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For this field visit experience i was lucky enough to be placed in classroom with a literacy focused teacher. The students visit different classrooms for science and math instruction. I learned that there is a lot of effort, time, and materials that go into instructing literacy effectively and completely. I was also lucky to be placed at a school with multiple modalities of resources to help instruct literacy. The use of computers, and chrome books motivates children to want to learn. These kids are growing up in a completely digital age, so it would make sense that their main mode of instruction is digital. In my future classroom i hope to have the same availability of resources and tools to help me teach literacy effectively and completely so that my children get the most out of my classroom.

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In the classroom there were multiple interventionists that come in and out of the classroom. These academic intervention service employees pull students out of the classroom for speech, reading, and writing. Some interventionists pull multiple students for the same support, but other times, only one students gets pulled out.

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It is organized by genre in little white baskets with small decals on the front of each basket to make it easier to distinguish one basket from the other.

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Included below is a spelling test taken from the Jan Richardson book completed by a student in the classroom in which i was observing.

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Ability Grouping
There are guided reading groups posted on the front wall with name tags made by the students with only their initials as an indicator. i believe this is to deter anyone from knowing who is in what group. The group names are different colors which dissolves any potential for any "smart" or "dumb" labels the students might otherwise impose on certain groups. One child is by himself in a group (K reading level) he is told frequently that it is a privilege to work with a teacher one -on-one instead of in a group with other students.
Tracking
During their guided reading groups, the teacher uses one post-it note for each student. They read a passage from the text to the teacher while she listens and marks down one thing they have mastered (marked with *) and one thing they need to work on (marked with a -). These post-it notes go into a tracing binder and are shown to the parents at each parent teacher conference to show the student's progress of reading.

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I observed many "I can" statements taped to the walls all around the classroom. These directly correlated with the NGLS standards but with simpler more comprehensible language for an easier understanding of what was expected of the students.

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Literacy is taught from 8:30am to 10am. Lessons I have observed contained power points regarding fluency, interactive read alouds, writing instruction, guided reading groups, and individual reading and writing in independent writing journals. Because there is a wide variety of modalities presented in the classroom, students are able to switch up activities daily and immerse themselves in many different types and genres of text. Included are pictures of several anchor charts that were made during the initial teaching of lessons and later hung up around the classroom for future reference.

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Digital Resources to Support Literacy Instruction

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Digital Resources to Support Literacy Instruction

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All classrooms in the Warsaw Elementary School have a set of 5 chrome books for the children to utilize during literacy instruction. Students are allowed only 20 minutes a day on certain literacy instruction games and websites.

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Each classroom also has 4 desktop computers used for the same purpose as the chrome books

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Resources to Support Literacy Instruction

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Resources to Support Literacy Instruction

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Students are given a "tool kit for close reading". While students are in their guided reading groups, they use these tool kits to help with comprehension and overall understanding of the text. These kits contain dry erase markers, erasers, extra pencils, regular markers, laminated tips on remembering essential literacy strategies etc. Having a kit of their own, i noticed students felt motivated to use them to help in every day reading outside of their guided reading groups as well.

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Literacy Instructional Programs (Jan Richardson)

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Literacy Instructional Programs (Jan Richardson)

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An Assess-Decide-Guide Framework for Supporting Every Reader
The whole school uses the Jan Richardson model for literacy instruction. This allows for consistency throughout grade levels, leaving less room for confusion and steps backwards from the students learning of literacy.

This book contains:
- All the planning and instructional tools you need to teach guided reading well, from pre-A to fluent, organized around Richardson’s proven Assess-Decide-Guide framework.
- Prompts, discussion starters, teaching points, word lists, intervention suggestions, and more to support all students, including dual language learners and struggling readers.
- 29 comprehension modules that cover essential strategies—monitoring, retelling, inferring, summarizing, and many others.
Source: http://www.janrichardsonguidedreading.com/jan-s

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-16 students
-1 teacher
-1 special ed teacher