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Literacy Belief Statement

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Alyssa Champine

on 21 May 2016

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Transcript of Literacy Belief Statement

Literacy Belief System
Belief 3: Students should be given ample opportunities to read a large variety of texts independently, with peers, and with teacher support.

In
Strategies that Work
, Harvey and Goudvis (2011) suggest that students must have an abundance of interactions with various text types. Students must participate in wide reading, or a reading of a wide variety of texts.
Belief 6: Instruction involving spelling, grammar, vocabulary, and decoding should always take place within the context of real reading.
While authors of
Words Their Way: Word Study for Phonics, Vocabulary, and Spelling Instruction
advocate for explicit instruction in each of these areas, they also remind educators that when teaching word study, real reading should always be the priority, as opposed to teaching these skills in isolation. I need not summarize the historical debate regarding how phonics should be taught, but rather I hope to highlight the fact that however spelling, grammar, vocabulary, and decoding are taught, it should always be connected to real reading and not independent of context.
My Literacy Belief System
Alyssa Champine
My beliefs about literacy were formed during my undergraduate work as an Elementary Education major at East Carolina University, my work in the Master's in Reading Education program, through interactions with my colleagues, and through my experience teaching third grade for the last two years.
Belief 1: Comprehension strategies should be taught explicitly and systematically.
Strategies that Work
by Harvey and Goudvis (2011) provides the research behind the authors' framework for comprehension instruction. In addition to providing the evidence for explicit comprehension strategy instruction, Harvey and Goudvis provide sample lessons for teaching each comprehension strategy.
Belief 4: Teachers with sufficient expertise in teaching reading should provide the majority of students’ literacy instruction.
Richard Allington, in
What Really Matters When Working With Struggling Readers
(2013), warns against educators relying on paraprofessionals when assisting struggling readers. Teachers must be trained in effective reading instruction during their pre-service coursework or provided opportunities for professional development to ensure quality literacy instruction for all students.
Belief 5: Reading assessment should be student-centered, ongoing, flexible, and should directly impact reading instruction.
In their book
Instructing Students Who Have Literacy Problems
, McCormick and Zutell (2015) support the use of myriad assessments that are valid and reliable. These assessments should be carefully chosen by the reading specialist or classroom teacher. In addition, teachers should consider all of the available data when planning for literacy instruction.
Belief 2: The Balanced Literacy Framework should be utilized when designing literacy instruction.
Literacy Collaborative (2015), a comprehensive school literacy program, recommends a framework developed by reviewing Fountas and Pinnell's extensive reading research. This framework is known as balanced literacy. Balanced literacy includes an emphasis on reading, writing, speaking and listening. Reading instruction includes teacher read alouds, shared reading, guided reading, and independent reading. Writing instruction includes modeled or interactive writing, shared writing, guided writing, and independent writing.
References



Allington, R. (n.d.).
What Really Matters When Working With Struggling Readers
. The Reading Teacher, 520-530.
Bear, D., Invernizzi, M., Templeton, S., & Johnston, F. (2012).
Word Study for Phonics, Vocabulary, and Spelling Instruction
(5th ed.). Boston: Pearson/Allyn and Bacon.
Harvey, S., & Goudvis, A. (2000).
Strategies that work: Teaching comprehension to enhance understanding
. York, Me.: Stenhouse.
Literacy Collaborative. (2015).
Our model
. Retrieved May 25, 2015, from http://literacycollaborative.org/model/instructional/#implementation
McCormick, S., & Zutell, J. (2015).
Instructing students who have literacy problems
(Seventh ed.). Boston: Pearson.

*All images were retrieved from Google and are labeled for noncommercial reuse**
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