Literacy Development in Elementary & Middle School Week 13 Course 05:300:495 Joseph Campisi

Week 13 Case Study Mini-Lesson Journal Review

Discussion of Compilation of Themes -Discussion of each of the 5 Themes from the previous assigned reading – - Determinations/Conclusions/Underlying Themes

Here’s what I took… Practices such as chunking, corrections, explanations, making connections, questioning and discussion could all be used to reinforce literacy in the students during their sessions. Many itinerant teachers prefer to do activities in small groups to help create a learning environment among their students.

Literacy development has basic principles that relate to all levels of education and special education. These include becoming fluent and efficient readers and writers, thinkers and communicators, finding enjoyment in reading and writing, and to feel successful in doing all of this. After grade three, demands on the student change from “learning to read” to “reading to learn,” as reading becomes a fundamental means to acquire new knowledge about all subjects Literacy-rich environments include daily reading, extended discourse (talking or writing), experimentation with reading materials, book talk (discussion of characters, action, and plot), and dramatic play. In this environment, children have many opportunities to see how printed words are used for many purposes. By combining different views and methods of literacy, teachers can develop a literacy plan that can be beneficial to all students no matter what their needs may be.

It is critical that all teachers describe evolving literacy beliefs and practices. Teacher beliefs should be matched with their practice in the class. Teacher beliefs should be a central role in the process of teacher development because changes in teacher’s practices are the result of changes in teacher’s beliefs. The most effective teachers are those with the belief that literacy development is a long and multifaceted process. Effective teachers are more likely to practice embedding their teaching of literacy into a wider context and to understand and show how specific aspects of reading and writing contribute to communication. The connections are implicit and explicit such as; showing students a clear purpose for using texts, modeling extensively and demonstrating reading and writing in a variety of ways. Literacy development is complex, but teachers with strong beliefs and practices have a great shot at reaching their learners.

Ongoing education is necessary to prepare teachers for the changes and challenges of the 21 st century education system. Lifelong learning is a philosophy held by teachers who strive to improve their skills and practices in the classroom. According to Candy, Crebert, & O’Leary (1994), lifelong learners have certain characteristics. Examples of these traits are love of learning, inquisitive, analytical and critical, able to self assess strengths and weaknesses. Taking responsibility for professional growth through a continual pattern of learning allows teachers to tailor learning to specific self-selected needs and to contribute to their schools professional learning community (Helterbran, & Fenimore 2004). Ongoing reading and research on pertinent topics. Teachers must embrace the love of learning for themselves if they are to impress upon their students the importance and value of learning across the life span.

Being a highly organized teacher Team support is a huge factor Many things that Itinerant teachers do can be applied to the gen-ed classroom as well.

Summation of Themes How do these themes juxtapose with our purpose of developing literacy in elementary and middle school? Ponder…Collect Thoughts…Synthesize

Many everyday accommodations and reading strategies (i.e. making connections) and instructing in small groups (i.e. leveled readers or guided by student interest). Finding enjoyment in reading and reading across the curriculum (reading in content areas). Different literacy methods & views to accommodate the students (student focuses). Teaching literacy is a marathon – not a sprint, Practice your beliefs & believe in your practices but don’t be afraid to change for student and professional growth. The best PD is often your own research. Use other teachers as resources and infuse “special education” accommodations into the “general education” classroom.

Presentation of Mini-Lesson Theresa

Journal Review (1) Around the block and around the world: Teaching literacy across cultures Bronwyn T. Williams If there is another universal truth concerning literacy practices across cultures it is that humans are meaning-making creatures. We all want to be heard, to tell our stories, to communicate our ideas to others. Reading and writing allow us to connect our minds to others— even when the work may be detached from personal experience.

Literacy educators around the world must think about how writing connects ideas and experiences to audiences. The questions of what motivates individuals to read and write are present, even if only implicitly, in classrooms across cultures. When we write, we all hope to be under stood. When we read, we hope to understand.

So how do we use the previous information (last 2 slides too…) Implement and develop literacy at the elementary and middle school levels? Picture this scenario – You have a 6 th grade class of only 1 culture – how do you implement language arts to enhance literacy (reading-writing-listening-speaking) = understanding and communicating. (it could involve you or the class being taken out of their comfort zone).

Do we dare use Pop Culture? There are 4 pedagogical approaches to using pop culture for teaching literacy: 1.Portray alternative tests and media as negative, as in Turn off the Television Week. 2.Emphasize students’ pleasure in pop culture and avoid critical confrontation. 3.Recognize the importance of pop culture and teach the critical discourse but do not focus on acknowledgement of student pleasure in these types of text. 4.Use a balanced approach – focus on multiple aspects of pop culture in reading and writing – pleasure, analysis, determining one’s position and intended audience. ***Look at your own comfort level as well***

Journal Review (2) Teaching Literacy for Social Justice and Global Citizenship by James A. Banks Focus on the 2 nd page… Citizenship education (in terms of literacy)… Determine a global problem How can we use this type of 21 st century topic/movement to further develop literacy in the elementary and middle school? What types of literature (genres)? What types of strategies (for comprehension)? How can we use this literacy outside of Language Arts Class (reading in the content areas)?

Explanation of Assigned Reading & Assignment for Week 14 (April 22) Reading the article by Tomlinson (2009) Using any format you like (excel, word doc chart, paragraph form, etc…) Take each of the Shared Principles and give 3 elements that are crucial/essential/critical or important to the Principal. (12 total elements). This will count as both your entrance and exit assessment next week.

Please complete the exit assessment