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whole completely impacted the effort I put into it. Before learning more
about literacy in Ed Block, I thought that it was all about reading and
writing. During the literacy curriculum in my Mr. Michaels 12th grade
English class, we were assigned to read huge chapter books and write
10 page essays on them. As stated before, I wouldnt actually do the
reading, and I would even miss class often because I thought I wouldnt
have anything to contribute to the discussions and reflective work
anyways.
Reading is much more than being able to read words on a page.
To be a good reader, you first shop around for books that spark an
interest. To do this, you read the summary on the back. It is helpful to
even begin reading the first few pages to see if the author hooks you,
and to explore the language to see if its a good fit for you. Good
readers predict and inferthese terms are similar, but not the same. To
infer is to draw conclusions through using clues that the author
provides. Predicting is more like reading between the lines.
After learning much more about literacy, I realized that it is so
much more than just reading and writing. There are 6 key language
arts listed in the article, Balanced Literacy Essentials by Michelann
Parr and Terry Campbell. They include listening, speaking, reading,
writing, viewing, and representing. At the Whitfield School, I observed a
pottery class where the teacher posts a word of the day every
morning routine. I saw a math class that was solving many word
"Adolescentsenteringtheadultworldinthe21stcenturywillreadandwritemore
thanatanyothertimeinhumanhistory.Theywillneedadvancedlevelsofliteracyto
performtheirjobs,runtheirhouseholds,actascitizens,andconducttheirpersonallives."
RichardVaca,authorofContentAreaReading:LiteracyandLearningAcrossthe
Curriculum.Itsnotenoughforteacherstofocusonthecontentandcoveringthe
material.WhetheritsanEnglish,Math,Science,orevenPhysicalEducation,literacy
mustbepartofthecurriculum.Literacyishowweteachthecontent.Thegoalistowork
oncommunicationskills,readingcomprehension,andwritingskillsthoughallsubjectsin
school.Howcanateacherstandinfrontoftheirclassroom,talkatthestudentsand
lectureallday,andexpectthestudentstobeliterate?
Socraticseminarsareanexcellentwaytoevaluateandassesseachstudents
learning.However,ateachercantjumpstraightintoaclasssocraticseminar;thiskindof
classroomactivityrequiresalotofscaffolding.Agoodwaytosetthestudentsupfor
successistoholdmanysmallgroupandpairdiscussions.Thismayincludethinkpair
shares,projects,andpresentations.Theseoralskillsmustbebuiltintoeverylessonthe
teachergivestothestudents.
Studentsshouldbewritingeverydayintheclassroom.Itdoesnthavetobe35
pageessayseverytime;instead,studentscanwritereflections,exitcards,oneminute
essays,orstopandjots.Teachersshouldconsistentlyholdwritingworkshops,towork
withstudentsonphonicsandphonemicawareness.Modeledwritingisagreatwayfor
theclasstoworktogethertocompleteawritingactivity.
Allteachers,nomatterthesubject,arereadinginstructorswhethertheyrealizeit
ornot.EDUtopiastates,Scaffoldingthereadingbyusingeffectivestrategiesforpre,
during,andafterreading,suchas:previewingtext,readingforapurpose,making
predictionsandconnections,thinkalouds,andusinggraphicorganizerswillsupportall
ourstudents,andnotjuststrugglingreadersandEnglishlearners.Nomatterwhatage
thestudentsare,everyonecanbenefitfromareadaloud.Teachersshouldhostsmall
groupguidedreading,toworkwithstudentsmorecloselyontheirreading
comprehension,decoding,andfluency.
Textbooksareagreatresourcetocollectdataandlearnbackgroundinformation
onasubject,butthisshouldnotbetheonlythingthatstudentsread.Therearesomany
options.Mostteacherstendtosticktothetextbook,constantlyreferringtoitfor
homeworkandclasswork.Studentsshouldbereadingthenewspaper,TimesMagazine,
andscholarlyarticles.
TheDaily5isaliteracystructurethatallowsstudentstochoosefromfive
differentreadingandwritingopportunities,sothattheycanworktowardstheir
individualizedgoals.Thesechoicesinclude:readtoself,workonwriting,readto
someone,wordwork,listentoreading.TheideabehindtheDaily5istodifferentiate
literacylearning,andreacheachstudentinawaythatsuitsthem,andgivethemalove
forreadingandwriting.TheDaily5providesavarietyofwaystohostaproductiveand
highlyengaginglearningenvironment.Studentswillpracticetheirindependenceand
accountability,andmoretimewillbespentoninstructionandlessonclassroom
management.
TheCafsystemisasetofspecificgoalsthataredeliveredthroughtheDaily5
structure.These4keycomponentsofsuccessfulreadingincludecomprehension,
accuracy,fluency,andexpandingvocab.TeachersuseTheCAFESystemtoassess,
instruct,andmonitorstudentprogress(TheDailyCafe).
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stationsthroughouteachweek,everyday.Theenvironmentintheclassroomishighly
productiveduringthistime.Sincethisisroutinelyforthestudents,theyknowwhatis
expectedofthem.Theyknowtokeeptheirvoicesdownandtobefocusedontheirwork
withoutdistractingothers,andtheyhavebeenveryobedienttotheserules.
Myrole,duringthislearningtime,istoleadthewordworkstation.The
studentssitaroundmyhorseshoetable,andeverybodyhastheirowndryeraseboardand
marker,includingme.Ichooseaspellingwordfromthatweekslist,outoftheorderthe
studentsareusedtoabidingby.Toengagethestudents,Ithoughttohavethemdrawlines
ontheirboardstocreatethreesections:theword,thewordusedinasentence,anda
drawing.Thisallowsthemtonotonlyhavetoknowhowtospelltheword,buthowto
applyitthroughvisualsandscenarios.Ialsotestthemonusingthepluralwordsofthose
spellingwords.Forexample,Ihadthechildrenspellthewordknife,drawapictureof
aknife,andcreateasentence,suchas,Iuseaknifetocutmysteak.Then,Iaskedthem
todothesamething,exceptthistime,theyaretalkingaboutmultipleknives.Every
studentspelleditasknifes.Icorrectedthem,andmadesuretomakeitclearwhywe
changetheftoav.
Thestudentshavedifferentspellingwordseveryweek,includingaspellingtest
everyFriday.Ms.Drostesaysthewordoutloud,usesitinasentence,andthestudents
writethewordsontheirlinedsheetsofpaper.Theyhavetimeattheendofeachschool
daytoreadabookoftheirchoicetothemselves.Thealsousuallylistentoanaudiobook
asaclassandfollowalongwiththehardcopiesattheirdesksneartheendoftheday.
TheyhaveareadingcomprehensiontesteveryFridaytotesttheirunderstandingofa
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booktheclasshasreadtogethereachweek.Thereadingtestsaremultiplechoice,andthe
teachersusuallyaccepttwodifferentanswersifthequestionisgeneral.Iworked
individuallywithAddison,mycasestudy,duringthistest.Becauseofherlearning
disabilities,theteachermodifiedthetestforherbycrossingoffoneoftheresponsesin
eachmultiplechoicequestion,sothatshehaslesstochoosefrom.
InoticedayoungboynamedNesterwhohadhisheaddownonhisdeskasthe
restoftheclasswasreadingsilently.Icalledhimovertoaskwhyhewasntreading.I
hatereading,hesaid.Icouldntgetadefiniteansweroutofhimastowhyhedoesnt
enjoyreading,untilIaskedhimifthebookisofinteresttohim.Hethensaid,Itisway
toohardformethisbookwasrequiredfortheclasstoread.Iaskedhimifitwouldbe
morefuntoreaditoutloudtome,andhesaidYes.Hereadbegantoreadoutloud,and
hewasmuchmoreengaged.Iassistedhimwiththewordshedidntknowandthewords
hecouldntpronounce.Ihavequestionedbeforewhetherthisboyhasdyslexiabefore,
becauseInoticedmanywordsonhisspellingtestthathadmixedupletters,letterswritten
backwards,andwordswrittenthatwerentevenbeingtestedon.Inthisclassroom,his
needsarenotbeingmet,probablybecausetheMs.Drostedoesntrealizeheisdyslexic.
Thisismostlikelybecauseshejustdoesnothavethetimetopaycloseattentiontoevery
singlestudent.Or,maybeshedoesnthavetheresourcestohelpthischild.Thereare4
IEPstudentsinherclass,andabout5studentswhodonotqualifyforIEPbutdealwith
learningchallenges.However,asaninternwhoisonlythereforonlyafewweeks,Iam
doingmybesttogivethesestudentstheindividualhelptheyneed.
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Mostoftheotherchildrenintheclassseemtoreallyenjoyreading.Thereisa
carpetareaintheclassthatisavailableforstudentstoliedownonwhiletheyarereading.
Addison,whoisonthespectrumandhassevereanxietyandADHDabsolutelylovesto
read.WhiletheclasswaswatchingScoobyDoo,shepulledoutherbook.Shesbeen
dyingtoreadallday,saysMs.Droste.Ibelievethattheamountofliteracytheteacher
incorporatesinhereverydaylessonshasanimpactonthechildrensloveforreading.
Beforemyinternship,Ihadverylittleunderstandingandwasintimidatedabout
howliteracycouldbeincorporatedineverydaycurriculums.Ididntevenunderstand
whatliteracywas,asIthoughtitwasonlyreadingandwriting.Inowunderstandthe
importanceofliteracy.
LiteracyAcrosstheCurriculumResearchPaper:Part4
KatianaCokinos
PrincipiaCollege
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IamwellpleasedwiththeliteracyIwitnessedimbeddedintothedailyroutinein
Ms.Drostessecondgradeclassroom.Evenifthemorningworkpresentedonthe
studentsdesksupontheirarrivaleverydaywasamathworksheet,literacywassomehow
apartofit.Forexample,acommonmorningworkpracticewouldconsistofcompleting
mathproblemsandcoloringthespacewheretheanswersappearedtothecorresponding
colors.Aboxontheleftsideofthesheetofferedthewordproblems.Thisactivatedtheir
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readingcomprehensionskills,requiringthemtoanalyzethetexttofigureoutwhatthe
problemwasaskingandhavingtofigureouthowtosolveit.
Duringtheweek,thestudentshavebecomeaccustomedtoatimeforcenters,
wherestudentsaredesignatedtoaspecificcentereachday,rotatingthroughouttheweek
toreacheachone.ThecentersfollowedtheDaily5,aliteracystructurewhichincludes
differentiatedliteracytaskswhichallowstudentstopracticetheirindependence.The
stationswere:readtoself,workonwriting,readtosomeone,wordwork,andlistento
reading.Thestudentslookedforwardtothistime.Becausetheyaresousedtothisdaily
regime,theysuccessfullyworkedontheirownwithoutdistraction,andbarelyinterrupted
Ms.Drosteasshecaughtuponherwork.
Thatwasntallforliteracy.Everydayafterlunchtime,studentswouldgrabtheir
bucketofbooksandreadsilentlytothemselves.Thebooksthatwereintheirbucketwere
booksspecificallyuniquetoeachstudentsreadinglevelandskills,assessedeachweek
bytheteacher.Attheendofeachweek,studentswouldcomeuptoMs.Drostesdesk,
onebyone,andreadtoherassheevaluatedtheirreadinesstomoveuptothenextlevel,
oradjusttheirbookstoalowerlevel.Studentsintheclasswerealloverthespectrumof
readinglevels,andIadmiredthattheirneedsweremetinthisway.
Usuallyattheendofeveryday,studentswouldeithergatherattherugandthe
assistantteacherwouldreadabooktothem,ortheywouldstayattheirdesksandfollow
alongwhilelisteningtoanaudiobook.Somuchreadingwashappeningthroughoutthe
day,andliteracywasimplementedwellintothecurriculumindifferentformsinorderto
meeteachstudentwheretheyare.
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SpellingtestsaregiveneveryFriday,andMs.Drostewellpreparesherclassfor
it.Studentsaregiventhelistatthebeginningofeveryweek,andtheclassreviewseach
wordtogetherthroughdiscussingthespellingofthewordandhowtouseitinasentence.
Thespellingwordsarepracticedthroughthedifferentcenters,games,morningwork,and
homework.
Throughmyobservationoftheimportanceofliteracyinthedailyroutineofthe
secondgradeclassroom,IwantedtoaddtoitthroughthelessonsIcreated.Ms.Droste
encouragedmetocreatemyownlessonsinsteadofhandingmeaboring,premade
lessontoteachtheclass.IdecidedtoplanmyfirstlessononNovember10th,soIcould
planmylessonaroundthetopicofVeteransDay.Ibeganmylessonwithchoosinga
studenttoreadmyagendaandobjectives.Theclassobjectivewas,Tolearnmoreabout
VeteransDayandwhywecelebrateit.Then,Ihadthestudentswriteonanindexcard
anythingtheyalreadyknowaboutVeteransDay,withaguidedquestionontheboard,
WhatisVeteransDayandwhydowecelebrateit?Thiswarmupwassolelyforthe
purposeofactivatingschemaandfindingoutwhatthestudentsalreadyknow.Isoon
foundoutthatthisdidntworkfortheclass.Manystudentshadnoideawhattowrite,or
whatIwasasking.InowlookbackandwishIhadledaclassdiscussioninsteadof
immediateindependentworkon,forsome,aforeigntopic.ThebiggestliteracypieceI
addedintomylessonwasthereadingcomprehensionworksheet,whichprovidedafew
briefparagraphsofgeneralinformationaboutVeteransDay,withquestionsaboutthe
reading.Iinstructedthestudentstoreadthetexttwicebeforeansweringthequestions.I
nowwishwereaditasaclassbeforedoingindependentwork;Ididntanticipatethe
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frustrationanddifficultythestudentshadwiththisworksheet.Itwasanonlevelsecond
gradeworksheet,verysimilartoreadingcomprehensionworksheetsoftengivenbyMs.
Droste.Manystudentshaddifficultyfindingtheanswers.OnceIpointeditouttothem,
thelightbulbcameon.Somestudentshadtroublecomprehendingthequestionsaboutthe
reading,resultinginwritingananswerthatdidntcorrespondtothereading.Thisactivity
openedmyeyestotheskillsetofeachstudent.Becauseofthefactthattheyareallon
differentlevelsofreading,Ihadsomestudentswhobreezedthroughandmanystudents
whoconstantlywerebeggingformyhelp.Ilearnedabiglessonbecauseofthisactivity,
andknewhowtoadjustformysecondlessonlater.Ibroughtthestudentstotherugto
watchafun,MadagascarthemedvideoaboutVeteransDay,whichwasasafeandfun
activityIdidnthaveanydoubtsabout.Theyabsolutelylovedthevideo.Understanding
thatliteracyisntallaboutreading,Iincorporatedawritingactivityintothelatterportion
ofmylesson.Wewroteletterstorealveterans,wishingthemahappyholidayand
thankingthemfortheirservice.Imodeledthesetupfortheletterontheboard,
discussingwiththeclasswherethedategoes,howtobegintheletter,andhowtoclose.
AlthoughIwasdisappointedwiththeoutcomeofmyfirstlesson,Ihadaclearideaand
wasexcitedaboutthechangesIwasplanningtomakeformysecondlesson.
TherewasaboutaweekstimeinbetweenthetwolessonsItaught.Aftermyfirst
lesson,IobservedMs.Drostesclassroommanagementstylemoreclosely,andnoticed
hermethodstosetherstudentsupforsuccess.Ifiguredoutwhatworksforherclass,and
modifiedthewayIwishedtoteachtogettheoutcomeIwanted.Ms.Drostepreviously
explainedthatholidaysalwayscreepuponher,andsheusuallyforgetstosqueezein
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lessonsaboutthecurrentholidays.Ithoughtitwasagreatopportunitytofocusmy
secondlessonaroundtheThanksgivingholiday.
Ibeginwithcallingonstudentstoreadtheagendaandobjectives.Theobjective
forthelessonwas,TousewhatwealreadyknowaboutThanksgivingtocompletesome
funactivities.Thefirstactivitywasareadaloudstorytotheclass:APlumpandPerky
TurkeybyTeresaBateman.Ikeptacloseeyeonthestudents;especiallythosewhochose
tositatthedesks,tomakesuretheywereengagedandpayingattention.Imovedsome
studentsaroundandmadesureeveryonecouldseethepictures.Ireadthebookinaloud
andnarrativetone,readingsidewaysandshowingthepicturesbeforeturningtothenext
pages.Iaskedafewquestionstotheclassasthestoryprogressedtokeepthemengaged.
Iinstructedtheclasstoraisetheirhands,tositontheirbottoms,tositeup,andtosave
theirideasfortheend.Thisreadaloudwasahit.Theclasslovedthebook,theywere
entertained,anditwasafunwaytoincorporateliteracyintomylesson.
Whenwefinished,theclassturnedtheirattentiontotheboard,whereIplayeda
shortThanksgivingcartoon.Becauseshowingavideoinmyfirstlessonwassuccessful,I
knewitwouldhaveasimilaroutcomeforthisone.Theyenjoyedthevideosomuchthat
theyclappedattheend.
Thelastpartofmylessonwasthebestpart:wedisguisedturkeys.Ishowedthem
amodelturkeythatIdisguisedintoadoctor.IshowedthemwhatelementsIdrewin
ordertoeffectivelydisguiseit.Asaclass,wecameupwithmanydifferentwayswe
coulddisguiseourturkeys.TheclassshoutedoutideasasIwroteontheboard:afootball
player,aballerina,aspy,abasketballplayer,ateacher,aprincess,ect.Manystudents
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endedupthinkingoftheirowndisguise,whichissomethingIencouragedthemtodo.
TheygotstartedontheircoloringandIassessedtheirbehaviortofigureoutagoodtime
toturnonsomeChristmasmusic,songsthattheyhavebeenpracticingfortheirmusic
concert.Iheldoffforabitoftimebeforeturningiton,butoncethenoiselevelwasdown
Iputiton.Allofthestudentsweresinginganddancingwhiledoingtheirwork.Iwasso
relieved.
Attheend,thosewhowishedtopresenttheirturkeysdidsoinfrontoftheclass.
Speakingisabigpartinliteracy.Itisimportantforthechildrentobeabletoorganize
theirideasandlearningandbeabletoputitintowords.Mostofthestudentscameupto
thefront,andtheclassapplaudedeachone.
Studentsshouldlovetoread.Literacymustbeapartoftheeverydayroutineof
everyclassroomofeverygradelevel.Itmustbedifferentiatedintodifferentmediumsin
ordertoreachtheneedsofeachdiverselearner.LiteracyisnotjustanEnglishlessonto
begivenonceaweek.Itisalifestylethatneedstobepracticedthroughallactivities.My
internshipexperienceopenedmyeyestothisrealizationandconvincedmethatifIam
goingtobeateacher,thisiswhatneedstohappeninmyclassroom.