Teachers also need to be aware that there has to be progress, and that certain students learn differently. When using emerging literacy into my model I need to find out what the student’s background knowledge is on reading, print, and what they want to read about. This helps them stay engaged and constantly gives them opportunity to grow and challenge themselves at their appropriate literacy level. Both reading readiness, and emergent literacy go hand in hand and provide a wide array of scaffolding within the scaffolding and building of the interactive reading model.
My Philosophy of Education My philosophy of education and my personal goals and theories about how students are empowered through their educational experience revolve around the student-centered, interactive approach to instruction and learning. My goal as an educator is to create a learner-focused environment that promotes the basic literacy skills - reading, writing, listening, speaking and thinking. Children are readers, writers, and thinkers who need language to question and understand. They become members of literate communities using language in real ways for real purposes. Through my own classroom research, I have learned to listen to children, to observe the multitude of ways in which they learn, and to examine the elements that encourage their growth.
Chapter One and Two “Knowledge and beliefs about reading and learning to read are wedded in ways that influence almost every aspect of a teacher’s instructional decisions and practices” (Vacca 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.
I believe that every student has the ability to learn how to read in one form or another. I must assess all of my students’ learning styles in order to meet their specific needs in the development of reading. I must also provide them with meaningful instruction and with a variety of rich appropriate books. It is crucial that my students are motivated to learn how to read, and I can do this by providing them with that meaningful instruction and by using books that will hold their interests and attention. It is my job to motivate them to learn how to read, so they will then want to read independently when they start to gather those skills.
Practical educators understand that they key in this phase of reading, comes from teaching students to recognize that individual letters and certain letters together create specific repeated sounds. Successful teachers must aide students in having a well-founded understanding of phonemes in order to form letter-sound correspondences and recognize spelling patterns. When teachers assist students in doing so, it leads to helping the students learn how to apply this knowledge in their reading. As mentioned above, a starting point in phonics instruction comes from assessing the prior knowledge of the student. This allows teachers to create lessons and plans that offer diversity and give students a fair chance to understand
Critical Literacy and Content Literacy Connections Critical literacy is the ability to read and write in a way that results in a deeper understanding. Critical literacy is an approach that teaches students “to exercise their critical faculties to filter what they understand and are asked to believe from texts” (Temple, Ogle, Crawford, & Freppon). Content area literacy “emphasize two ideas: 1) the significance of reading to learn and 2) the importance of teaching students to become more proficient and efficient readers of content area texts.” (Swafford & Kallus). In essence, critical literacy serves as the foundation for content literacy. The ultimate goal of critical literacy and content literacy is enabling students to be able to analyze and evaluate text.
This is essential for making sure every student receiving the appropriate instruction and then verifying that learning is taking place, and every student is learning. As we all know, the job of the classroom teachers are not simply to facilitate reading, but also to expand their understanding of individual differences among students. As the lesson is taking place, classroom teachers will observe how the students are responding to the lesson. As a result, they will be sensitive to individual differences, That way, they will be able to change their teaching plans to modify instructions. In addition, teaching ELL students require a lot of understanding and patient.
It is important for children to have a positive learning experience because reading is a very important skill that will continually be needed in everyday life. Whole language and balanced literacy are two commonly used methods for teaching language arts to beginning students. There are many activities used to teach young children how to read and write including the use of music in the classroom, sight words, games, and worksheets. There are two main approaches to teaching reading to young students. One common approach is whole language.
Teaching and learning a second or foreign language is much like teaching in the general education classroom. ESL classrooms need structure, nurturing, and sufficient instructional strategies. With such diversity among adolescent ELs, it is important for teachers to learn as much as possible about their students’ background, prior knowledge, and experiences, and to have knowledge of strategies that directly address the needs of their students. Instructors need to build relationships of trust with their students and their families. Also, teachers need to establish predictable classroom routines and procedures.
(Peregoy and Boyle, pg.202) The authors express that the process of literacy acquisition is a very complex one that must be nurtured in a child for them to be successful. The text then goes on to elaborate on the complexity of literacy acquisition. Peregoy and Boyle wrote that, “In both reading and writing, all students must learn the forms of print, including letters and other symbols; and how these are sequenced into words, sentences and paragraphs to create letters, stories, recipes, and other forms of written communication.” Based off of the evidence that I have been given from Ch. 6 of Reading, Writing, and Learning in ESL: A Resource Book for Teaching K-12 English Leaners I believe that literacy acquisition is not similar to oral language acquisition. Page 206 in text provides further evidence that oral literature development is different from written language development.