Words Their Way

2. Chapter one in Tompkins book Literacy for the 21st Century A Balanced Approach mainly focuses on the strategies students use to either decode tricky words or help them understand the meaning of a text. One main point Tompkins focuses on in the chapter is the classroom assessment tools, which simply breaks down into running record, rubrics, checklist

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

The role of a literacy coach is to work with struggling readers, assist the classroom teacher in terms of teaching literacy, model and assist with various components of the literacy block, and help the teachers grow in their knowledge and teaching of literacy. It is also important that the literacy coach is very knowledgeable about literacy, so they are able to help classroom teachers and struggling readers. The literacy coach should work hand in hand with the classroom teachers for each grade level to develop a curriculum that is age appropriate, covers all of the required standards, and engaging for the students. In order for students to be successful readers and writers, they must get a strong foundation in kindergarten and consistently build upon that foundation with each grade level. The literacy coach needs to provide ample professional development

I gathered NWEA (Northwest Evaluation Association) standardized test reading scores for my students from the last 3 years. I gathered information about my students’ writing which was from grade level meetings, that I participated in, with colleagues to analyze my student writing to determine how well they were applying previously taught vocabulary words to write. I gathered information from notes that recorded the conversations that took place at these meetings regarding my students’ limited vocabulary use in their writing. I gathered information from observational rubrics I used to score students’ application of newly learned content

L. Ms. L told me that her job is to supports, supplements and extends classroom teaching, and works collaboratively with other teachers to implement a quality reading program that is research-based and meets the needs of students. She also performs assessment and diagnosis that is vital for developing, implementing, and evaluating the literacy program in general. She is instrumental assessing the reading strengths and needs of students and provide that information to classroom teachers, parents, and specialized personnel such as psychologists, special educators, or speech teachers, in order to provide an effective reading program. Ms. L also acts in the capacity of providing leadership as a resource

Based on my prior knowledge and this week’s resource, I see a little clear why action research can help me address the needs of my students better. This week I have learned the difference between action research/teacher inquiry and education traditional research. Also, I have learned the relationship between action research and teacher professional growth and decision making. Last, I have been able to see what teacher inquiry/action research look like, how they are similar and different.

The implication of the national board certification on reading instruction is literacy teachers will apply their content knowledge of the processes of the language arts-reading, writing, listening, speaking, and viewing; and they also come better equip to understand how to teach literacy to students. Furthermore, North Carolina passed the Read to Achieve Law to help children to become proficient in reading before entering fourth grade. Moreover, the correlation of National board for Professional Standards and reading instruction, begins with the development of Literacy Reading-Language Arts Standards for teachers of students ages 3-12 with high rigor and task to enhance learning and social interaction of the students. The National Board for Professional Teaching Standards recognize the importance of teaching literacy to all learners, and that every student should become engage with literacy to understand and appreciate the power of language. Students ages 3- 12 includes Early Childhood Generalist (3-8) and Middle Childhood Generalist (7-12) Certification. The subject matter consist of English Language Arts Standards. The National Board for Professional Teaching acknowledge that students need to apply inquiry learning and high order thinking skills to problem solve. Overall, NBPTS understands that literacy is the gateway to building effective reading, writing speaking, and listening skills (NPBTS, 2013).

The research problem evolved when there was a growth in the need of literacy coaches (Smith, 2012). More commonly, literacy coaches were utilized at the elementary level, but now they were being used at the middle and secondary levels too. The first concern arose because middle school coaches do not see themselves as teachers of reading. Common instructional elements found to support in the teaching of reading did not exist at the upper levels. Another concern presented deals with trying to figure out how literacy coaching aligns with the contexts of teaching the middle school grades. These concerns manifested the problem that was investigated in this study (Smith, 2012). This problem was not clearly stated, but once the first several paragraphs were reread, the problem becomes clearer.

Additional challenges with successfully examining multiple assessments include the lack of skills, know-how, and professional development for understanding the implications of data results and the lack of guidance in developing timely and appropriate responses for modifications in pedagogy (Wayman, 2005; Marsh et al., 2006). Some researchers argue these are a direct consequence of data as a less than significant part of school cultures (Ingram, Louis, & Schroeder, 2004; Lachat & Smith, 2005). Assessments are beneficial to provide a current review of

Specific quantitative data, such as assessments and student work helped to identify the instructional areas they should be targeted by our educators. However, the qualitative data collected (surveys), connected directly to my identified root cause and gave me a deeper, clearer

My philosophy is that I want to provide children with the best education possible. Every student has the ability to read and write, but all students are going to have different ways of learning. Some strategies will work better for some than others. It is my responsibility to find creative and fun ways to spark their want to learn. I believe to be effective in literacy instruction and assessment I have to develop strategies that balance vocabulary, reading and writing. I think with these three components including a positive learning environment that my instructions will be effective. I believe by providing students with instructions, modeling, guided practices, and independent practices; that

In the past, much of the blame for adolescents’ literacy problems has been placed on elementary teachers, but recent research suggests that secondary teachers must share in the responsibility for teaching literacy.” This statement was astonishing to me. It’s odd to me that even high school students struggle with literacy. On the other hand, after learning about social promotions in my other classes, it doesn’t seem that uncommon. I feel that elementary teachers have all of the pressure to make sure students have literacy skills, so it was interesting that this article states that secondary teachers must share that responsibility. It really makes me wonder how these students have come so far without improving in literacy. This article also made it apparent to me that the Common Core State Standards view literacy as a shared initiative, and that all teachers at every grade and subject are responsible for literacy achievement (Wendt, 2013). I wouldn’t have thought that a science or math teacher would be responsible for literacy skills, but after thinking about it, it only makes sense. Students need literacy for all subjects, so it shouldn’t just be on the shoulder of the reading teachers. Another valid point is made when the article states, “Therefore, the current method of focusing on academic learning is not effective when students are unable to comprehend and apply new knowledge due to lack of reading and literacy skills.” (Wendt, 2013) How can students be expected to learn new subject area skills if they aren’t even proficient in reading? That’s the issue; they can’t. In the article Selecting Texts and Tasks for Content Area Reading and Learning,

Introduction: I am a student at the University of North Carolina-Wilmington studying elementary education. I am currently enrolled in a literacy methods class, in which, this literacy profile was conducted on my tutee, Jajci Johnson, to assess his strengths and needs in reading, writing, and spelling. For this literacy profile, I have administered running records, IRI word test, miscue analysis, Burkes Interview, a retelling with the use of a story map, Burkes reading inventory, spelling analysis, and the use of the writing and reading continuum. These assessments were administered to evaluate my student’s ability in reading, writing, and spelling. These assessments also indicated his reading level, comprehension skills, decoding strategies,

In reflecting on collecting information to create the graphic organizer the realization of the role or variety of roles of a reading specialist/literacy coach became very evident. There are descriptions or outline of the duties and responsibilities of what the position entails, but the responsibilities are constantly in flux and change. The one constant however while comparing and contrasting the classroom teacher and reading specialist/literacy coach or interventionist is their primary goal is to teach children how to read. While in the process of doing this the classroom teachers and reading specialist/literacy coaches share similar type of interactions with other teachers, administrators, parents, students and community but there are

My philosophy of literacy is centered on providing a learning environment rich in authentic literature, instruction that is engaging, fun, and balanced, collaborative, and also involving families in the child’s education. My ultimate goal of literacy instruction is to help children become lifelong readers and writers by providing the skills necessary to comprehend, construct, and make meaning of text, speak, and write. (Torgesen, 2002). According to the National Reading Panel, there are five essential components that must be taught in effective reading programs: phonemic awareness, phonics, fluency, vocabulary, and reading comprehension. (Reading Horizons). According to Konza (2014), reading instruction should be changed to six foundational reading elements, adding oral language and early literacy. I also believe that early literacy should be