Literacy Comprehensive Literary Model Grade Term Paper

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Educator Patricia M. Cunningham says in "What Research Says about Teaching Phonics," for example, that children do profit from systematic phonics instruction. However, there is more than one effective way to teach phonics. Positive results are the result of a high level of interaction, classroom management, explicit skills teaching, curriculum integration and a great deal of enjoyable reading and writing practice.

References

Gambrell, L.B., Morrow, L.M., Pressley, M., & Guthrie, J.T. (Eds). Teaching children to become fluent and automatic readers. Journal of Literacy Research 38(4): 357-387

Morrow, L.M., Gambrell, L.B., & Pressley, M. (Eds) (2003) Best practices in literacy instruction. New York: Guilford Press.

Reutzel, D.R. & Cooter, R.B. (1996). Teaching children to read: From basals to books, 2/E. Upper Saddle Ridge, New Jersey: Prentice-Hall.

A balanced literacy program is a very effective means for enabling children to become successful, independent readers and writers. As part of this process, teachers provide a comprehensive program by incorporating curriculum in reading, writing, listening, viewing, speaking, language and literature. As they promote positive reading and writing skills, the teachers inter-relate abilities and strategies across the literacy spectrum.

At the same time, they also integrate other disciplines such as social studies, science and mathematics in research, discussion, problem solving, journaling, and presentations. The whole goal is to enhance the power of thinking on one's own with the knowledge provided. Offering such experiences ensures children will have a balance of supportive and challenging learning opportunities.

Overview

Beginner Reader

Early Reader

Level II. Readers

Goals:

Recognize that print offers an important message.

Pair spoken and written words

Can read fluently without decoding many words.

Know the concepts about print, such as left to right and top to bottom

Understand and begin using more vocabulary words.

Regularly uses cues to understand message.

Follow reading behaviors, such as intonation and pauses.

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Use cues such as phonics, meaning and structure to know meaning of a text.

Relies on the text information for message.

Copy language patterns in familiar books.

Show knowledge of print, including punctuation, type face, etc.

After hearing/reading story is able to retell, summarize, and infer meaning.

Learn all letters either by sound, words that start with, etc.,

Start using reading strategies for a variety of texts.

While reading to self, can self correct.

Begin writing with initial sounds of words.

Summarize in detail and relate in order text read or heard.

Can understand meaning through deduction, inference and personal experiences

Tell stories and retell what has heard.

Start self-monitoring when reading to self

Read strategically from various materials.

Explain the meaning behind a short story or book.

Use drawings and personal experiences to enhance meaning of text.

Ability to hear/read story and then ask questions on what was heard/read.

Strategies:

good reader is not only a student who knows the skills, such as letters and sounds. It is also someone who uses specific strategies while reading to enhance meaning and knowledge gained. This person does not only read the material, but applies higher-level thinking skills, inferring and problem solving in the process. Someone who just learns the mechanics but not application and enhancement will not grow on the skills acquired. Experience is an essential aspect of reading strategies. A teacher will help the students incorporate their other knowledge and experiences in and out of the classroom with what is read.

Strategies for each of these areas:

Reading strategies -- decoding

Context and picture cues

Sounding out Recognizing patterns

Reading strategies -- comprehension

Prediction

Sequencing

Summarizing/retelling

Writing strategies -- encoding

Approximate spelling

Word spacing and other conventions

Letter formation

Writing to express meaning.....

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