I really enjoyed reading chapters five and two in the Flint and Collins because I was able to understand how to put together a literacy block. I have observed literacy blocks, but I have never actually learned how to put one together and these readings were very helpful in learning that. I like how Flint gives literacy programs and approaches and Collins delves deeper into creating literacy blocks.
In chapter five of the Flint reading I identified and related a lot of what I read back to my fourth grade classroom. Under the National Reading Panel's guideline to use scientifically based reading methods, my school system has adopted Reading Street by Scott Foresman and this is its first year in use at my school. With this program the teachers are given specific trade books and an anthology to use with their classroom. The one good thing that I like about this curriculum is the textbook that the students are provided with. I have looked through the book and it has some great pieces of literature, that so far, my students have really enjoyed reading.
So far I have not seen any writing done in the classroom. Durham's curriculum does not start writing until this week, so when I go into the classroom on Wednesday I should be seeing writer's workshop. Previously with the literacy block, my teacher would start with a mini lesson, do an interactive read aloud which the students love, and then move into reading centers. These centers involve independent reading, buddy reading, guided reading groups and library time. For many of my students this is their favorite part of the day and I am able to see how much the students enjoy reading especially when they can read what they want to read and what will be meaningful to them. One of the most important parts of successful literacy development is to have an extensive classroom library. In my classroom our libary is separated into genre's. One thing that I have noticed, which I'm sure is common in any classroom is that the male students usually go for the non-fiction text. This will be something that I will keep in my mind as I am building my classroom library.
Now that I have gotten an overview of literacy programs and approaches, one of the most important things that I am going to have to look at when applying to school districts/systems is what kind of approved literacy program they are using. Then I am going to have to determine how I am going to organize my classroom using basal materials. I wish that teachers had more freedom to choose authentic texts and develop their own reading/writing curriculum without having to use a scripted one. At the same time, I also see why my school district in particular wants things more uniform across the district.
finding nemo bathroom
1 year ago
I totally agree Liz. Chapter 5 and 2 were much more beneficial than any of the other chapters we have read previous. I felt that this chapters overview of what a literacy block should look like in the classroom. However, I do not agree that the Reading Street text or the prescribed unit lessons provided adequate student lessons for students. I have also flipped through the Reading Street text and I do agree that it does contain some good literature but I do not believe that it is a great resource on its own. It needs massive modifications especially for students that have either fallen behind or are further ahead. I believe that a good text and program showed address multiple levels of learning which the Scott Foresman curriculum does not provide.
ReplyDeleteSee ya tomorrow Liz,
Nic
I really enjoyed reading your blog, Liz! Somehow I had never stumbled onto it and found myself reading many of your posts. Ok, enough stalker talk from me.
ReplyDeleteI love how you mentioned that when you are in interviews for next year you would be asking what kind of literacy program they use. We so often make connections to our current classrooms and schools that we forget that we are learning this for our future. Everything we are reading and doing is aimed to help us when we are teachers. I also agree with you that these reading were helpful in determining how to plan a literacy block. For my classroom we have silent reading first thing, then math, and then spend the rest of the morning (until lunch) with literacy. The transition between reading and math, and then from math back into literacy can be problematic for students. These reading challenged me to think if it would be more effective to have a planned literacy block.