listening and drama based activities within a meanful context.

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.

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 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

Introduction: My kindergarten learners are very diverse. It is comprised of twenty-one 5 and 6 year old students. There are 11 boys and 10 girls. In my class, there are children with ADHD, severe learning disabilities, multiple ESL learners, Cerebral Palsy, Severe Behavior, and other assortment of needs.

Van de Walle, J, Karp, K. S. & Bay-Williams, J. M. (2015). Elementary and Middle School Mathematics Teaching Developmentally. (9th ed.). England: Pearson Education Limited.

At present tasks are either varied or differentiated as needed and usually come from a combination of units in program, new curriculum documents, new 2017 MCPS Scope and Sequence the DENS stage 2/3 book. The students participate as a class in oral counting and oral work in time.

The product EngageNY is an ELA and math curriculum created by the New York State Education Department (NYSED). Although it is not the adopted curriculum of this evaluator’s district, it is a resource that’s being used district wide as a key supplement in mathematics. The 4th grade math curriculum consists of 7 “module” (units) ranging from 20-40 days in length. The NYSED has converted all of the components into free, downloadable resources (including a pacing guide), which has made them a convenient and comprehensive resource.

Saxon website provides an assessment math test that can be used for math placement. Although it is convenient for parents to teach a few of their children the same subject simultaneously, parents should provide them with alternative activities and curriculum content that the student has not yet mastered. Even though my boys were 2 year apart, science and history were thought simultaneously using the same curriculum. I catered to each individual needs and personal interests by differentiating the lesson

At the onset of my principal practicum at Endeavor Elementary School, the first meeting that I attended was a discussion regarding the daily and weekly schedule. Particular concern was given to the number of minutes that need to allocated for Connected Mathematics Project (CMP) as well as the addition of a new science textbook and curriculum in the coming fall. Additionally, the use of combination classes is a historical characteristic of the school structure and is a necessity financially to maintain the operation of the small rural elementary school. Hence, grades are divided for core instruction such as English, science, and social studies; while CMP math brings the grade levels back together. For example, in one class a teacher will have a combination of 3rd and 4th graders and another class will have 4th and 5th graders combined. Consequently, when CMP math is taught one the students travel to on teacher who teaches their grade level math. Furthermore, CMP requires a minimum of sixty minutes to complete each lesson.

Appropriateness of resource. Literacy Center.net is an early childhood language learning website offering free access to interactive online activities and games in four languages, English, French, Spanish, and German. The activities for early learners are in the “Play and Learn” section, appropriate for preschool through first grade learners, and are designed to meet several of the Common Core State Standards for Kindergarten (Literacy Center Education Network, Inc., 1999-2017). Visual and auditory learners will be well suited to this site as the activities consist of brightly colored visuals paired with auditory directions and sound effects. Additionally, Literacy Center.net can be accessed by L1 and L2 learners of all ranges of proficiency.

As a current library media specialist at an elementary school, I have also had the privileged of working as an elementary school teacher for twenty years. I believe that it is the teacher’s position and duty today to help scaffold each child’s learning ability in order to help them achieve their fullest potential within literacy learning. I want to create a school environment and a program that will meet the fundamental knowledge skills

This project is being developed for the purpose of funding a math laboratory to be set up during the 2002-2003 school year where preservice (college students) will work with at-risk K-5 students at the Professional Development School (PDS) at Jackson Elementary School. Professional Developments Schools (PDS) are public school settings in which a school district