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This portfolio helped me as a future teacher by giving me an opportunity to a) define important literacy terms/ideas and b) arrange and categorize information regarding these terms/ideas.  By doing this, my knowledge and skills on these issues have been refined.  Additionally, I have been able to assess areas of needed growth in my own teaching. I now have a self-made resource that I can reference in the future when I have literacy thoughts or questions.
In the process of doing this portfolio, I learned specific ways for implementing, among other things, comprehension and vocabulary development strategies.  This was helpful to me. InTasc Standard #8 is the standard on Instructional Strategies.  It reads: "The teacher understands and uses a variety of instructional strategies to encourage learners to develop deep understanding of content areas and their connections, and to build skills to apply knowledge in meaningful ways."  This assignment helped to address this standard.  For example, I was able to find apps that can aid in vocabulary development.  The use of apps in vocabulary development is a variation on vocabulary instruction and can even aid in developing "new literacies!"  Assignments like this, along with professional development in literacy for teachers, are important because it allows teachers to develop knowledge and skills that enable us to provide students with valuable learning experiences.  As we grow in our knowledge and skills, we can expect our teaching to be more impactful.

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Essential elements of digital literacies

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Essential elements of digital literacies

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Dr. Doug Belshaw is a Researcher/Analyst at JISC Advance where he researches and advises on issues around open education and innovation. A former teacher and senior leader with experience of all sectors, Doug is also co-kickstarter of Purpos/ed which aims to encourage and sustain debate around the purpose(s) of education.
Doug recently completed his doctorate on digital and new literacies which, as an open practitioner, he has shared online since he began writing it.

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The essential elements of digital literacies: Doug Belshaw at TEDxWarwick

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100 Great Children's Books by the New York Public Library

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100 Great Children's Books by the New York Public Library

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https://www.nypl.org/childrens100

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http://time.com/100-best-childrens-books/

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'“New literacies” that arise from new technologies include things like text-messaging, blogging, social networking, podcasting, and videomaking. These digital technologies alter and extend our communication abilities, often blending text, sound, and imagery. Although connected to older, “offline” practices, these technologies change what it means to both “read” and “write” texts. (They change the meaning of “text,” as well.)'

http://hackeducation.com/2014/11/11/new-literacies-in-the-classroom

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A day in the life of one class' writing workshop

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A day in the life of one class' writing workshop

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A Day in the Life of Our Writing Workshop

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Describes a day in our first grade writers workshop.

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Reading Workshop: What It Looks Like in My Classroom

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Reading Workshop: What It Looks Like in My Classroom

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A blog for 3rd to 5th grade:

http://www.scholastic.com/teachers/top_teaching/2009/10/reading-workshop

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How to setup a reader's workshop in your class:

http://www.readersworkshop.org/

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"A child's vocabulary can be expanded through repeated exposure to new words and by thinking about word meanings. We've found apps that engage young children in crossword and Scrabble type games. Other apps focus on specific word meaning skills by highlighting word opposites, synonyms, and homophones. Many of the games can be played together or side-by-side. Have fun and encourage new words!"

http://www.readingrockets.org/literacyapps/vocabulary

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Lesson Plans and Activities from Scholastic Professional Books

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Lesson Plans and Activities from Scholastic Professional Books

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"Here are some ready-to-go lessons and activities for you to use in your classroom, each from an outstanding professional book for teaching vocabulary."

http://www.scholastic.com/teachers/article/teaching-vocabulary-lesson-plans-and-activities-scholastic-professional-books

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Children’s literature are written works (and their accompanying illustrations) that have been produced for children. This includes picture books, fairy tales, lullabies, fables, and folk songs.

Jean Piaget, Erik Erikson, and others developed theories that dealt with child development. Educators can draw on theories to assist them in making appropriate book choices for children.  For example, according to Jean Piaget's “Cognitive Theory of Development,” children aged 4 to 7 are in the "Intuitive Stage." In this stage, children are learning how to think and make decisions on matters outside of themselves and their immediate situation.  When choosing books for young children, it can be helpful for educators to consider finding books that match the appropriate level of development of their students.

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New literacies are forms of literacies that have been generated because of developments in digital technology. It's first documented mention was in an article by David Buckingham (1993). However, its definition remains open, with different definitions used by different scholars.

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WRITING AS A PROCESS AND WRITERS WORKSHOP

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WRITING AS A PROCESS AND WRITERS WORKSHOP

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The writing process is a term used in education to describe the process of writing.  It is often seen as possessing several different phases which can overlap: prewriting, drafting, revising, editing, and publishing.

The Writing Workshop is a method of writing instruction that came from the work of Donald Graves, Donald Murray, and other teacher/researchers who found that coaching students to write for a variety of audiences and purposes was more effective than traditional writing instruction. Writer's Workshop usually contain a mini lesson, a writing time (with status check), and a sharing time.

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The Reading Workshop is a teaching method where students are taught strategies for reading and comprehension. Teachers differentiate and seek to meet the needs of all their students.  In the Reading Workshop, mini lessons are followed by reading (independent/guided), reflection, and sharing.

Here it is helpful to refer to the zone of proximal development (ZPD), which is the difference between what a learner can do without help and the student can do with help. It is an idea that was introduced by Lev Vygotsky. Vygotsky taught that giving children experiences that are within their zones of proximal development would motivate and advance individual learning.

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Reading comprehension refers to the students' ability to read and understand information presented in written form.

Good readers interact with text, make and validate predictions, ask questions about characters, main idea or plot, monitor understanding of the text, clarify confusing parts, and connect text events to their own prior knowledge and experiences.

In schema theory, Gunning (1996) defines a schema as the organized knowledge that one already has about people, places, things, and events. Kitao (1990) says that an interaction between the reader’s own knowledge and the text results in comprehension.

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Vocabulary development is a process by which people acquire words.

There are many theories that touch on how individuals develop in their vocabulary. One group of theories, the social pragmatic theories, focus on the social context in which children are embedded. According to this approach, environmental input removes ambiguity in the word learning situation.

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Making Independent reading work-recommendations for Independent reading

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Making Independent reading work-recommendations for Independent reading

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"Now more than ever, research studies provide guidance for creating IR programs that contribute to achievement. The teacher is a central player in these programs, setting the stage and directing the action that makes IR work."

https://www.literacyworldwide.org/blog/literacy-daily/2016/02/18/making-independent-reading-work

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"Shared Reading is a teaching approach generally used in a whole class group where all students are able to see the same text. It is used to enable students to read and enjoy books that they may not be able to read independently, and to introduce and reinforce literacy skills and strategies before students are expected to apply them in guided or independent reading."

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"Guided reading gives teachers the opportunity to observe students as they read from texts at their instructional reading levels. This strategy guide describes ideas that support guided reading, including practical suggestions for implementing it in the classroom; introduces guided reading; and includes a reading list for further investigation."

http://www.readwritethink.org/professional-development/strategy-guides/using-guided-reading-develop-30816.html

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A non-profit organization working to make 15 min. read alouds/day a standard in child care

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A non-profit organization working to make 15 min. read alouds/day a standard in child care

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http://www.readaloud.org/

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TYPES OF READING: READ ALOUDS, GUIDED READING, SHARED READING, INDEPENDENT READING

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TYPES OF READING: READ ALOUDS, GUIDED READING, SHARED READING, INDEPENDENT READING

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Read aloud is an instructional practice an educator reads texts aloud to children.  The reader aims to read in a fluent and enjoyable manner.

Guided reading has been defined by Burkins & Croft (2010) as possessing these common elements:

·        Small group work

·        Texts matched with students' reading abilities.

·        Everyone in a group has the same text.

·        The text is introduced.

·        Listening to individuals read

·        Students are prompted to integrate their reading processes.
·        Conversations about the reading.

The goal of guided reading is to help students develop strategies to apply independently.
Students can understand and enjoy the stories in guided reading because the students are supported and the reading is accessible.

Shared Reading is an interactive reading experience where students join in the reading of a big book while guided and supported by a teacher.  The text must be large enough for all the students to see clearly and share in the reading of the text.  Students observe the teacher's expert reading.

According to Fountas & Pinnell (1996), in shared reading, children learn critical concepts of how print works, get the feel of learning, and begin to perceive themselves as readers.

Independent reading is reading that students choose to do on their own. It reflects the reader’s personal choice of the material to be read.

Independent reading is also called voluntary reading (Krashen 1993; Short 1995; Morrow 1991).

Krashen (1989, 1993, 1995a 1995b) showed that in thirty-eight out of forty-one studies, students who engaged in free reading did as well or better on standardized tests of reading comprehension than students who were given direct instruction in reading.

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For research and resources on fluency, visit:

http://www.readingrockets.org/teaching/reading-basics/fluency

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Instructional Guidelines and Student Activities for fluency

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Instructional Guidelines and Student Activities for fluency

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For more fluency guidelines and activities, visit:

http://www.readingrockets.org/article/fluency-instructional-guidelines-and-student-activities

"The best strategy for developing reading fluency is to provide your students with many opportunities to read the same passage orally several times. To do this, you should first know what to have your students read. Second, you should know how to have your students read aloud repeatedly."

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"Fluency is the ability to read a text accurately, quickly, and with expression. Fluency is important because it provides a bridge between word recognition and comprehension. When fluent readers read silently, they recognize words automatically. They group words quickly to help them gain meaning from what they read."

http://www.readingrockets.org/teaching/reading-basics/fluency

Kuhn & Stahl, 2000; National Reading Panel, 2000; Rasinski & Hoffman, 2003: Assisted reading and repeated readings are two methods that have been shown to improve reading fluency.

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Queensland Curriculum and Assessment Authority

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Official Video of the First & Second Grade Alphabet

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The Phonics Dance! Official Video of the Hunks & Chunks

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Hello, teachers! Here are the hunks & chunks demonstrated by author and creator Ginny Dowd, supplemented with the hunk & chunk linking cards. Happy dancing! The linking cards and other Phonics Dance products and information can be found at:http://www.phonicsdance.com

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What You Do:

1. Write one consonant blend per card: tr, sw, st, sp, sn, sm, sl, sc, pl, gr, fl, dr, cr, cl, br, and bl.

2. Give your child one card and have him make the sound the blend makes. Inform him that blends are two letters that make one sound, such as the "cr" in cry. Sound out the blend with your child.

3. It's scavenger hunt time! Hand your child a bag, and give him 5 minutes to find objects that start with the blend that you just gave him. Offer him suggestions of words if he needs help.

4. After 5 minutes, go through the objects. Help your child find the remaining blend objects throughout your house, including the objects that were too big to put in the bag. Give him a point for each item he names!

5. Play another round! For a beginner, just play a few rounds. For a challenge, have your child take two cards at a time per round, or have him compete with a friend.

http://www.education.com/activity/article/Blend_Scavenger_Hunt/

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Phonics is a method of teaching literacy by developing learner's phonemic awareness.  It seeks to teach the correspondence between the sounds and spelling patterns (graphemes) that represents those sounds.

The goal of phonics is to enable beginning readers to decode new written words by sounding them out.

The phonics approach to teaching literacy draws much from the behaviorist learning theory that is associated with B.F. Skinner. This theory is primarily concerned with observable behavior.

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"Although these activities don’t cover the full range of phonemic awareness skills needed to produce great readers, they are still fantastic activities to begin any school year!"

http://www.earlychildhoodteacher.org/blog/5-quick-easy-and-fun-phonemic-awareness-activities/

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One family in Raleigh, North Carolina, shows how playing word and rhyming games puts their child on the road to reading success.

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Definition: Phonemic awareness is the ability to notice, think about, and work with the individual sounds in words. We know that a student's skill in phonemic awareness is a good predictor of later reading success or difficulty.

http://www.readingrockets.org/reading-topics/phonemic-awareness

Yopp, H.K., & Yopp, R.H. (2000):

Phonemic awareness should be a priority in early reading instruction.

Phonemic awareness instruction should provide students with "linguistic stimulation in the form of storytelling, word games, rhymes, and riddles."

Phonemic awareness instruction should move from rhyming words to smaller units of sound to individual phonemes

Phonemic awareness instruction can be strictly oral, or it may include some sort of concrete cue.

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In the best picture books, the illustrations bring as much meaning to the story as the words themselves. But what if your child couldn’t see the pictures? In this activity, she’ll listen to a story without looking at it, and create her own images. Not only will she get a kick out of becoming the “new illustrator” of a famous book like Where the Wild Things Are, or The Little Engine That Could, but she’ll get some major reading comprehension help along the way.

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http://www.getreadytoread.org/early-learning-childhood-basics/early-literacy/early-literacy-webinars

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"Every time you read a book, write a note, sort the laundry, check the TV listings, or recount the day’s happenings, you are using skills young children need to have to be ready to learn to read and write."

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"Every time you read a book, write a note, sort the laundry, check the TV listings, or recount the day’s happenings, you are using skills young children need to have to be ready to learn to read and write."

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http://www.getreadytoread.org/early-learning-childhood-basics/early-literacy/building-literacy-every-day

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Definition: Early childhood literacy development is typically understood to be the early development of reading and writing ability in a person's life (toddler to 7/8 years of age).

"Early literacy holds much that young children might learn. Yet we cannot teach everything and must make choices about what content to teach and which dispositions to encourage. High-quality research provides our best evidence for setting priorities for what to address and how. Recent reviews of research indicate at least three critical content categories in early literacy: oral language comprehension, phonological awareness, and print knowledge. They also identify at least one important disposition, print motivation—the frequency of requests for shared reading and engagement in print-related activities, such as pretend writing (Senechal et al. 2001; Layzer 2002; Neuman 2002; Lonigan & Whitehurst in press).
Children need to learn mainstay concepts and skills of written language from which more complex and elaborated understandings and motivations arise, such as grasp of the alphabetic principle, recognition of basic text structures, sense of genre, and a strong desire to know. They need to learn phonological awareness, alphabet letter knowledge, the functions of written language, a sense of meaning making from texts, vocabulary, rudimentary print knowledge (e.g., developmental spelling), and the sheer persistence to investigate print as a meaning-making tool." (The Essentials of Early Literacy Instruction, http://www.naeyc.org/files/yc/file/200303/Essentials.pdf)

Holdaway believed that learning to read was a natural development. This development was linked to the oral language development of a child.

According to the National Research Council, the earliest phases of literacy development, forming reading and writing concepts and skills is a dynamic process.