My Future Literacy Classroom

My Future Literacy Classroom

Raeann Hunter

6 Modes of Language Arts

Reading: Throughout the day the students will have many opportunities to read either to themselves, with a partner, with a group, or to me, the classroom teacher.

Writing: Each day the students will write in their journal reviewing what they read in their "relaxed reading" book. This gives them an opportunity to write. Throughout the year I will be teaching and reviewing the writing process with my students. In their literature circles the students will also have time to work on summarizing and comprehension where they will turn their thoughts into words on paper.

Viewing: Student will have time to view their peers work and share positive thoughts or critiques based on prior knowledge they have obtained. They will also have viewing opportunities while I conduct a read-aloud with them and they share their ideas with one another.

English Language Learners

Teacher's Role

Diverse Learners

6 Modes of Language Arts

Visual aids can help students understand what the topic is the teacher is talking about in order to begin comprehending the lesson being taught. Many times this helps the students build background knowledge on the topic as well.

A student who does not poses the background knowledge needed to understand the text will not be able to comprehend the lesson or reading they are expected to complete. Due to this, building the student's background knowledge on topics helps them gain the knowledge needed to understand the topic.

The Non-Negotiables

Visual Representation: When teaching the writing process, comprehension, or summarizing, it is important to include different types of learning, such as drawing, acting, and sharing our thoughts. The students will be able to share their illustrations and their work will be celebrated throughout the classroom.

Talking: Having students talk and share their thoughts as a class helps the students be more engaged and comprehend more than working individually. Being able to share ideas gives the students an opportunity to comprehend their own thinking.

Listening: Throughout the day, the students will listen to the teacher read, talk, and share their ideas. They will also listen to their classmates as they are reading their book or stories.

As stated in "Literacy for the 21st Century", having english learners work in small groups helps build relationships and gives the student(s) an opportunity to gain the knowledge from a peer. While working in the groups, each student would need to be given a specific job to avoid the dominate leader, which would eliminate the avoidance of singling out the english language learner.

1. Meet the needs of ALL students who are on all different levels.

2. Be encouraging in every way possible to support the student in their educational journey.

3. Provide engaging opportunities for students to learn.

4. Create a welcoming environment for learning.

Many times there needs to be an alternative assignment given to the student. This does not mean ignoring their education and ignoring them as a student, but rather giving them an alternative assignment. For example, instead of having the student write an essay, they may draw pictures of the main idea or fill out a graphic organizer showing their comprehension. A student should be graded on their knowledge of the assignment and comprehension of the reading, not how well they can communicate in English.

As a teacher, I want to change the stereotype that all diverse learners are ELL students. This is not true. English language learners are diverse learners, but not all diverse learners are english language learners. When teaching these students there are tools you can use for both ELL students and diverse learners including group work, background knowledge, and alternative assignments. Other tools that are useful to all diverse learners, including ELL students includes continuous words of encouragement. These students are learning in an environment that may be overwhelming to them. Even a small word of encouragement could completely change their perspective on literacy and show them that they can do it. This leads me into my next point of acceptance and a positive atmosphere in the classroom. A student must feel comfortable in the classroom in order to grow and succeed. This goes for every student no matter what type of learner they are. As a teacher, I must understand that each student learns and works at different paces. Due to this, I need to be flexible and understanding when it comes to my diverse learners, and be willing to work with their learning style. One of the biggest tools I would include in my toolbox when it comes to diverse learners includes differentiated instruction. This may be broad, but giving the students a different form of learning may help with the challenge that they are facing. Not all students learn in the same way, so I can't expect them to do the same assignment as their peers if it does not work for them.

1. Each student will respect one another, including the teacher, and vice-versa.

2. Students will have time everyday to build their literacy skills by independently reading.

3. I, as a teacher, must model all forms of language arts (reading, writing, viewing, listening, speaking, and visual representation).

4. Students will have a choice in their independent reading selection to help encourage their literacy journey.

5. ALL students will have the opportunity to grow their language arts and literacy skills.

6. A morning message will be conducted each morning to transition the students from home to school and practice their reading and writing skills.

What is Literacy?

90-Minute Reading Block

When someone thinks of literacy they usually envision the ability to read and write. While this is true, this is not where literacy stops. Literacy involves comprehension, understanding, and applying these skills in order to be engaged in their learning within reading and writing.

My Belief Statements

Student's Role

Tuesday, Thursday:

15 minutes: Read-Aloud Time

Model comprehension and fluency to class & model the importance of reading

45 minutes: Literature Circle Meeting

Each student will have a specific job during the discussion in order to contribute to the group. (Teacher will walk around to observe and include thoughts about the group discussion.)

20 minutes: "Relaxed Reading"

Silent reading time

10 minutes: Journal Entry

Students will journal what they had read that day including comprehension with plot, conflict, resolution, character, etc.

Monday, Wednesday, Friday:

15 minutes: Read-Aloud Time

Model comprehension and fluency to class & model the importance of reading

20 minutes: Mini-lesson (Reading)

Teach how to infer within the text

15 minutes: Daily Center

Writing, Read to Peer, Read to Self, Listen to Reading (Teacher meets with small groups at back table to conference.)

20 minutes: Mini-lesson (Writing)

Writing process throughout the year

15 minutes: "Relaxed Reading"

Students will read independently

5 minutes: Journal Entry

Students will journal what they had read that day including comprehension with plot, conflict, resolution, character, etc.

My Experiences

1. Students must be read to each day.

Each day the students will be read to from me, the classroom teacher. This helps them develop their viewing skills and ensure to them that reading is important to me, the classroom teacher, as well.

2. A classroom library will always be accessible for the students to view and read from.

A plethora of books will always be available for my students to read in the classroom. Having a variety of books encourages the students to keep reading. This also allows the student(s) to pick the type of book they would like to read. Giving the student the choice of what they read makes them encouraged to read.

3. In order for students to become great readers, they must read for comprehension. This includes a choice in what they read.

While a student may be able to read a book with ease, this does not ensure they comprehend what they read. With reading, a student needs to be comprehending what they are reading. Having a choice in what they are reading always enhances the students' likelihood of comprehending what they are reading as well as find joy in reading. When the student finds joy in reading they are more open to continue to read.

4. Students will journal over their books they have read to check for comprehension and understanding as well as including writing into their daily schedule.

Each day the students will write a journal entry about the book they are reading during their "relaxed reading" time. This allows them to comprehend what they have read, include writing in their daily reading time, and show me, as a teacher, what they are reading and at what point they are in their reading process throughout the school year.

5. All students will respect others while they are reading.

Each child learns and reads at different paces than one another. Due to this, each student will respect one other when reading. We will encourage one another and celebrate accomplishments we have each met rather than squelching the progress they have surpassed.

1. Respect one another through each other's learning process.

2. Participate throughout the reading block.

3. Put all your effort into the activities during the reading block.

4. Be the best you that you can be!

Explanation of 90-Minute Reading Block

Growing up, my experience with literacy was fairly positive but with many experiences that effected reading, for me, in a negative way. While reading for pleasure, I would read a book as fast as I could so that I could pass my test and get a candy sucker. Because of this, I was never encouraged to love reading or find a joy in reading, but rather to pass tests so I could get my reward. When it comes to writing I always remember writing for fun including my life experiences, which made writing fun as a child. The writing process was used every year and built upon every year to enhance my writing skills. Reading and writing were taught to me as separate subjects rather than taught off of one another, like I have been taught to do with my students. Growing up, my parents would always read to me before bed or for leisure. Having my parents be supportive of my education, along with reading and writing, encouraged me, as a student, to read and write both at school and at home. My grandmother also instilled in me my love for reading. She was a Junior English teacher and always shared her passion for reading. Giving my books to read, helping me with class readings, or even encouraging me to read was always a joy that now pushes me to pass my love for reading onto my students. Overall, my love for literacy was based off my family background and the love for literacy that was passed on to me. Now, it is my turn to teach my students about literacy and make them fall in love, just as I did.

Explanation of 90-Minute Reading Block

For my 90-minute reading block, I split the days up so the students would not get bored of the same routine over and over every day. While each day includes the same basic lessons and group work, the students will have a choice and a change in their schedule.

Every day I feel it is important for my students to listen and view me reading during an interactive read aloud. This would be conducted at the beginning of the reading block to help transition the students from subject to subject and get them in literacy-mode.

On Monday, Wednesday, Friday, the students would have a reading mini-lesson and a writing mini-lesson where we build off of the previous day. This is to build their knowledge and spend even 20 minutes on a mini-lesson over reading and writing.

They will also participate in daily centers where they will incorporate the book we are reading as a class or the small story we are reading that day. They will have a choice in what they are reading and how they are reading, but will conference with me to ensure comprehension and participate in activities that go along with the text.

Every day the students will also participate in "relaxed reading" time where they will read their silent book independently. The more the students practice reading the better readers they will become. With reading comes comprehension. One way I will check for comprehension is through their daily journal entries where they will explain what happened in their book that day along with characters, plot, setting, and conflict within the story.

On Tuesday and Thursday the students will also participate in their literature circles. This will include their literature book they are reading at the time. During these literature circles, the students will be given specific jobs to ensure all students are participating in the group rather than having a dominate leader who takes control of the whole group. During these days, the literature circles take up a majority of the time in order to ensure discussion is occurring and giving me, the classroom teacher, a chance to observe each group and include my thoughts based on the conversation happening within the group of students.

With all five days of the reading block, all six forms of language arts are included, along with independent work where we work on mastery within literacy.