Using The Four Resource Model Developed By Luke And Freebody

EDEE  400  –  Assignment  1   Literacy  in  schools  today  not  only  involves  teaching  students  to  read  and  write,   but  is  also  heavily  focused  on  giving  students  the  necessary  vocabulary  and  skills   to  understand  different  text  types  according  to  the  key  learning  areas  (KLAs)   they  are  undertaking.  While  traditional  ideas  of  literacy  often  ignored  the  diverse   needs  of  students,  contemporary  notions  of  literacy  are  constantly  evolving  in   response  to  changes  in  situational

CCSS and teachers together need to be viewed as “sponsors of literacy” (99). Scherff discovered that her teaching strategies already fit into the CCSS, which inspired her to develop a chart including critical and higher-order questions and discussion starters along with the CCSS nine anchor reading standards questioning approaches for each level. Two doctoral candidates were asked to collaborate and describe how the CCSS fits into their role as teachers. The first candidate, Allison Wynhoff Olsen describes her initial fear of the standards and how to implement them in her classroom. Her mentor showed her how to bundle and combine aspects that met CCSS. It is important to work with the standards because “educators have agency to help all students work toward powerful literacy education” (104). Olsen introduces Simon’s article “Starting with What Is’: Exploring Response and Responsibility to Student writing through Collaborative Inquiry” to show a new way of reviewing student papers collaboratively with other teachers instead of “individually from a deficit perspective” (105). This kind of approach encourages students to more freedom to express themselves and create a “broader social change” (105). Teachers must incorporate the CCSS in their classroom; however, they must also take into consideration the needs of each student and adjust their teaching strategies to reach the common goal of promoting literacy. The second candidate, Emily Nemeth describes two students demonstrating different learning styles and how teachers needs to keep in mind the needs of each unique student when designing classroom plans following the CCSS. She stresses the importance of supporting preservice teachers with “theoretical and pedagogical framings” to accompany the CCSS they must abide by in the classroom (109). The CCSS fails to take

Introduction to reading comes through phonetic reading boxes. The reading boxes are cleverly organized, going from simple to the complex. Reading does not follow the same process of writing, which is taking our own thoughts and symbolizing. When we read, it is not our language with which we are working with, it is the author’s language. Reading is the analysis of the language followed by a synthesis. Story telling and socio-dramatic play in the environment can help the child develop an imagination that fosters a higher capability to understand what is being read to them.

Learning provision for literacy development is important for pupils for several reasons. When pupils are developing their language skills they are learning to communicate with others in a variety of ways through speaking reading and writing. The three areas of language interact with each other to promote the child’s self expression and imagination. Children need to be given opportunity’s to use and extend their language in all subject areas so they can develop higher level thinking. [ Louise burnham, Brenda Baker,2010,pg206]

Literacy, literacies and multiliteracies bears various meanings to different people. Some believe that literacy is developed by cultures, while others believe that literacy and cultures developed an individual. There are single and multiple definitions of literacy, literacies and multi-literacies. Based on research, literacy is very important and continues to be developed through our rapidly changing world. Throughout this essay, we will focus on views of literacy, literacies, and multiliteracies and how their different meanings affect our approach to teaching literacy.

Competence and confidence in literacy, including competence in the three major areas, reading, writing, speaking and listening, are essential for progress in all areas of the curriculum. To broaden and enhance children’s literacy skills, opportunities need to be given by providing them with a wide range of different contexts in which to use and practice there skills. With reference to the aims of the Primary Framework for Literacy ‘To support and

For a child who is just starting to learn to read, they need sufficient practice in reading a variety of different books to achieve fluency. Reading can be complex and has many different aspects (Burns,1999). It is suggested that children who have problems reading and writing at a young age will find it hard to catch up as they get older and will not reach their full potential as adults, many will withdraw from school or society and some becoming involved with crime (MacBlain,2014). 40 percent of children find learning to read a challenge but with early help, most reading problems can be prevented (Reading Rockets, n.d.).

Learning to read and write as a child is an experience that all can relate to. The average child learns to read and write at the early ages of three and four. Developing literacy at an early age is crucial to academic development as well as to performance in life. Early development can be just what a child needs to stimulate their minds, which in turn is assisting in the evolution of their future. The early and latter stages of development in a child’s literacy journey are the makings for their reading and writing skills. It also plays part in their analysis of obstacles as well as their developed or problematic literacy future. A child

Educators are charged with not only teaching the content of their subject, but also responsible for creating a learning environments that fosters communication, engagement, and reflection so that the students will be prepared for their future careers and learning. Creating a classroom that fosters reading and writing is one way to engage students while promoting that they reflect on the material and communicate their understanding or misconceptions of the content. In order to form a literacy-rich classroom educators need to increase the amount of time students interact with all forms of print and literacy and the classroom environment is an essential key to setting the precedent and model behaviors that will make students more successful and capable of high level learning. (Tyson, 2013)

“The more you read, the more things you know. The more that you learn, the more places you’ll go.” This is how Dr. Seuss thought of reading, and I think of it in much the same way. Literacy is everywhere and influences us every day, therefore, it plays a major part in each of our lives. I believe that reading is an interactive activity in which learning happens, or as Clay (2001) defines it, “…a message-getting, problem-solving activity” (p. 1). Reading is the process through which one reads information and from doing so, constructs meaning about the material. The more exposure and practice one has with reading, the more knowledge one gains. In this paper, I will begin by discussing my own personal educational philosophy, then continue by stating and explaining four of my beliefs about the reading process and the research that is found to support each of them before sharing the remaining questions I have about literacy. I am an existentialist, and a strong supporter of a balanced literacy approach. My beliefs about literacy come from these foundations and perspectives that I embrace. For students to be successful in their literacy development, I believe that identity acceptance in the classroom is crucial, instruction for all students must be differentiated, direct and explicit instruction is at times necessary, and vocabulary is a significant component in the ‘Big Five’ of children’s literacy development.

The school’s policies provide pathways for an educator to promote children to involve in experiencing in ‘Text’ including reading, writing, oral, visual and multimodal texts. E.g., children can experience diagram, illustrations and screen texts to enhance meaning using ICT media where they can self-correct when the meaning disrupts by pausing, repeating phrases and words, use visual representations such as charts and images to enhance meaning while experiencing factual texts (The New South Wales Department of Education and Communities,

The sharing of children’s literature is of vital importance when it comes to the development of children’s language and literacy skills. Carter (2000) says the sharing of children’s literature is the “most important” contribution which is made to both children’s self-knowledge and to their literary development. The National Curriculum (2013) states that by the time children leave Primary school they should be able to read and write “fluently and with confidence”. To allow schools to coincide with these aims the sharing of

Creating a literacy-rich environment is one of the key elements of supporting children’s literacy development. Literacy-rich classrooms tend to look quite different than the traditional classroom, covered in pre-made posters and arranged with individual desks in rows, and instead, allow for teachers to design their classrooms with their students’ needs in mind. According to an article on the Sadlier School’s blog, all elements in a classroom must be meaningful, intentional, purposeful, and engaging when creating a literacy-rich classroom. This means that classroom design is created in a way that it provides frequent opportunities to be exposed to text via environmental print, instruction, and hands-on learning as well as encouraging communication and collaboration (Sadlier School, 2017).

Analysing children’s writing is critically important because it allows teachers to have an understanding of what the child knows already, and what he/she needs to build on with their writing (Stewart, 2012). In the paragraphs ahead, two samples have been chosen and have been analysed using the Victorian Essential Learning Standards and the Western Australia First Steps Developmental Continuum.

Throughout the last century literacy and the definition of being literate has changed and evolved. No longer are teachers at an advantage by creating curriculums based on traditional lessons of ‘reading and ‘writing’. One must now incorporate every day language, and cultural influences, including technology to enhance the learning experience (Callow, 2011). Within the classroom, context and it’s various forms are highlighted (McDonald, 2013), and children are benefiting greatly from the allowance of multiple modes of learning, including visual and text used together as well as separately (Christie, 2005). Introducing a standard set of guidelines for the Australian Curriculum (ACARA, 2009) a definition of literacy can be set and built upon. Gee (2009), places emphasis on the need to understand ‘acquisition’ and ‘learning’, to greater understand how children learn. The following texts highlight the various valuable and relevant information needed when determining what literacy actually means, with particular highlights on context in its various meanings, and how the educator can best teach literacy and literature in an evolving environment.