Artifact #6

Writing Professional Development for Colleagues

ED 971-BL ST: Balanced Literacy in the 21st Century

Taken Winter Intersession 2014

ED 917 Detection, Analysis, and Remediation of Reading Difficulties in the Middle and Upper Grades

Taken Fall 2013

Overview

As an educator, I am constantly looking for what works. I read teacher magazines, I surf the internet for great resources, and I look to my fellow teachers for advice. So in ED 917 when we had to create different intervention plans for aspects of literacy, I was excited. I love hearing from others what has worked for them and what has not. I love hearing their thoughts and opinions. I think that to be a great teacher, you need to understand that positives and negatives of each piece of learning. There are so many different learners that come through your doors, there should be just as many tools in your teacher toolbox.

Competency 10: Child and adolescent development and the timing of formal reading instruction

Students progress through different stages of academic and personal development throughout their childhood and adolescence. So for a teacher to make a positive impact with the child, they must have the knowledge of these stages and what they can do to help them throughout the different stages. They also need to have a knowledge of the different stages in order to detect if something is amiss or if there is a disability that may come into play with the child's academics. They will be able to distinguish between whether or not a child is progressing or if they are in the path of becoming a struggling or remedial reader. Teachers must provide instruction to all students that will help them become successful, especially when learning the fundamental skills of reading. The best approach to teaching reading is whatever is best for each student- differentiation instruction so that all students can learn the same skills, just in their own way.

Creating a wealth of reading resources is a huge part of reading development, especially having a well stocked reading library within the classroom. This helps contribute to a literacy rich environment that students can succeed in their own way. Having a knowledge of what curriculum is expected to be taught should help shape what is within the classroom library. The books should support and help learning. Having knowledge of the developmental stages help teachers plan instruction, incorporating phonemic awareness, phonics, fluency, vocabulary, and comprehension instruction at developmentally appropriate times. After direct instruction for the students to engage in, they need to have the opportunity to practice the skills independently. There should be a balance between instruction being solely a teacher focused aspect and having students take the reigns by combining direct instruction and students practice with the incorporation of literary materials and resources, geared towards the various student's learning levels.

Competency 13: Methods to support classroom teachers and tutors in the improvement of reading instruction, including consultation techniques and professional development

During ED 917, graduate students were required to complete a presentation on a given intervention strategy. Writing was the assigned presentation for my group and we discussed what writing is, how it relates to the Common Core, the different modes of writing, who would require writing intervention, the different writing programs that can be used for intervention, instructional routines, and different tools that students can use to assist within intervention.

Writing is an essential part of literacy. Without writing, students cannot prove their comprehension of the given reading. They need to be able to effectively communicate their knowledge to others. Being directly taught the essential pieces of writing can assist in reading as well. Knowing the writing process allows students to have knowledge as to how writers and authors created their own pieces of writing.

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