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Jerica Nelson Teaching of Literacy 319 Lynda Fernholz Spring 2013

Philosophy of Literature
hat is Literacy! Literacy is defined as the a"ility to read# $rite# spea%# listen# and thin% at proficient le&els necessary to function in the fa'ily# in the co''unity# and on the (o") *t is a co'ple+ set of a"ilities needed for "oth personal and co''unity de&elop'ent) * "elie&e that literacy is the 'ost i'portant co'ponent of education, $ithout it# learning is stifled) -s a future teacher# it $ill "e 'y responsi"ility to 'oti&ate# challenge# and support 'y students to "eco'e proficient in all areas of literacy) The purpose of literacy education is to gi&e students 'ultiple opportunities of e+posure to disco&er# and 'aster# the different co'ponents of literacy, and in turn# create lifelong learners) -s a future teacher# * plan to $or% closely $ith parents and colleagues so that each of 'y students. learning potential can "e 'a+i'ized) This paper $ill address the different parts of literacy# the i'portance of parental in&ol&e'ent# the crucial role of the teacher# and the necessary use of di&erse resources and different teaching strategies for literacy de&elop'ent) /o'ponents of Literacy Literacy includes reading# $riting# spea%ing# listening# and thin%ing) These s%ills start to de&elop e&en "efore "irth) Listening "egins $hen a child is in the $o'") - "a"y can hear &oices and sounds fro' inside the 'other.s $o'") *t is the first ele'ent of literacy that children learn) Listening s%ills function as an i'portant part of o&erall co''unication and socialization) 0a"ies flourish on the language that they are e+posed to on a daily "asis through con&ersations and stories) 1oung toddlers e&entually 'a%e the necessary connections and learn to spea% $ords# and then co'plete sentences) -s

3 children gro$ older# reading and $riting s%ills are introduced and practiced $ith the help of parents and teachers) - later s%ill in literacy de&elop'ent is thin%ing) /hildren need to "e a"le to thin% a"out and understand $hat they are reading a"out# $riting a"out# spea%ing a"out# and listening to) /o'prehension is the capa"ility to understand so'ething and is critical in the success of literacy de&elop'ent) Parental *n&ol&e'ent Parents are the first influence on children and play a crucial role in literacy de&elop'ent) *t is so i'portant for parents and guardians to ha&e early positi&e language interactions $ith children so that language can "e heard# spo%en# read# $ritten# and understood) Parents need to ta%e an acti&e role in introducing their children to literacy through con&ersations# reading stories# dra$ing# and $riting) /hildren a"sor" $hat they are e+posed to &ery early on) These s%ills are "eing de&eloped "efore children attend school, therefore# the success of literacy de&elop'ent starts $ith parents) Parents are also responsi"le for the 'odeling of literacy) Parents need to "e readers# $riters# spea%ers# listeners# and thin%ers the'sel&es) 2odeling the s%ills $ill encourage children the 'oti&ation to attain the s%ills) *t is so &ital that parents and guardians ha&e an opti'istic &ie$ of their child.s a"ilities, to encourage confidence and gro$th) /hildren 3"loo'4 in a positi&e en&iron'ent) Parental interest and in&ol&e'ent in a child.s literacy de&elop'ent is crucial# e&en after they ha&e "egun school) /hildren tend to do "etter in school $hen parents &alue education and 'a%e sure to ha&e an ongoing and positi&e relationship $ith teachers) This effort fro' the parents and guardians helps to "uild the foundation for success in literacy) Teacher 5ole

6 7nce in school# children spend 'ore of their $a%ing hours $ith their teachers than $ith their parents, therefore# teachers ha&e a &ery large influence on children) This is the reason that teachers and parents need to "e on the sa'e 3tea')4 hen there is

good co''unication "et$een teachers and parents# students typically do "etter in school) * "elie&e that teacher8parent connections are a &ery i'portant aspect of a successful learning en&iron'ent, $or%ing together $ill help the students in succeeding) There are 'any $ays to pro'ote a positi&e teacher8parent relationship) *t is i'portant to ta%e the ti'e at the open house or on the first day to 'eet each parent and child# prefera"ly at the sa'e ti'e to encourage a 3tea'4 effort) This creates a relationship right fro' the start) /o''unication "et$een teacher and parent can "e critical to a student.s success) This co''unication can "e done through e'ail# notes# conferences# and phone calls) ee%ly letters $ritten to parents is a great $ay to create

and connect the ho'e and school relationship) So'eti'es ha&ing students $rite their o$n notes that are "eing sent ho'e can encourage students to ta%e responsi"ility and help create that crucial relationship "et$een ho'e and school) Parent8child assign'ents can also "e arranged so that children can get additional practice $ith literacy# as $ell as gain appreciation for 'ore than one role 'odel) Teachers and parents can $or% together and help children face their challenges or $ea%nesses "y co''unicating often) Teachers and parents can also cele"rate as a 3tea'4 the successes that children e+perience) * feel that the 'ost i'portant role as a future teacher is to pro'ote literacy in a caring and positi&e classroo') /hildren need to feel safe# &alued# and engaged, therefore# it is 'y responsi"ility to 'a%e sure that * pro&ide that at'osphere for 'y students) -s a future teacher# * $ill ta%e the ti'e to get to %no$ each of 'y students.

9 "ac%ground and literacy a"ilities, so that * can "etter help 'y students "uild on those s%ills) *t is also i'portant for 'e to 'odel reading# $riting# spea%ing# listening# and thin%ing) * $ant 'y students to $itness 'y lo&e for literacy, this $ill support their literacy de&elop'ent) hen children ha&e a positi&e attitude a"out their literacy s%ills#

they $ill stri&e to do "etter) :a&ing confidence in 'y students and encouraging the' to do their "est $or% $ill help the' feel self8assured) * "elie&e that "y creating a caring and positi&e classroo'# a co''unity of learners $ith 'utual respect $ill "e achie&ed) ;i&erse 5esources and Teaching Strategies /hildren en(oy and "enefit fro' di&erse for's of resources for learning) * "elie&e that a $ide range of "oo%s and technology can %eep students engaged and e+cited to learn) 2y classroo' $ill contain assessa"le and literacy8rich 'aterial including a $ide range of children.s "oo%s <'ultiple genres and styles=# 'agazines# ne$spapers# and interacti&e "ulletin "oards <*nternational 5eading -ssociation# 2000=) The 'aterials pro&ided should ac%no$ledge children.s de&elop'ent# interests# and literacy %no$ledge) >sing iPads# s'art "oards# co'puters# and other for's of technology can allo$ students the opportunity to learn literacy s%ills as a classroo'# or independently) 0y e+ploring infor'ation in a &ariety of $ays# students $ill "e sti'ulated and a ne$ $ay of learning and thin%ing $ill "e encouraged) -s a future teacher# * $ill offer and incorporate &arious for's of resources and tools for 'y students. literacy de&elop'ent# so that all of 'y students can succeed) *n order for students to de&elop their o$n effecti&e reading# $riting# spea%ing# listening# and thin%ing s%ills# 'ultiple teaching strategies need to "e offered so that all interests and a"ilities can "e reached) *t is crucial for literacy de&elop'ent to allo$

? students to practice their s%ills often# and in different $ays# so that those s%ills "eco'e easier and part of e&eryday life) * feel that presenting di&erse literacy learning opportunities ena"les students. "etter success to disco&er# share# understand# and attain ne$ s%ills) There are 'any different 'ethods that can "e used for teaching literacy s%ills) 2y personal philosophy of reading instruction includes strategies that $ill support children in "eco'ing proficient readers through phone'ic a$areness# $ord recognition# conte+t clues# and &oca"ulary e+ploration) 5eading out loud to students daily is i'portant, it 'odels good reading and sti'ulates i'agination# e+pands &oca"ulary# increases attention span# and helps children de&elop a lo&e for reading) /hoosing a &ariety of interesting and age8appropriate "oo%s is i'portant) /hildren are 'ore li%ely to stay engaged and participate $hen they are interested in the su"(ect of a "oo%) 5eading to a partner and reading along $ith the teacher are good options and "oth encouraged listening s%ills) @uiet reading ti'e is an i'portant ele'ent to &isit daily) Students need to "e a"le to read# and co'prehend $hat they ha&e read) * "elie&e that different $riting strategies should "e offered for students. literacy success) Ancouraging students to $rite a"out their o$n choice of 'aterial is a great $ay to pro'ote positi&e $riting) :a&ing a reason to $rite# an authentic audience# and the a"ility to control the su"(ect 'atter can 'a%e a difference for 'any students) *t is an opportunity to use print to represent their interests or ideas# and it allo$s students the chance to share $hat is i'portant to the') *n A&ery /hild# A&ery ;ay <2012=# it states that $hen students $rite a"out so'ething that they care a"out# they use correct spelling and gra''ar "ecause it 'atters to the' that their ideas are "eing co''unicated) *

B "elie&e that it is essential for teachers to 'odel Cuality $riting# at all ages# so that the students can learn to $rite effecti&ely) Jennifer Do"in <2009= $rites that it is &ery i'portant to sho$ students $hat good $riting loo%s li%e# especially for younger students) -llo$ing the students to $rite their o$n 3'orning 'essages4 for their class'ates is another e+a'ple of fun $riting) 3Free $rites#4 $here the students. $ritten $or% is not read can "e "eneficial) *t allo$s students to "e co'pletely creati&e and e+press their personal thoughts and feelings) -s :all E Drisha'80ro$n <2011= state# negati&e feed"ac% fro' teachers affects self8confidence in $riting s%ills# and can lead to negati&e attitudes a"out $riting) -n analytical approach can also "e used in $hich there is a discussion $ith each student a"out $hat heFshe has $ritten# and then the student rereads and re&ises) This approach allo$s learning opportunities and re$ards the students for their creati&ity and hard $or%) The instruction of spea%ing 'ay "e so'ething that is often o&erloo%ed# and incorporated $ithout effort) The type of tal% that is used in the classroo' should "e purposeful tal% <Phi ;elta Gappan# 2002=) -s a future teacher# * "elie&e that it is i'portant to encourage# 'odel# and support purposeful tal% throughout the school day) The types of Cuestions as%ed during instruction are also i'portant) 37pen4 Cuestions should "e used to allo$ indi&idual and 'ultiple responses) Purposeful Cuestions encourage 'eaningful listening# thin%ing# and spea%ing, they are all tied together) /onclusion Literacy is the 'ost i'portant co'ponent of education "ecause it supports all learning) The purpose of literacy education is to gi&e students opportunities to disco&er# learn# and 'aster lifelong s%ills as readers# $riters# spea%ers# listeners# and thin%ers)

H Teachers need to create Cuality relationships "et$een school and ho'e# and share their e+cite'ent of literacy through a positi&e classroo' en&iron'ent) Literacy education needs to include a "alance of reading# $riting# spea%ing# listening# and thin%ing acti&ities that is conduci&e for all learners) -s a future literacy teacher# it is essential that * help 'y students de&elop this co'ple+ set of a"ilities so that lifelong learning can "e reached) Literacy success can "e achie&ed through teaching the different parts of literacy# parental in&ol&e'ent# teachers 'a+i'izing their crucial function as literacy de&elopers and role 'odels# and creating an en&iron'ent that uses di&erse resources and different teaching strategies) *t $ill "e 'y responsi"ility to help "uild a solid foundation# and pro&ide positi&e e+periences and connections for the gro$th of all 'y students) -s a future teacher# * $ill continually stri&e to "e the "est teacher that * can "e# %no$ing that good teachers 'a%e a difference)

5eferences -llington# 5) L)# E Da"riel# 5) A) <2012=) A&ery child# e&ery day) Aducational Leadership# ?9<?=# 10819) Do"in# J) <2009=) Successful and less stressfulI *'pro&ing $riting instruction in the ele'entary grades) Gentuc%y Anglish 0ulletin# 9H<2F3=# 29831) :all# -) :)# E Drisha'80ro$n# J) <2011=) riting ;e&elop'ent 7&er Ti'eI A+a'ining riting) Journal of Aarly

Preser&ice Teachers. -ttitudes and 0eliefs -"out /hildhood Teacher Aducation# 32# 16H819H)

*5- <2000=) A+cellent reading teachersI - position state'ent of the international reading association) Ne$ar%# ;A) Phi ;elta Gappan) <2002=) hat *.&e Learned -"out Affecti&e 5eading *nstruction Fro'

a ;ecade of Studying A+e'plary Ale'entary /lassroo' Teachers)