In B&D
Chapter 7, developmentally appropriate practice was at the forefront as a
necessary component of emergent literacy. Being an early childhood advocate,
this is something I am very familiar with and was excited to see brought up in
conversation. Based on what is considered developmentally appropriate, it is
imperative to determine what the standards identify is most important skills
for comprehensive literacy program to focus on and include. Among those skills
are: alphabet knowledge, directionality and linearity, concepts of words in
texts, rhyming, segmenting, and blending words, knowing grade-level appropriate
phonics, and the ability to read grade-level appropriate texts with fluency.
The authors of the chapter go on to discuss the importance of
“moment-by-moment” interactions. There are many successfully implemented basal
programs have little to no impact on a students’ learning. The authors state,
“clearly it is not the use of materials or implementation of the script per se
that constitutes quality instruction; it is instead the moment-by-moment
interactions during which teachers respond to cues by children and adjust their
teaching accordingly” (p. 133). This particular quote stuck out to me in terms
of how we are adapting and implementing professional development. Many of
already have “scripted” curriculums that tell us what to say and how to say it.
What is more meaningful, however, is allowing our students to drive our
instruction, even when we are required to use the “script”. It discusses some
authentic ways to accomplish this, such as through interactive writing and read
alouds. These can provide our students with more meaningful and engaging
experiences than what our script provides us.
Question:
1. Looking at the case example, have
you faced any issues similar to Caroline’s, and how did you overcome them? If
you haven’t, how do you think Caroline may be able to overcome hers?
B&D
Chapter 8 provides an important quote that I felt encompassed a lot of what the
chapter had to offer. It states, “understanding that a solid literacy
curriculum must be comprehensive—including all the important components of
literacy—and balanced in nature is important for the kind of student
achievement gains that all literacy leaders would like to see” (p. 150).
Comprehensive and balanced, what a great way to describe what a literacy
curriculum should be! Among the components discussed in Chapter 7, there were
some additional ones mentioned in Chapter 8: concepts of print, phonemic
awareness, phonics, vocabulary, comprehension, fluency, critical thinking,
motivation, and writing. The standards set in place should aid teachers in find
ways to teach the literacy curriculum, and include these necessary components.
Literacy leaders can help teachers by developing curriculum maps, conducting
walkthroughs, and selecting a variety of texts and materials for students to
read. Literacy leaders must select a quality core reading program that spirals,
so that students are interacting with the same information multiple times, and
in more complex ways over time. The core reading program needs to be suitable
for all of the different populations represented at the school. In addition to
finding it, literacy leaders need to ensure that teachers are using the program
in the most effective and appropriate ways. Teachers may need assistance
matching texts with their students’ needs.
Question:
1. Based on reading this chapter and
your own experiences, what are some barriers likely to arise as literacy
leaders implement the standards described herein? How can these barriers be
overcome?
The ideas
presented in WSQ Chapter 4 were very similar to ideas presented in the B&D
readings. It discusses the idea of spiraling, as discussed in chapter 8, and provides
some suggestions for how to support literacy learning: foster a love of
reading, emphasize the use of vocabulary and help them make sense of print,
discuss the functions of print, aid them in acquiring print awareness, provide
opportunities to listen and respond to stories, provide an authentic experience
for learning the alphabet and the sounds letters make, provide phonics
instruction and opportunities for students to write independently. Chapter 4
provides a number of different strategies that can help teachers implement
these components into their classrooms. Assessment is an important component of
any literacy program. These assessments are used not only to determine the
growth of the students, but to also determine how successful the program itself
actually is.
In WSQ
Chapter 5, it discusses the implementation of an effective multi-year literacy
program based on the school’s infrastructure. It suggests, based on research,
using the Standards Based Change (SBC) Process. This process guides teachers to
creating their own curriculum, assessment, and instruction. It begins by
establishing three “pillars” that create the foundation of the infrastructure:
the principal, the curriculum leader, and a vertical leadership team. Each of
these “pillars” plays an integral, but different, part in assisting in creating
the change process. They follow what they call the “To Do Cycle”. This cycle
includes four stages: vision statements (identifying what you want your
students to accomplish), end-of-year learning goals, or the staircase
curriculum, evidence systems, and evidence-based teaching. These evidence
systems create different rubrics and scoring tools in order to determine what
the students learned. Once they collect evidence, they determine how to use the
information to foster improvement. Once they have collected all of their
evidence, the school shares what they have learned from their data, in order to
determine how well the entire school is doing. It also serves as a way for each
grade level to determine what they can do to improve their instruction
specifically.
Based on what we’ve read in Chapter
5, and looking at the results of the needs survey as it pertains to your own
school, think about and answer these questions:
1. How does infrastructure in your
school support literacy improvement efforts? What changes might be necessary to
ensure sustained change?
2. What steps has your school taken
to ensure teacher ownership over the curriculum? How well aligned are
expectations across classrooms and grade levels?
3.
How does your school balance institutionalizing new curriculum efforts with a
continuous cycle of reflection and improvement?
