My Literacy Philosophy
My literacy philosophy is to engage students based on their individual interests and culture. I aspire to create a diverse classroom library to encourage independent reading. I strive to provide focus on the students' individual needs in respect to comprehension, fluency, phonics, and vocabulary. I want to incorporate time to embrace independent reading, shared reading, guided reading, and read alouds!
My goal is produce life-long readers.
My goal is produce life-long readers.
Creating an environment that promotes reading is my ultimate goal. I want to have a wide variety of books to spark interest of all of my students. The reading area should be comfortable and inviting. I want to have large pillows and chairs to encourage students to pick up a book and enjoy themselves. I want to create a daily rotation to ensure all students have an opportunity to meet with me in a small group setting for additional support. I think providing structure and routine will create a flowing literary block.
I think getting to know each of your students individually is important. I will accomplish this by administering interest surveys, learning surveys, building a community, and analyzing running records. Interest surveys are a way for students to explain what they like and dislike. I will focus on interest of genres of books they prefer and hobbies. This will help me provide books that engage the students and keep them interested in the material. The learning survey will provide me with the style of learning that best suites the individual learners. Building a community connects to my classroom management philosophy. I want to incorporate morning meetings and create an open and trusting environment.
I think getting to know each of your students individually is important. I will accomplish this by administering interest surveys, learning surveys, building a community, and analyzing running records. Interest surveys are a way for students to explain what they like and dislike. I will focus on interest of genres of books they prefer and hobbies. This will help me provide books that engage the students and keep them interested in the material. The learning survey will provide me with the style of learning that best suites the individual learners. Building a community connects to my classroom management philosophy. I want to incorporate morning meetings and create an open and trusting environment.
Read Alouds:
A read aloud is a technique that is used in classrooms and requires constant practice and planning. When reading aloud one should speak clearly, speak with enthusiasm, engage in comprehension checks, and identify unknown vocabulary. Incorporating read alouds throughout your classroom curriculum is important at any grade level and subject. As teachers, reading to our students models fluency, enhances vocabulary, builds comprehension skills, and encourages independent reading. Reading aloud should be present in your classroom at least once a day. Read alouds should include both fact and fictional material (Cunningham & Allington, 2011). Classrooms That Work suggests reading a chapter from an informational book, a fictional book, and a book everyone can enjoy each day. This presents many different types of literature daily. Giving students exposure to diverse genres of literature broadens their literary preferences. Also, read alouds can include real-world scenarios. Reading the newspaper, directions, or recent articles can model the significance of reading in everyday life.
Guided Reading:
Guided reading is a strategy used in classrooms to provided support to readers. It is an opportunity for teachers to read in small groups with their students. The groups are created by reviewing data and reading levels, and grouping students with similar or same skill levels. This allows students to read the same story or article together. The text should be leveled so it can be fluently read by students with ninety percent accuracy (Scholastic, 2012). Material should be selected so it slightly challenges the student but without frustrating them. The students should demonstrate strategies that they use to sound out words or comprehend material. The ultimate goal of guided reading is to build strong independent readers.
Shared Reading:
Shared reading is a time for the teacher and students to read together in the classroom. During shared reading time, the text should be visible to all students. This can be accomplished by displaying the text on an ELMO, as a big book, or providing individual copies to each student. Making the text visible allows students to follow along and explore the illustrations. Shared reading tends to be modeled by the teacher. This gives the students an opportunity to observe effective strategies to use while reading. The most common strategies used throughout shared readings are comprehension strategies like recalling background information, making predictions, questioning, visualizing, and connecting (Fisher, Frey & Lapp, 2008). Teachers can present think-alouds that display these strategies. An example may include a teacher sharing their predictions of the story or stating inferences.
A read aloud is a technique that is used in classrooms and requires constant practice and planning. When reading aloud one should speak clearly, speak with enthusiasm, engage in comprehension checks, and identify unknown vocabulary. Incorporating read alouds throughout your classroom curriculum is important at any grade level and subject. As teachers, reading to our students models fluency, enhances vocabulary, builds comprehension skills, and encourages independent reading. Reading aloud should be present in your classroom at least once a day. Read alouds should include both fact and fictional material (Cunningham & Allington, 2011). Classrooms That Work suggests reading a chapter from an informational book, a fictional book, and a book everyone can enjoy each day. This presents many different types of literature daily. Giving students exposure to diverse genres of literature broadens their literary preferences. Also, read alouds can include real-world scenarios. Reading the newspaper, directions, or recent articles can model the significance of reading in everyday life.
Guided Reading:
Guided reading is a strategy used in classrooms to provided support to readers. It is an opportunity for teachers to read in small groups with their students. The groups are created by reviewing data and reading levels, and grouping students with similar or same skill levels. This allows students to read the same story or article together. The text should be leveled so it can be fluently read by students with ninety percent accuracy (Scholastic, 2012). Material should be selected so it slightly challenges the student but without frustrating them. The students should demonstrate strategies that they use to sound out words or comprehend material. The ultimate goal of guided reading is to build strong independent readers.
Shared Reading:
Shared reading is a time for the teacher and students to read together in the classroom. During shared reading time, the text should be visible to all students. This can be accomplished by displaying the text on an ELMO, as a big book, or providing individual copies to each student. Making the text visible allows students to follow along and explore the illustrations. Shared reading tends to be modeled by the teacher. This gives the students an opportunity to observe effective strategies to use while reading. The most common strategies used throughout shared readings are comprehension strategies like recalling background information, making predictions, questioning, visualizing, and connecting (Fisher, Frey & Lapp, 2008). Teachers can present think-alouds that display these strategies. An example may include a teacher sharing their predictions of the story or stating inferences.