Ideal

Literacy Classroom – Grade 1

University of Alaska Southeast
ECE 661
Allison Erickson
December 8, 2014

Introduction

My personal teaching philosophy is informed from classroom experience as a teacher

assistant and a MAT candidate; my role as a coach, mentor, and parent; and my career as
a biologist. It is through these experiences that I have developed a teaching philosophy
that is supported by four foundational tenets:

1. I will respect every student.

2. I will provide well-planned, standards based, and student focused (differentiated)
curriculum.
3. I will expect and measure achievement from my students.
4. I will teach and practice life-long learning.

In support of these goals, this document is developed to articulate my personal

philosophy of teaching and learning early literacy in a 1st grade classroom, and the
research upon which my practice is based. Literacy is an engaging and important life-
skill, and I believe that my role as an educator goes beyond teaching the skills involved
with reading, writing, and speaking. My role is to spark an interest and engagement with
literature that will inspire my students to appreciate and enjoy a life-long love of reading.

My Philosophy of Early Literacy Education: Where we are going.

In teaching literacy to emergent readers, my philosophy is founded in constructivist

learning theory and Universal Design for Learning (UDL) concepts. As an advocate for
the constructivist learning philosophy, I believe that students grow their knowledge by
building it, or constructing it from the inside, through their experiences in their
environment (Ferreiro, 2009). As such, the literacy experience in my classroom is
supported by multi-sensory and meaningful literacy experiences exhibited through a lens
of Universal Design for Learning: multiple means of representation, multiple means of
expression, multiple means of engagement, and multiple means of assessment (Brand and
Dalton, 2012). In addition to supporting various learning styles, UDL honors the inherent
diversity in a classroom. This diversity comes in many forms: cultural (ethnic and
religious), developmental, academic (ability), socio-economic, gender, and age. While
this list is not inclusive of all potential differences that students could bring to the
classroom, it brings to light the wide range of considerations that must be taken into
account when planning an inclusive classroom community. A diverse student body brings
a variety of perspectives to a concept, and my role as an educator is to utilize diversity as
a means of enhancing the educational experience. UDL strategies allow for presentation
that can engage multiple learning styles.
In addition to lesson presentation, it is imperative to encourage a dynamic mindset, one
that is rooted in a confidence toward continual growth. Knowledge is fluid and dynamic,
and reinforcing the potential for progression is an important component in the support of
students at all levels of the learning continuum. My students are shown that learning is a
journey, and along the way they acquire new skills and knowledge. Each student is
capable of acquiring new skills, and with the right support, each student will grow their
knowledge base and learning capability (Johnston, 2012). Focusing student attention on
this dynamic growth mindset is a cornerstone of my teaching approach.

The literacy experience in my classroom supports students in their growth and

development through the continuum of literacy skill development. Lessons and activities
are designed to meet students where they are, and support them as they progress through
their learning process. I believe that student progression is fostered through exposure to,
and participation in, an engaging classroom experience that is responsive to the
individual needs of the student. Using theories of development derived from Jean Piaget
and Lev Semionovich Vygotsky, my approach is to expose students to literacy in a
developmentally appropriate way and provide content that is within their zone of
proximal development. Appropriate scaffolding supports and nurtures their interest in
literacy, fostering an intrinsic motivation toward future learning. I strive for active
construction of meaning so that students gain a more in-depth understanding of the
material (Wilson and Peterson, 2006).

First grade students can actively construct knowledge through an exposure to literacy that
aligns with the world that is familiar to them. In addition to relevant and engaging texts,
literacy is experienced through art, music and play (such as socio-dramatic play) that
mirrors and/or complement the world in which they participate (Hall, 2008).

Classroom curriculum will be standards based, with content delivered in such a way that
supports learning to all students. Standards, such as the National Common Core
Standards (www.corestandards.org) provide consistent, strong, and clear benchmarks,
These guide me, as an educator, towards the foundational concepts that my students
should master during their time in my classroom. Standards provide some form of
consistency to ensure equitable content across schools, communities, and states by
building unity in understanding of objectives. A professional understanding of the intent
of the standard must be coupled with a holistic understanding of the students with whom
I work; this facilitates the delivery of a well planned and an effective learning experience.

My Methodology and Environment: How we will get there!

My ideal literacy classroom is a welcoming place that engages a diverse group of

students. Through the CAST concepts of Universal Design for Learning, I provide
multiple means of perception, action/expression, and engagement (CAST, 2011) in an
effort to engage all of my students in the learning process. I utilize a variety of lesson
strategies that provide a gradual release of responsibility from teacher to student (Lacina,
2010) (Figure 1).
 Direct Shared Guided Independent or
Instruction, Reading, Reading, Silent Sustained
Reading Interactive Guided Reading,
Aloud Writing Writing Independent
Writing

Figure 1: The gradual release of responsibility from teacher centered to a teacher

supported experience.

The Classroom

In presentation of literature, read-aloud books and exploration books (those available to

students) will have a wide range of topics, a diverse make-up of characters, a variety of
reading levels, and include stories from various cultures and traditions. Classroom
discussions will be facilitated so that students can contribute in a variety of ways,
including large and small group discussion, writing, drawing, or individual discussion
with the instructor. Classroom projects and themes will be differentiated to support
individual needs, and their content will represent the various cultures and traditions of our
diverse society.

Artwork on the walls (photographs, printed materials, and drawings) will reflect the
world outside of the classroom. Literacy centers, at which books of varying content are
accessible in an inviting manner, are established throughout the classroom and are
available to students during independent work time, exploration time, and reading/rest
time. Additional exposure to literacy concepts are evident throughout the room to further
reinforce that text conveys meaning, and that spoken language can be represented
through print (Meyer, 2009). Classroom items (desks, computers, markers, etc.) are
labeled in an eye-catching manner. Color words, numbers, number words, sight words,
and calendar words are prominently displayed to reinforce the relationship that print
represents words, and words represent objects. For many students this skill be well
engrained, while others may still benefit from the reminders. A conceptual floor plan of
the classroom, demonstrating the various areas of the classroom where literature is
accessible to students, is provided in Figure 2.

Figure 2. Conceptual Classroom Design

Instructional Methods

The acquisition of strong literacy skills (reading, writing, and speaking) is foundational; it
is used in all content areas and supports a lifelong appreciation for learning (Dorst, 2006).
Literacy content includes not only the mechanics (or process) of print, but also
comprehending, evaluating, questioning, and appreciating the content that is consumed or
produced. I employ a whole-language, progressive approach to literacy, where learning
takes place on a developmental continuum that is unique to each student.

First grade students will likely have progressed along the continuum of literacy
development due to their experience in a kindergarten classroom. Generally speaking,
kindergarten students will have initiated development in their phonemic awareness
through exposure to letter names, letter sounds, sight words, and the mechanics of printed
literature. By first grade, many students will have been practicing invented spelling,
approximated (phonetic) spelling, and conventional spelling (ELIPSS,) and be applying
these skills to more complex words. The phonemic awareness, especially with struggling
students, is an important component of my approach to literacy, and reinforcement of
these strategies will be integrated into my classroom through a variety of daily activities
that challenge students to identify phonemes in the world around them (Licina and Silva,
2010). Phonemes are one component of the whole language experience, so instruction of
these concepts will be done in a way that is “natural” (i.e., students appreciate that print is
an extension of their own language competencies); they apply their learning to familiar
and functional activities (Goodman and Goodman, 1979 in Stahl and Miller, 1989). This
will also be supported through direct instruction as needed.

First grade students will be continuing to build their conceptual understanding of the
process used to construct the written language (Kamii, 1991). As they deepen their
understanding of the concept, they can more thoroughly utilize written language to
express their experience of the world around them. Writing opportunities are embedded
within all areas of study, and students are encouraged to employ writing skills throughout
the school day. Writing is purposeful and relevant, and the appropriate level of writing
instruction is imbedded within other areas of study (Cambourne, 1995). In practice,
teacher directed and interactive writing will evolve into guided writing, which will then
become independent writing. This process supports the gradual release of responsibility,
where support is gradually transferred from the teacher to the learner as understanding
and skills develop.

Students are presented with a variety of fiction and non-fiction literature in all subject
areas through read-alouds, group reading, independent reading exploration, and writing
activities. In addition to “subject specific” study, students will utilize their literacy skills
through an integrated curriculum, where a variety of subjects and skills are interwoven
into a broad theme or topic. A science lesson on bats is introduced through a dialogic
read-aloud of a fictional book about echolocation. Students explore new vocabulary
terms, compare bat skeletons to humans, and build technical drawings of bat anatomy
where words are decoded through a guided writing exercise. Students write their
observations in their science journals, and are provided a personalized level of support
from the instructor to convey their ideas about the project.

Providing students with independent time to appreciate books in a way that is natural to
them is essential in supporting their motivation towards literature; a foundation for
developing reading and writing fluency. Students are offered time within the daily
schedule to utilize classroom literacy materials in their own way during exploration time,
reading and rest time, and independent work time. Each student will appreciate a book
differently, and their appreciation will evolve as they progress along the continuum of
literacy development. Some students will look at pictures, others will read words; each
experience has the potential to engage the student and develop literacy acquisition. With
the goal of developing comprehension skills, I employ Dialogic Reading strategies to
encourage students to question, visualize, make inferences, predict, synthesize, and
summarize stories through one-on-one, small group, or large group discussions. To build
the skill of conceptual understanding, I will provide opportunities where students write
their own reflections about the topics discussed in our lessons.

Assessment

As a teacher I am responsible for helping each student discover their strengths and
empower them to achieve their potential. Student assessments play critical part in
supporting this goal. I use assessments to evaluate whether I am effective in reaching my
students. My students gain valuable feedback on their ability to recall and apply the
information they have learned. As I build an assessment strategy, I look to work by
Gronlund and Waugh (2009) to ensure that assessments are a means to provide feedback
to students and teachers, incentives to students, information to parents, information for
selection and certification, and information for accountability.

Both summative and formative assessments are delivered throughout the school year, and
the outputs from these assessments are used to inform my day-to-day practice with my
students (Miller, 2008). Formative assessments are designed to help me understand
where my students are in their learning process. These include conferring, listening in,
observing, examining student work samples, charting student thinking, and taking note of
student reflection, sharing, and teach (Miller, 2008). This authentic information provides
a glimpse of how students are responding to the information delivered in class, and
allows me to personalize my teaching strategies to meet the needs of my students.
Summative assessments also provide information on how individuals perform when
compared to the curriculum expectations, and how students are retaining the information
that they had learned in previous lessons. These assessments provide a “birds eye view”
of student progression, and when coupled with formative assessments contribute valuable
information to guide instruction.

Volunteers

Incorporating volunteers into the classroom is mutually beneficial for the students and the
adults (both teacher and volunteers). When well organized, it provides parents and
community members the opportunity to demonstrate that the learning process is
important, and a valuable use of their ever-extended time and effort. By engaging
volunteers in a variety of ways, I can enhance the experience for all. Parent volunteers
will have a variety of preferences, and it is important to recognize and accommodate
them if possible. Some adults will want to work directly with students (one-on-one
reading, craft and artwork projects, or individual student support in critical areas), while
others will prefer to work behind the scenes (making copies, preparing projects,
managing classroom supplies), and still others who may want to contribute their time
outside of the school day (formatting newsletters, organizing projects at home). Some
may want to share their experience with class through group presentations on their
professions, passions, or experiences. Engaging all volunteers as contributing and
valuable members of the learning environment can enhance the educational experience
for the students.

Schedule

A well planned yet flexible schedule helps the instructor ensure that important curriculum
components are scheduled and delivered in accordance with district/state standards. This
can support students as they connect their prior learning to their current learning, and are
well prepared to consume new information as they progress to the next level. The
planning process also provides the opportunity to integrate curriculum in an organized
manner, while also supporting the appropriate connections to support the learning
continuum.

The attached schedules provide a weekly (detailed) daily schedule and yearly (summary)
outline of literacy content.
Weekly Schedule
Weekly Theme
Monday Tuesday Wednesday Thursday Friday
9:00-9:30 Announcements: Announcements: Announcements: Announcements: Announcements:
Check for Check for Check for Check for Check for
Understanding Understanding Understanding Understanding Understanding
Welcome Meeting Welcome Meeting Welcome Meeting Welcome Meeting Welcome Meeting
9:10-10:30 Literacy/Writing Literacy/Writing Literacy/Writing Literacy/Writing Literacy/Writing
Read Aloud Read Aloud Read Aloud Read Aloud Read Aloud
Group Discussions Group Discussions Group Discussions Group Discussions Group Discussions
Student Writing Student Writing Student Writing Student Writing Student Writing
Brain Break Brain Break Brain Break Brain Break Brain Break
10:30- Computer Lab Music Health/Art Computer Lab Music
11:10
11:10- Recess/Lunch Recess/Lunch Recess/Lunch Recess/Lunch Recess/Lunch
12:10
12:10-1:10 Math Math Math Math Math
1:10-1:40 Library Social-Emotional Exploration Time Social-Emotional Special Activity
Learning Learning with (Theme related Craft
Associated Reading Associated Reading with read-aloud)
and/or Writing and/or Writing
Exercise Exercise or
Rest/Reading
1:40-2:05 Rest/independent or PE Rest/independent PE PE
small group Reading or small group
Reading
2:05-2:20 Snack/Class News Snack/Class News Snack/Class News Snack/Class News Snack/Class News
2:20-3:05 Science/Social Studies Science/Social Science/Social Science/Social Fun
Associated Studies Studies Studies Friday/Exploration
reading/writing and Associated Associated Associated
 reflection reading/writing and reading/writing and reading/writing and
reflection reflection reflection
3:05-3:15 Closing Meeting Closing Meeting Closing Meeting Closing Meeting Closing Meeting
3:15-3:30 Stack and Pack Stack and Pack Stack and Pack Stack and Pack Stack and Pack

Annual Schedule (Summary)

Adapted from: ASDK12.org Annual Plans, English/Language Arts, Grade 1.

http://www.asdk12.org/media/anchorage/globalmedia/documents/academicplans/languagearts/Grade-1-ELA-Academic-Plans-2014-
15.pdf

Phonics/Word Writing/Grammar Comprehension Strategy Reading

Structure/Phonemic
Awareness
Aug Review/Re-Engage Review/Re-Engage Review/Re-Engage Group Reading
Sep Application and practice Shared and Guided Predict, Infer, Sequence, Shared and Guided Reading,
of letter sounds and word writing projects, Summarize, Group Reading
structure including self-chosen
and teacher chosen
topics. Grammar
Oct As Above, introducing Shared and Guided Compare/Contrast, Evaluate, Independent Reading,
various applications such writing projects, Cause/Effect Shared, Guided, and Group
as long/short vowels including self-chosen Reading
and teacher chosen
topics.
Nov As above, including As above, including Questioning, Summarizing, As Above, introducing new
word structure, segment independent writing. Monitoring/Clarify, Noting and more challenging
phonemes Sentence structure, Details literature (including
nouns, verbs and informational text, new
descriptive words genres, etc.)
Dec As Above As Above As above, including Drawing As Above
Conclusions, Evaluating,
Jan As Above As Above As Above, including As Above
generalizing
Feb As Above, including As above As Above, introducing new As Above
 manipulating phonemes and more complex literature.
Mar As Above As above As Above As Above
Apr As Above As above As Above As Above
May As Above As above As Above As Above
Conclusion

My work as an educator is founded in my passion for the intellectual, social, and

emotional development of children so they gain confidence in their abilities and an
appreciation for the learning process. Literacy is prominent in my practice, as I believe
that the primary classroom years are crucial in developing an appreciation for the true
enjoyment that literature provides. To nurture this appreciation and build skills for future
learning, I present my students with a literacy rich environment coupled with relevant,
whole language instruction in a variety of engaging and natural ways. I approach this
task not only as an instructor, but also as a learner; someone who meets my students
where they are, learns from them, and provides relevant, authentic instruction. My goal
is to deliver a literacy experience that engages them in developing a life-long love of
reading, critical thinking, and expression through writing and speaking.
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