Comprehensive Literacy Plan For Reading And Writing Best Practices In Elementary Through Middle School.

3967 words - 16 pages

Hutchinson, CLP PAGE \* MERGEFORMAT 17
Running Head: Comprehensive Literacy PlanComprehensive Literacy Plan, Part 1dale HutchinsonEDU-E504Jones International UniversityMay 28, 2008AbstractIn this Comprehensive Literacy Plan the use of Reader's and Writer's workshops are explained and given their common uses as described by the author Joanne Hindley backed by the research done for the book Best Practice, Today's Standards for Teaching& Learning in America's Schools. The plan that I have herein described is suitable for first grade. The levels individual instruction for students are outlined and given an approximate time. Although the times are approximate, obviously these can be adjusted to fit the needs to any learner. There are specific groups whose needs are addressed. And finally, there are different assessment methods to show student growth. By implementing this plan into any classroom, the Reader's and Writer's workshops can be meeting the literacy requirements within their districts.Comprehensive Literacy PlanPart IIntroduction.My name is Susan Hutchinson. I have a Bachelor's of Arts degree in Business Administration, Human Resources and have also completed the alternative certification program through the Florida Department of Education. I have lived and worked in Florida for the last ten years in various jobs until I found something I truly enjoyed, teaching. I taught fourth grade at a fairly small school called Calusa Elementary, which is part of the Pasco County School system in Florida. I absolutely loved it. I taught in a pod which is comprised of four classrooms around a middle open space. These other classrooms were considered my team. We would meet weekly to determine how to rotate students based on recent assessments in various subjects. Each week or month, depending on the subject, we would rotate the small groups around to various teacher team members in the hopes of raising student achievement. I worked in a group that had one third grade, one fourth grade, and two fifth grades. I had twenty seven students in my classroom. My strongest focus quickly became classroom management because without that no learning could take place whatsoever. I also learned that some of the strategies given to us in a teacher's edition text manual were not the most effective for engaging student learning or achievement. Although I did allow the student's to work at their own pace for the most part, I did push the lower achievers in the hopes of making more than one year's growth academically in the calendar year. I was given the teacher's editions and curriculum maps to follow, which were not to be deviated from at all. Since I was a new teacher, I also had no input as to what was going to be taught how. Although it was nice having some kind of "roadmap" to follow, it was difficult to find things that interested some of my students for motivation.Parent and Teacher. I had always envisioned myself as a teacher because my mom was a teacher....

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