Begin your project by articulating your philosophy/beliefs about literacy learning as it relates to our discussions in ED 378. Your philosophy (beliefs) must relate to specific theories/theorists and must be reflected in your entire literacy plan and the classroom design.
I chose Brian Cambourne's conditions of learning theory: Children can acquire early oral and written language easier when certain conditions are present at home and at school
Directions: Task I: Written Plan: Deadline 1 Philosophy/beliefs about literacy learning (Course Goal 1; Criterion 1; AEA Conceptualization; WTS 1) Begin your project by articulating your philosophy/beliefs about literacy learning as it relates to our discussions in ED 378. Your philosophy (beliefs) must relate to specific theories/theorists and must be reflected in your entire literacy plan and the classroom design. (Note: The rest of your plan, therefore, will be an example of the application of the theory you discussed in your philosophy/belief statement. You must cite the theory/theorist within both your philosophy and plan. This will show your understanding of the connection between theory and practice. ) Range of reading, writing, word knowledge/orthographic/spelling development and oral language considerations (Course Goal 2; Criterion 2; AEA Conceptualization; WTS 1) Summarize the range of reading and writing behaviors of the students in a kindergarten (ELC) or first grade (ELM) classroom, with particular focus on emergent and early readers and writers. (Integrate word knowledge/orthographic/spelling behaviors into your discussion.) Discuss the possible range of oral language development in your classroom, including considerations for children for whom English is a second language. (Note: Use the class Reading/Writing/Word Knowledge/Orthographic/Spelling developmental continua resources to guide this component of your project.) Deadline 2 The role of the teacher (Course Goals 1,2,3,5; AEA Conceptualization; WTS 1) Describe the role of the teacher in the kindergarten or first grade classroom in developing an effective inclusive literacy learning environment and in planning optimal instructional experiences to address the diverse needs of the students. The interview team will be specifically looking for how you differentiate instruction to meet the diverse needs of the students within your classroom as you discuss the following components: Assessments: List specific literacy assessments will you use for reading, writing, word knowledge/orthographic/spelling, and oral language development and explain why each is appropriate for the students in your classroom. Explain how these assessments will help you to plan for instruction. Concepts/Skills/Strategies: Provide a list of literacy concepts, skills and strategies that are appropriate to the developmental levels of the students within the classroom in reading, writing, and word knowledge/orthographic/spelling. (What will you teach the students, based on your assessments, to construct meaning in both reading and writing?) Instruction: Explain in detail the components of balanced literacy instruction and how they will facilitate the development of the literacy concepts, skills, and strategies stated in the previous bullet. This is where you will explain your understanding of the components of balanced literacy instruction: Reading: interactive read aloud, shared reading, guided reading, independent reading, Writing: modeled writing, shared writing, interactive writing, guided writing and independent writing Word Study For each component listed above, discuss: the purpose, in relation to the theory, and specifically what it would look like in your inclusive classroom the role of the teacher the role of the student the role of the environment the materials and/or genre you might use to support each of the components Highlight specific strategies you would incorporate within these components of balanced literacy to support the literacy learning for children for whom English is a second language. Task II: Classroom Design (Course Goals 1, 2; Criterion 4; AEA Conceptualization; WTS 1) Now that you have completed Task I: Draw a floor plan of your kindergarten or first grade classroom. This floor plan should support your written plan. Explain how your floor plan supports your philosophy and instructional plan. Task III: Self-Reflection and Goal Setting (Your Professional Development Plan) (Course Goal 4; Criterion 5; AEA Diagnosis; WTS 9) Preface: The final task of the literacy plan is the development of a Professional Development Plan for you as an on-going learner. (Note: As part of the DPI licensing process, you will be required to develop a yearly plan for your professional development. This task will help you to begin this thought process. ) Directions: Based upon your understanding of literacy learning and teaching as demonstrated by your performance on the attached plan and classroom design and rationale, identify three areas you feel you need to further develop to strengthen yourself as a teacher at the kindergarten or first grade level of instruction. List each area and provide a rationale to support your selection, citing evidence from your entire plan.