Literacy Is The Cornerstone For All Learning

After taking the literacy survey I asked my dad why he thought reading was important. He gave me a look that said I’ve told you this a million times and said, “Reading is the key to success.” This is a common truth. However, the real question is, if reading is so necessary, then what can I do to master it. After twenty-one years of life I cannot say that I know all there is to know about reading and writing, but I can say that through my experiences I have learned to love reading and it has made all the difference.

Balanced literacy instruction is a comprehensive program of language arts achievement. It is comprehending all of the components that is necessary for students to become a master in writing and oral communication. Balance literacy begins with creating a genuine gratitude for good literature. And it balanced by knowing students individually, direct and indirect instruction and activates that emphasize meaning for students. The strongest elements of each are combined into a literacy program that aims to guide students toward proficient and lifelong reading. There are numerous components of balanced literacy, but the most important components of balanced of literacy are: The read aloud, guided reading, shared reading, independent reading, word study, interactive writing, shared writing, guided writing workshop, independent writing also include phonic and grammar skills. literacy plan is most effective for children when the teacher is given direct instructional to support, and a variety of everyday reading and writing experiences. That are needed in the multifaceted process of becoming independent good reader and writers. This experience is providing to students to become more proficient toward their learning journey and apply as they move upper level in education.

According to Bean and Dagen (2011), “The very best curriculum taught poorly is no better than the worst curriculum taught well.” (p. 152). This statement is close to my heart, as it is something I have been struggling with the past two years at my current institution. I am currently teaching at a school without any curriculum in place, hence, I was challenged to find a balanced and comprehensive literacy program that was also rigorous. However, I realized that having a sound literacy curriculum could be jeopardized by the delivery of instruction (Bean, 2011). Therefore, I have decided to further research the International Literacy Association’s, Reading Specialists/Literacy Coach 2010 Standard 2: Curriculum and Instruction; to gain further understanding of how and what curriculum should be taught as well as how this standard is important for literacy coaches.

Literacy is referred to as reading and writing. As we learned, both reading and writing must both be taught together within a balanced literacy program. Throughout the semester, we discussed the 5 parts that make up a balanced literacy program. These 5 elements, identified by the National Reading Panel, are: phonemic awareness, phonics, fluency, vocabulary, and comprehension. These 5 elements are what the educator teaches their students. It should be the educator's goal for their students to understand these 5 elements, but in order for the students to understand them, the educator uses 8 strategies to teach the 5 elements. These 8 strategies are: Interactive read-aloud, shared reading, guided reading, independent reading, shared and interactive

Since I was a little girl, I have expressed a great interest in and love for reading. I know my love for reading is one of the reasons I became a teacher. I was excited to pursue a career where I could share my love of reading and books with my students. As I began student teaching, however, I realized not all children have had the same experiences as I have had with reading. Although I am not sure I want to be a literacy specialist, I chose the literacy Master’s Degree program because I wanted to help all children, especially struggling readers, develop a love for reading and become successful readers and writers. If I had not seen children struggle with reading, I am not sure if I would have ever chosen literacy for my Master’s program.

I have experience a lot of new topics in this curriculum from vocabulary, grammar, free writing, and how to build a concrete essay. Learning these factors help me build a better understanding of literacy. The main topic we went over was learning how to create a thesis statement and supporting details. By reading short stories, cite reading, and answering questions about passages. Learning that in class help me understand the steps of being a great writer. The components of literacy is having a thesis, knowing the problem or question, reflection and most importantly structure. These components are highly important because it makes a flow in a logical way. To continue, I will be explaining the different aspects I learn in class that involves

In summary of chapter 5 Promoting Quality Education written by Joseph Murphy, I have discerned that Mr. Murphy has reviewed extensively the research conducted during the last 20 years on reading. In this chapter he discusses ways to improve reading skill and literacy based on this review of research. During his analysis he has supplied valuable information on how to evaluate literacy, how to teach literacy and the importance of having strong literacy teachers in the primary grades. (Murphy, 2004)

Learning to read is an important skill for all people to succeed in life. This skill is learnt from an early age through reading books with parents. Although children from low socio-economic families are not exposed to texts that engage them, therefore they are not becoming fluent readers (Ewing & Maher, 2014). Developing literacy skills is not simply learning the letter sounds and blending them together. When looking into the process further there is more to it including oral language, phonological awareness, phonics, vocabulary, fluency and comprehension. These skills start at a young age and continue to develop throughout the first few years of school. Educators can teach these skills explicitly or systematically, but children need to be

Literacy instruction is intended to offer students the skills and strategies that are necessary to embark in the education process. Each student has a different path towards comprehension of literacy, also about the different types of texts and the focuses within those texts. To have effective literacy instruction, the student should be able to decode, comprehend, and discuss the text. They should be able to be skillful enough to work with the text in a variety of formats, including reading aloud and silently, being read to with comprehending and focusing, using the print to access web sources and all understand all genres of text. Have proficient skills in literacy also addressees all other areas including; comprehension, fluency, vocabulary, and writing (Cohen, 2001). This case study will introduce a student struggling with literacy comprehension and theories to support the student’s case. Also included is an understanding for this issue and examples to help the student succeed.

In order to build a sound foundation for lifelong learning, we need to develop literacy skills so our students will read, write, speak, and view literature and informational text critically, analytically, and comprehensively. Our school goal is to provide differentiated instruction that promotes phonics, fluency, and comprehension skills and strategies to our students to read at or above grade-level to prepare for College and Career. Our student goal is to build a schema of skills and strategies to enhance reading stamina and comprehension that allows all students to learn, problem solve, and interact as age-appropriate members of society.

Effective reading instruction involves much more than phonics instruction. Systematic phonics instruction should also be integrated with other reading instruction in phonemic awareness, the alphabetic principle, word reading accuracy and fluency, reading vocabulary and active reading comprehension strategies are all necessary, but not sufficient in themselves to produce healthy reading skills. Schools must give thoughtful consideration to the elements of a balanced literacy curriculum, reading instruction, assessment, and professional development. Schools can also help children become independent readers and writers through a balanced literacy program ( ).Liebling (1998) emphasized that an effective, balanced reading approach needs to support

For literacy instruction to become consistently taught and utilized throughout all subject areas as well as grade levels, teachers first need to identify aspects of the curriculum that connect with various types of literacy. For example, when studying genetic testing in Science, students can read three different viewpoints with pen in hand and then participate in a debate representing an assigned or chosen position. Literacy is required to be authentic and engaging such as the genetic testing debate above. As a future administrator I envision a generous amount of instructional time devoted to purposeful reading, writing, and talking, the essentials of authentic literacy (Schmoker, 2006, p. 53). To assist teachers in developing authentic literacy within students, I would first ask them to use common

Over the years, literacy programs have evolved from the standard basal reader and traditional instruction of reading a story and simply answering multiple choice questions and/or matching vocabulary words with definitions. Additionally, throughout the years not only has student population and diversity changed, but so has the method of instruction and learning. It is through the combination of both these changes that often dictate today’s classroom literacy program implementation and execution. In an effort to address the multitude of student and teacher needs specific ideas and action plans have become the norm. Now are the days of differentiated small group instruction, guided reading groups, and roles of literacy leaders, reading coaches

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.

As I reflect on my initial blog entry (see Appendix A), I realise that my understanding of literacy has developed expeditiously, from a simplistic view into a multi-faceted outlook that underpins learning throughout the curriculum. Although I had indicated an awareness of the interrelationship of speaking and listening, reading and writing (SLWR), I did not conduct in depth analysis that considers these elements specifically with the process of learning. This essay will discuss how my understanding of SLWR has evolved, and in examining the links between lectures and workshops, further reading and school based training (SBT), will reflect on how this has impacted on my development as an English teacher.