As an early childhood classroom teacher, my number one goal was to expose my students to many different types of print each day. My students were exposed to various types of genres to show the creativity of the written word. Reading instruction was a blend of whole group instruction, small group instruction, and literacy workstations. Students engaged in reading, writing, and speaking activities throughout the day. New literacies were incorporated into content area lessons to prepare my students to meet the ever-changing demands of life in the 21st century. Technology was utilized to help meet the diverse needs of all students. Home-school communication was a vital part of my literacy program and allowed for parents and guardians to maintain a pivotal role in their child's education.
After teaching in classrooms from kindergarten to fifth grade, I have learned many strategies for literacy instruction. My own early experiences have shaped what I know about literacy and its power in life. These experiences have challenged me to research best practices in order to best serve my students. I regularly seek out advice from my peers and read teacher blogs online to stay current with new strategies to use in my classroom instruction. As I continued to grow in my knowledge of quality instruction, the structure of my classroom continually evolved.
"For the teaching profession to thrive, its members must be deeply familiar with the body of research-based knowledge about what will work to better educate children." (Rickenbrode & Walsh, 2013)
What does literacy instruction look like in your classroom?
How has your experience shaped your ideas of what literacy should look like?
Leave your comments below!
Mrs. Lang
References:
Rickenbrode, R., & Walsh, K. (2013). Lighting the way: The reading panel report ought to guide teacher preparation. American Educator, 37(2), 35.
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