Literacy Programs
Literacy has been defined in the National Literacy Act of 1991 as the acquisition of skills that enables an individual “to read, write and speak in English and compute and solve problems at levels of proficiency necessary to function on the job and in society, to achieve one’s goals and one’s knowledge and potential” (qtd. in Chu, 1999, p. 342).
In order to achieve this objective, many educators have begun to formulate and implement balanced literacy programs. This “balanced approach to literacy” (MacKenzie, 2001, p. 222) involves the integration of diverse philosophical models such as the combined use of phonics- and literature-based curricula to develop reading, writing, vocabulary, speaking and listening competencies (MacKenzie, 2001; Mohr, 2004).
In this paper, the seven essential components of a first grade balanced literacy program will be identified and discussed individually. Apart from the brief descriptions of each of these components, the reasons for their inclusion in the program will also be provided. More specifically, educational research, as well as information gathered from my own observations and assessments, will be utilized to determine which components should be incorporated in the program.
The Term Paper on Balanced Literacy 2
... bring closure to the selection. The read-aloud component in a balanced literacy program is imperative because it helps to: provide ... to words that I already know?'” The next component of a balanced literacy program is guided reading. Guided reading is an ... in words, and develops print concepts.” The final component of a balanced literacy program is having weekly (at least) assessments of ...
Components of a First Grade Balanced Literacy Program
In this section, the following components of a first grade balanced literacy program, as derived from various sources will be described and discussed. They include: a) word wall; b) readin
are learning how to engage in the complete writing process from converting their ideas into print (with the help of the teacher) to generating the sentences. By modeling the process, the teacher also replicates the challenges confronted by the students when they take on the writing task on their own. Therefore, shared writing can build the students’ interest and confidence in reading and writing (Kaufman, 2002; MCPS, 2003).
Guided Reading and Writing With guided reading and writing, the teacher provides individualized guidance for the students throughout the reading and writing process by teaching them strategies, which will help them perform reading and writing tasks independently. Students are typically placed in small groups according to their reading and writing level, or learning needs. The teacher groups the students and selects the reading materials based on the data gathered from running records and observations. The reading materials chosen should be compatible with the reading level of the students, while containing difficulties that will compel the students to utilize reading strategies to resolve them (Kaufman, 2003; MCPS, 1999, “How are Guided Reading Groups Determined?”).
In a typical guided reading session
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The Review on Writing Students Teachers Words
A Research On Teaching Extensive Writing! SSThe best way to test people! |s writing ability is to get them to write. !" - Hughes, 1989: 75 in Charles & Bachman (eds), : 1) I. INTRODUCTION This study was set out to measure the writing ability of students in terms of number of words that were written by students in certain time. This study was carried out at the Nong lam University! V Center for ...
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The Essay on Early Reading Program
The article Experts Eschew Narrow Reading of Early-Literacy Study by Kathleen Kennedy Manzo discusses an important topic, focused on promoting programs for pre-schoolers that will enhance their reading skills by the time they reach their elementary years. “A long-promised review of early-reading research concludes that teaching the alphabet and letter sounds in preschool strengthens children’s ...
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