first grade literacy plan
TRANSCRIPT
8/4/2019 First Grade Literacy Plan
http://slidepdf.com/reader/full/first-grade-literacy-plan 1/25
First Grade LiteracyPlanMolly Rozga
Molly Rozga
ED 325 A
Spring 2010
8/4/2019 First Grade Literacy Plan
http://slidepdf.com/reader/full/first-grade-literacy-plan 2/25
First Grade Literacy Plan M. Rozga
2
Philosophy Statement
“If we are going to teach reading and writing well, our classrooms must be filled with our students’
voices and their lives (A Place for Reading and Writing).”
While I am aware that my beliefs fit certain educational theories, I don’t believe that a
philosophical statement is concrete. My beliefs on what the best way to teach reading and writing may
be perfect for one classroom at a specific moment in time, but it may need to be altered for the next
group of students that I have the pleasure of instructing. While these are my preferences, I owe it to my
students to be flexible and accommodating to what they need.
I believe that students will best learn literacy skills through small group instruction. This will
allow for development of a small community within the classroom for students to thrive from. They will
be able to give and receive assistance from each other and the instructor.
My belief in small group instruction correlates to the three different student-centered theories,
constructivism, sociolinguistics and cognitive/information processing (Class presentations). I think that
because they are student centered, having a smaller student to teacher ratio would allow the teacher to
be able to focus on 8 children instead of 24. By having more of the teacher’s attention, students would
receive more support from teacher and the small community of learners.
I believe students should be able to read and write about events, special and commonplace, that
help describe who they are. I believe students should be able to share their work within their small
group or entire classroom.
My ideas regarding students ability to share their lives with their classmates aligns most with
sociolinguistics. One of the tenets of sociolinguistics is the idea of authenticity of activities (Tomkins, pg.9). By allowing students to create literary pieces about their lives, either fiction-esque stories or non
fiction factual documents, and then sharing these with the class or small group create an authentic
authoring experience. Depending on the availability of parents and helpers, the students could possibly
make something or share in the cultural experience. By developing a student’s appreciation for other
cultures, I would be fostering a culturally responsive classroom (in class presentations).
I believe students should be exposed to a variety of literary genres and traditional literature
from across the world. Opening the minds of young children to poetry, lyrical writing, performance
scripts and illustrated novels can allow them to see a variety of storytelling methods. By exposing the
children to cultures from across America and across the globe, we can focus on the importance of different virtues and different ways of life. The more children are exposed to difference and similarity,
the more hope there is for breaking down some barriers.
Having a library in the classroom, varied by genre, cultural content, and skill level, I am
supporting sociolinguistics. In the more specific area of cultural responsiveness, the role of the teacher is
to supply diverse literature (class presentations). The role of environment, in critical literacy, is to be
thought provoking through a diverse classroom library (class presentations.)
8/4/2019 First Grade Literacy Plan
http://slidepdf.com/reader/full/first-grade-literacy-plan 3/25
First Grade Literacy Plan M. Rozga
3
I believe students should be able to fluently use a variety of strategies to help them help
themselves, becoming more independent and confident and their skills increase. When students are
able to successfully use strategies in one subject area, they may be able to apply them in other subject
areas.
Cognitive and information processing theories stress the importance of having strategiesavailable to students (Tomkins, pg. 12). The teacher would model strategies and help students discover
when the use of a particular strategy is appropriate. Being able to use cues from a sentence, picture or
diagram, could help a student in reading comprehension as well as math, science and social studies.
Some skills that are learned in one subject area, may help students become better students.
I believe that an educator should be able to see the potential in every student. This will help to
foster a positive relationship within a classroom and help through some of the challenging moments.
While my last belief statement can seem hokey and idealistic, I find that there really is no time
to take something for granted. Even on the most difficult day, with the most challenging student you
are learning something new, be it patience, understanding or new strategies. Knowing that each child
that enters my room can help me learn something new is invaluable. For me, it sheds a new light on
how to handle the not so ordinary.
Range of Behaviors
Knowing an appropriate range of behaviors for the readers and writers in my classroom is
essential to what I do on a day to day basis. While we will use formal assessments to gauge readiness
for advancement, it is the range of behaviors that guides how lessons are scaffolded. Students may be
very comfortable writing words that are familiar, but struggle with newer vocabulary words. Knowing
that you want the students to be able to make phrases, and eventually sentences, they will need to
build their knowledge base and put some strategies to use when they are having trouble. The range of
behaviors can be used as a guide to demonstrate where the children have been, are now, and where
they are going.
Within a first grade classroom, you would expect to see some of the following range of reading
behaviors of a transitional reader:
Knows most letter sound
Uses picture and some initial consonants to figure out words
Predicts from pictures
Still relies on memorization of story
Recognizes some sight words
8/4/2019 First Grade Literacy Plan
http://slidepdf.com/reader/full/first-grade-literacy-plan 5/25
First Grade Literacy Plan M. Rozga
5
o Making connections
o Visualizing
o Questioning
o Monitoring comprehension
o Determining importance of text
Because children learn things at their own pace, some students may enter the classroom at an
advanced beginning reader and some students may still be struggling as an emergent reader. The range
of behaviors can also be used to see if a child might be between, how close they might be to the next
level. You would be able to scaffold instruction to build upon skills that are underdeveloped.
As we move into the range of writing behaviors, we will see first graders in the transitional stage
of the writing continuum. We will see characteristics such as:
Interchanges upper and lower case letters
Begins to write phrases
Begins to develop sentence approximations
Expands the use of phonetic spelling
Generates own ideas for writing
Begins to read own writing
Begins to use spacing between words
As we continue working through the first grade curriculum, we will see the children displaying
more characteristics of a developing writer:
Uses beginning, middle and ending sounds more
Writes recognizable short sentences
Begins to spell some words correctly
Shows accuracy in reading own writing
Uses lower case letters appropriately
Begins to use capitalization and punctuation
Uses verb tenses correctly most of the time
Uses grammar correctly most of the time
8/4/2019 First Grade Literacy Plan
http://slidepdf.com/reader/full/first-grade-literacy-plan 6/25
First Grade Literacy Plan M. Rozga
6
As students progress towards the end of their first grade year, students may start exhibiting
traits of the beginning writer:
Begins to organize ideas with a planning form
Writes short sentences, using some descriptive words
Writes about observations and experiences
Begins to use conversation in writing
Begins to respond to own writing
Uses punctuation and capitalization most of the time
Spells most words correctly
Similar to the reading range of behaviors, students may exhibit some traits of an emergent
writer, while others may be beginning and advanced beginning writers. The important part of knowing
the ranges of behaviors, is that is can be used to guide students into higher levels of writing abilities. If
a child is struggling with one particular skill, you can focus on that and try to build other skills while
working the challenging areas.
All in all the reading and writing continuums, and ranges of behaviors can help you design
lessons, reading and writing groups, and longer term goals for classroom development. The range of
behaviors can help to scaffold behaviors that students are comfortable and confident with, with
behaviors that students may be struggling with. It can also help you focus lessons so the large group
works on skills that will improve all of their writing and reading. Knowing what your students can do,
and where their current knowledge will take them, is at the very heart of meaningful teaching.
Role of the Teacher
Creating a Community of Learners
The role of the teacher is creating a community of learners within the classroom. To the
sociolinguistic theorists, this means providing culturally responsive teaching, celebrating approximations
and nurturing risk. In my classroom, diversity will be treated like a diamond. The more facets that a
diamond has the more it will sparkle. The differences among my students will serve as a way for us to
each sparkle, bringing new points of view into discussions. Being culturally responsive means
showcasing books about other places, customs, and traditional stories from around the world. One of
8/4/2019 First Grade Literacy Plan
http://slidepdf.com/reader/full/first-grade-literacy-plan 7/25
First Grade Literacy Plan M. Rozga
7
the other key components to my community of learners is creating a risk-free environment that
nurtures risk. From the first moment on the first day of school, we will actively work on defining our
work ethic and what it means to be a learner in my classroom. I am not the all knowing dispenser of
knowledge. We will work together to achieve the learning goals. We will celebrate each other when we
are close to being correct, as we will when we are correct. Half steps are necessary, and may help other
students get to see the big picture.
The physical environment plays a large role in creating my community of learners. My students
will sit in small groups, with their desks turned toward each other. To motivate one another to success
is a component of constructivism. This allows for my students to get to know each other and feel
comfortable asking each other for help. Each group member will be responsible for classroom duties
also, this will help the students feel more ownership of the classroom. We will have a carpeted area
with a chair for the reader so the students can have more practice with reading fluency. Because their
classmates will be reading to the students, I will explicitly go through the expectations of the audience
and the reader, contributing to the community of learners.
Addressing Diverse Needs
To address the diverse needs of any group of students, a successful teacher will have strategies
and instructional modes to support the needs of the students. The goal by the end of the year is that
the children leave the classroom knowing more than when they came in, and my belief that every child
can be taught supports that. I will try every thing I know, and find more ways, to make sure that my
students leave my classroom knowing more and doing more than when they came in.
Assessments
Assessments are an integral part of what we do as professional educators. If we do not know
what the child knows, how can we teach to each child’s zone of proximal development? Through
various formal and informal reading and writing assessments we can ensure that we are teaching within
the zone of proximal development. With knowing that each child has the capacity to learn, Vygotsky
believes we just need to find where to begin – the zone of proximal development – so that the students
have some understanding but are misusing or confusing some what they are learning. Within the next
three charts, you will see formal reading assessments, formal writing assessments, and a few informal
assessment strategies that I will use in my classroom.
8/4/2019 First Grade Literacy Plan
http://slidepdf.com/reader/full/first-grade-literacy-plan 8/25
First Grade Literacy Plan M. Rozga
8
Formal
Reading
Assessments
Description Literacy BehaviorsWhen Data is
Gathered
How
Assessment
Informs
Instruction
Concepts of
This assessment
tests for pre-
reading and early
reading skills
needed to
advance their
own reading
levels.
Basics about
books
Where the frontof the book is
Directionality
Return sweep
One-to-One
correspondence
Finding one letter,
or two letters
Finding one word
or two words
Finding beginning
and ending lettersin a words
This assessment
is typically done
at the end of the
kindergarten
year, or as
needed by
teacher or
administration.
By collecting and
analyzing thisdata, you are able
to see which
students are
having trouble
with some of the
physical aspects
of reading,
making the one-
to-one
correspondence
or reading left to
right and top tobottom.
Letter
Identification
This assessment
allows the
students to show
their ability to
identify letters
and letter sounds.
Letter recognition
Including two
versions of
lower case a
(a,a) and lower
case g (g,g)
Making correct
letter sounds for
the visualrepresentation of
letters
This assessment
is typically done
at the end of
kindergarten,
twice in first
grade (at the end
of each
semester), or as
needed byteacher or
administration.
This assessment
allows an
educator to see
which letters
have been
mastered, in
either name or
sound, so more
time can be spent
with the morechallenging
letters (that have
multiple sounds).
Phonemic
Awareness
This assessment
is given to
students orally.
This assess
student
understanding of various aspects of
letter and word
sounds.
Rhyming words
Recognition
Application
Approximation
Phoneme Isolation Blending
Segmenting
This assessment
is typically done
at the end of
kindergarten,
twice in first
grade (at the end
of eachsemester), or as
needed by
teacher or
administration.
These are skills
that will help a
student sound
out words that
are unfamiliar to
them. If students
are struggling
with these
behaviors,additional work
with these during
word work will
improve student
independence
during reading.
8/4/2019 First Grade Literacy Plan
http://slidepdf.com/reader/full/first-grade-literacy-plan 9/25
First Grade Literacy Plan M. Rozga
9
Word Test
In this
assessment, the
student reads as
many words from
a list as possible.
High Frequency
Vocabluary
Environmental
Familiar words
This assessment
is typically done
at the end of
kindergarten,
twice in first
grade (at the end
of each
semester), or as
needed by
teacher or
administration.
This assessment
can help guide
how much word
work is needed
for particular
students. If a
group of students
is struggling to
read high
frequency words,
you have some
focus for small
group and
individual
instruction.
Running Record
For this
assessment, the
child reads to the
assessor from a
preselected book.
The assessor
notes when
words are
correct, and
when words are
incorrect,
missing, oradded. The
assessor also
checks for
comprehension.
This can be with
or without
guidance.
Reading fluency
Comprehension
This assessment
is typically done
at the end of
kindergarten,
twice in first
grade (at the end
of each
semester), or asneeded by
teacher or
administration.
Data from this
assessment
allows theinstructor to
know why errors
are being made
(syntax, meaning
or visual). These
errors can be
corrected with
small group or
individual
practice with
specific
strategies. It alsogives the
instructor an
insight into who
can process the
words into a
story and create
meaning by
retelling certain
aspects of the
story.
8/4/2019 First Grade Literacy Plan
http://slidepdf.com/reader/full/first-grade-literacy-plan 10/25
First Grade Literacy Plan M. Rozga
10
Formal Writing
AssessmentsDescription
Literacy
Behaviors
When Data is
Gathered
How
Assessment
Informs
Instruction
Writing
Vocabulary
The student is
given a specific
amount of time
and instructed to
write as many
words as they
know.
High Frequency
Vocabluary
Environmental
Familiar words
Beginning and
Ending
Consonants
Vowel Patterns
This assessment
is typically done
at the end of
kindergarten,
twice in first
grade (at the end
of each semester),
or as needed by
teacher or
administration.
This assessment
allows theinstructor to see
which skills need
more practice. It
also gives the
instructor some
insight into
whether word
work is meeting
the needs of the
students, or if
certain aspects
should bestressed more.
Hearing and
Recording Sound
The students are
given 1 to 2
sentences orally
and asked to
write them down.
Beginning and
Ending
Consonants
Vowel Patterns
Phonemic
Awareness
Translating
sounds into
written words
This assessment
is typically done
at the end of
kindergarten,
twice in first
grade (at the end
of each semester),
or as needed by
teacher or
administration.
This assessment
allows students
to process words
differently than if
they were
reading. The
students know
the words
verbally and use
them in everyday
life, this is to see
how they can
translate those
words into
written language.
The data from
this assessment
allows the
instructor to
gauge student
understanding
strategies for
determining the
beginning and
ending
consonants and
strategies to
determine vowel
patterns.
8/4/2019 First Grade Literacy Plan
http://slidepdf.com/reader/full/first-grade-literacy-plan 11/25
First Grade Literacy Plan M. Rozga
11
Writing Sample
The students aregiven a prompt.
They produce a
written sample
with
corresponding
illustration.
Ideas
Organization Voice
Word Choice
Sentence
Fluency
Conventions
This assessment
is typically done
at the end of
kindergarten,
twice in first
grade (at the end
of each semester),
or as needed by
teacher or
administration.
The data from
this assessment
will help guide
writing mini-
lessons. You will
be able to see
which of the 6
traits the
students are
doing well in, and
which of the
traits the
students struggle
with. You can
also use this data
to help focus
revisions of
writing.
Informal
AssessmentsDescription
Literacy
Behaviors
When Data is
Gathered
How
Assessment
Informs
Instruction
Checklists
This assessment
method uses a list
of skills or facts
the instructor
wants the
students to
display.
Varies based on
lesson objectives
Data is gatheredduring lesson or
independent
practice, then
recorded as
necessary.
The instructor is
easily able to
check off what
students know or
can do. This
allows the teacher
to have
immediate
intervention
should the
material need to
be explained
again or in a
different way.
Anecdotal Records
Teacher keeps
notes in anotebook or on
sticky notes.
These notes are
generally about
specific events:
questions from
students, reading
or writing
Varies based on
lesson objectives
Data is gathered
during lesson or
independent
practice, then
recorded as
necessary.
If a lot of students
have the samequestions about
the activity, then
perhaps
instructions
should be
rephrased or
altered to meet
the needs of the
8/4/2019 First Grade Literacy Plan
http://slidepdf.com/reader/full/first-grade-literacy-plan 12/25
First Grade Literacy Plan M. Rozga
12
activities, etc. students. This
assessment aids
the instructor is
reflecting on
strengths or
struggles of
lessons and
activities.
Student
Observations
Monitoring
literacy behaviors
in a systematic
way.
Varies based on
lesson objectives
Data is gathered
during lesson or
independent
practice, then
recorded as
necessary.
The instructor
observes the
behaviors being
used by the
students during a
work time. The
instructor uses
the observations
of student
behaviors tomake decisions
about lessons and
activities.
Assessment of student literacy behaviors allows teachers to teach to the child’s zone of proximal
development. This is a characteristic of the sociolinguistic theories, specifically Vygotsky. With the
added use of informal assessment strategies, you are able to gauge quickly whether the students have
understood the lesson objectives, and how to plan for better instruction in the future, which aligns with
the ninth Wisconsin Standard for Teacher Development and Licensure.
Content and Strategies
To teach literacy is to teach the Language Arts Communication System. Within the system there
are input communication systems that we are exposed to from birth – Listening, Reading, and Viewing
Intelligently, and output communication systems that we learn as we grow – Speaking, Writing and
Visually Representing. Once students come to school, they are able to talk, see , look, and write. In the
first grade, we are refining those skills so that the students are active listeners and watchers, making
that conscious decision to listen and watch with intent to learn. In the first grade, students also
continue their ability to read and write, learning specific objectives and strategies to make their skills
stronger. Using strategies to help solve reading and writing challenges comes from the cognitive and
information processing theorists. Finally, the students are working on speaking, including reading aloud
8/4/2019 First Grade Literacy Plan
http://slidepdf.com/reader/full/first-grade-literacy-plan 13/25
First Grade Literacy Plan M. Rozga
13
fluently, and visually representing themselves, through writing and illustrations, while building skills that
will serve them well into their academic lives.
The next two charts display reading content and strategies and writing content and strategies.
Reading Content and Strategy SignificanceSynopsis or Specific
Example
Genre Study
By knowing what kind of
writing you are reading, you
know what kind of details to
expect.
Knowing whether you are
reading a nonfiction book or
a fairy tale, can help you
look for specific details. If
you are reading about a
science experiment, you
know you need a hypothesis,
data and a conclusion. If youare fairy tale, you know you
should find a bad guy and a
good guy, a damsel in
distress, and maybe some
magic or feats of strength.
Phonemic
Awareness/Phonics/Spelling
Looking at the letters and
sounds that make up a word
can increase a child’s ability
to try to figure out wordsthat they are not familiar
with.
When introducing the
spelling words for the week,
take time to recognize each
sound of each word and the
letters that compose the
sounds. There should also
be practice with spelling theword, sounding it out,
finding a rhyming word, and
seeing an illustration or
photo of the object the word
represents.
Vocabulary
By increasing a child’svocabulary, you can expose
them to new consonant and
vowel patterns, synonyms
for less exciting words, andmore words that he/she is
able to read.
For certain stories or
lessons, content or subject
specific vocabulary may
need to be looked at and
studied. This could be done
is the same style as the
weekly word work, or just abrief direct approach,
depending on the needs of
the students.
Comprehension – Predicting
By using information from
the text, the students can
make predictions about
what might happen next.
You can check to see if the
students comprehend the
text by asking what might
happen next. If you are
8/4/2019 First Grade Literacy Plan
http://slidepdf.com/reader/full/first-grade-literacy-plan 14/25
First Grade Literacy Plan M. Rozga
14
This reinforces what has
been read to this point
within a story.
reading a story about a
tropical vacation, and the
students predict that it will
snow
Comprehension – Inferring
By using details from the
text, students can learn
things without having them
stated explicitly.
After reading passage rich
with details, you could ask
the students to infer what is
going on. For example, you
read about a little girl who
has tears running down her
face, the children could infer
that she is crying. This
makes sure that the children
have understood the details.
Comprehension – Setting a Purpose
By setting a purpose for
reading, you know if you arereading to share information
or just for the fun of reading.
This helps you know how
much of the details are
important and how in depth
you read.
By knowing the purpose of
the reading, you can
determine how in depth
comprehension should be. If the students will be asked to
teach something to their
classmates, they will need to
focus more attention to the
reading. If students are
simply reading for fun, they
will not need to concentrate
as much on knowing all the
specific details.
Comprehension – Retelling
Retelling a story or series of
events to another person
can reinforce the important
parts of the text.
Having the students retell a
particular set of events or
part of a story, you are ableto gauge who has been able
to comprehend that section
of text. If reading a
nonfiction book about what
happens when a volcano
explodes, the students
should be able to put the
events into the proper order
when retelling (first you see
the cloud of ash and smoke,
then the lava starts to flow).
Comprehension – Questioning
Having the students ask
themselves which parts they
understand and which they
don’t, can focus their re-
reading, to make sure they
comprehend the text in its
entirety.
This comprehensionstrategy can be used by the
students when they are
reading independently.
Before they turn a page, the
students should ask
themselves if they have
understood what they have
8/4/2019 First Grade Literacy Plan
http://slidepdf.com/reader/full/first-grade-literacy-plan 15/25
First Grade Literacy Plan M. Rozga
15
just read. If they answer no,
then the students should
know that they are expected
to reread that page or
passage.
Comprehension – Monitoring
By using this meta-cognitive
strategy, the students are
constantly aware of what
they understand and how to
find ways to help
themselves.
By making students aware
that comprehension is the
goal for reading, they should
be aware of how they can
find ways to help themselves
understand more of what
they are reading. If a
student understands what
they are reading, then they
will continue. Once a
student is not
understanding, they should
have strategies that they arecomfortable using to help
them.
Comprehension – Visualization
Using this strategy, the
student would take in the
details of the text they are
reading, and make a mental
picture of what is
happening. It allows the
students to check their
understanding with what is
being read in a visual way.
Students can use this
strategy to build a mental
image while they are
reading or being read to.
For example, as the author
describes a setting, the
students can use the details
of the building and scenery
to “see” where a story takes
place.
Comprehension – Connecting
When students connect
reading to themselves,
another story or the world
correctly, they have taken
the story and searched their
mental file cabinet for
another example of aspecific feeling, event, or
personal story.
When reading a story,
students are able to share
when they had the same
feeling as the character in
the story, or how they
celebrate holidays. Students
can also use connecting
strategies as a bridge to
comparing and contrasting
two stories (Charlotte’s Web
and Mrs. Spider’s Web).
Students can also start connecting nonfiction to the
world around them. For
example, if reading about
how plants grow, some
students may have stories
about watching their
gardens grow.
8/4/2019 First Grade Literacy Plan
http://slidepdf.com/reader/full/first-grade-literacy-plan 17/25
First Grade Literacy Plan M. Rozga
17
brainstorming, prewriting,
drafting, making revisions and
editing. It is important that the
children understand that
writing is sometimes a process
that can take a while.
start one day by brainstorming
possible ideas for our writing,
or brainstorming from a
prompt. Each day, during the
literacy block, we would work
on the next steps until we were
able to publish or present our
work to the class.
Six Traits – Ideas
Writing samples should have a
main idea and contain relevant
details. (6 Trait Writing
Handout)
Having students work on
brainstorming and outlining
will help them select ideas for a
specific writing task.
Six Traits – Organization
Writing samples should have
an introduction and conclusion,
and follow a logical sequence.
(6 Trait Writing Handout)
By teaching the students to
create an outline before they
begin writing, will help them
figure out a logical sequence,
with an introduction and
conclusion.
Six Traits – Voice
Writing samples should be
individualistic and expressive.
(6 Trait Writing Handout)
Students will be encouraged to
use language that expresses
who they are as a writer. They
will also be shown how
punctuation can change the
way their document is read.
Six Traits – Word Choice
Students should choose
interesting, natural and precise
language. (6 Trait WritingHandout)
As interest in words develops
in the students of my
classroom, we will begin
looking at synonyms to
enhance our writing. We will
look adding more visual details(The sweater is nice. Vs. The
sweater was the blue of Lake
Michigan on a summer day.)
Six Traits – Sentence Fluency
Students should choose varied
sentence structure. (6 Trait
Writing Handout)
Working with sentence
structure, students will be able
to see how authors use
different sentences to keep the
reader reading.
Six Traits – Conventions
The writing should show that
the student is developing in the
areas of grammar, spelling,
capitalization, and punctuation.
(6 Trait Writing Handout)
While conventions will be
stressed, it is the last of the six
traits that the students will
work on during writing
projects. We can do this with a
series of prompts. Check to
make sure that all of your
sentences start with a capital
letter. Check to make sure that
all of your sentences end with a
punctuation mark (period,
8/4/2019 First Grade Literacy Plan
http://slidepdf.com/reader/full/first-grade-literacy-plan 18/25
First Grade Literacy Plan M. Rozga
18
exclamation or question mark).
By teaching students about the flow within the Language Arts Communication System, you can
improve all of their literacy skills. I can improve my writing by being a good reader. I can improve my
speaking by being a good listener. Having strategies and patience, a teacher can teach all of their
students to be excellent communicators. By having content strategies, you are better able to address
the diverse needs of your classroom. These strategies are part of the cognitive and information
processing theories.
Instruction
Teaching balanced literacy, I will use a format developed by Vygotsky (with similar models
presented by other theorists), which has a gradual release of responsibility from teacher to student. The
process starts with explicit instruction through modeled reading and writing. The next step in this
process moves into shared reading and writing experiences, where the teacher is doing the action and
the student is making some contributions. In guided reading and writing lessons, the students are doing
the action and are supported by contributions from the teacher. The final phase in this process is
independent reading and writing. In this last stage, students are able to practice and apply strategies
that were being taught in modeled, shared and guided lessons.
The next series of charts displays a more in depth understanding of these instructional
strategies, along with the impact on the roles of the teacher, students and environment. Please refer to
the reading instruction chart and the writing instruction chart.
Reading
InstructionDescription
Impact on
Teacher
Impact on
Students
Impact on
Environment
Interactive Read
Aloud
The teacher reads
a book aloud, with
the children seated
around. The
objective of the
lesson should bematched by the
genre of the
literature
(objective and
story should be a
good fit). The
teacher models
Teacher selects a
book that is a
good fit for the
objective.
The teacher
should model thekind of thinking
that the students
should be
engaged in.
The teacher
should practice
the lesson, when
Students observe
the modeled
fluent reader.
Students join in
the conversation
when promptedby teacher.
Students will get
practice with
lesson objective.
Students will
practice active
listening, making
The physical
environment of
the classroom
should contain a
carpeted area,
lots of highquality books
with a variety of
genres.
The atmosphere
of the classroom
should be risk-
free for the
8/4/2019 First Grade Literacy Plan
http://slidepdf.com/reader/full/first-grade-literacy-plan 19/25
First Grade Literacy Plan M. Rozga
19
fluent reading,
stopping at certain
points to question
the students.
stops will be
taken and what “I
language” will beused.
the decision to be
involved in the
learning process.
community of
learners to
practice with
lesson objectives
and sharing in
the discussion.
Shared Reading
The teacher reads
aloud from a
sophisticated
picture book with
repetitive
language, so the
students can join
in the reading.
The book and
objective should
be a good fit.
Shared reading
also works with
making the voice
to print match by
having the teacher
point to each word
as it is read.
The teacher
should practice
the lesson, when
stops will be
taken and what “I
language” will be
used.
The teacher will
need to slow
down, to
explicitly teachliteracy
strategies and
concepts.
The teacher
models what
good readers do.
Students observe
the modeled
fluent reader,
and join in the
reading process.
Students join in
the conversation
when prompted
by teacher.
Students will get
practice with
lesson objective.
Students will
practice active
listening, making
the decision to be
involved in the
learning process.
The physical
environment of
the classroom
should contain a
carpeted area,
lots of high
quality books
with a variety of
genres.
The atmosphere
of the classroom
should be risk-free for the
community of
learners to
practice with
lesson objectives
and sharing in
the discussion.
Guided Reading
The teacher works
with a small group
on a particular
story/text. The
objectives and thestory/text should
be a good fit. Go
over the objectives
and strategies with
the students, and
access prior
knowledge. The
students
participate in a
story walk and a
strategy reminder.
The students readto themselves in a
quiet voice. The
students then
participate in a
discussion of the
text and
objectives.
The teacher
selects a text that
addresses a
specific need of
the students.The teacher
needs to prepare
ahead of time
and practice.
Because the
teacher is
working with a
small group, the
teacher must be
able to
coordinate
activities for allthe students
during this small
group time.
The teacher
should use this
time to work on
word-solving
The student
needs to
participate in the
process of
acquiring
background
knowledge and
story walk.
The student
should enjoy the
story, readingindependently in
a whisper voice.
The physical
environment of
the classroom
should contain a
table for smallgroup work
(generally a
kidney table),
leveled materials
for reading
groups, and
center materials
for students not
in reading group.
The atmosphere
of the classroom
should be risk-free for the
community of
learners to
practice with
lesson objectives
and sharing in
the discussion.
8/4/2019 First Grade Literacy Plan
http://slidepdf.com/reader/full/first-grade-literacy-plan 21/25
First Grade Literacy Plan M. Rozga
21
be taught how to
teach themselves
to be good
writers.
Shared Writing
The teacher
directs thethinking about the
writing process for
the students but
invites their input
for content and
composition. This
kind of writing
generally follows a
group experience.
Writing is
consistently
negotiated into
standard English
or written
precisely as the
student says it.
The teacher
reviews the skillsthat were
practiced in the
modeled writing
experience.
The teacher does
all of the writing.
The teacher
should think
aloud and model
physical writing
(spacing,
capitalization,punctuation).
The teacher
directs student
thinking and
invites input.
The student is
an active
participant,
listening and
speaking as
needed.
The student is
engaged in the
activity.
The student
offers
suggestionswhen it is
appropriate to
do so.
The physical
environment of the classroom
should contain an
overhead
projector or
document
camera, chart
paper and chart
stand, and a
central space for
the children to be
able to see.
The atmosphere of the classroom
should be risk-
free for the
community of
learners.
Guided Writing
The teacher works
with a small group
of students that
need work with a
specific skill based
on an assessment
of student writing.
These sessions
should be short.
The teacher
groups students
based on a
specific need.The teacher
provides
coached and
guided practice
with an element
of writing with
structured
writing activities.
The teacher
gives
constructive
feedback forstudent
development.
The student
should read
their ownwriting.
The student will
make revisions
based on self
assessment and
instructor
feedback.
The student will
edit and peer
edit different
pieces of
writing.
The physical
environment of
the classroom
should contain a
table for small
group work
(generally akidney table), and
center activities
for students not
participating in
small group.
The atmosphere
of the classroom
should be risk-
free for the
community of
learners to
practice withlesson objectives
and
revising/editing
processes.
Independent
Writing
The students write
in response to a
prompt. This is
The teacher
provides a
prompt for the
Students should
be effective in
their use of time.
The physical
environment of
the classroom
8/4/2019 First Grade Literacy Plan
http://slidepdf.com/reader/full/first-grade-literacy-plan 22/25
First Grade Literacy Plan M. Rozga
22
the time to apply
and practice
strategies and
skills that have
been the focus of
instruction.
Depending on
instructions, this
could be any part
of the writing
process from
brainstorming to
drafting to making
a final copy.
students to write
to.
The teacher
allows enough
time (too much
or too little could
be problematic).
The teacher is
available to
answer
questions.
Students should
practice with
strategies to
respond to the
prompt in an
effective way.
Students should
be actively
engaged in the
writing process.
should contain
space for the
students to work
independently,
lots of
environmental
print and
dictionaries.
The atmosphere
of the classroom
should be risk-
free for the
community of
learners to write
independently
based on
individual needs.
These instructional methods have been developed by Vygotsky, a sociolinguistic theorist, and
have been used more often since their introduction. With the teacher gradually releasing
responsibilities onto the students, it enhances the atmosphere of community of learners by supporting
the students as they are ready to take on more responsibility. Because it is essential that all students
are learning, I will still use some small group and individual instruction to support the students who are
not quite ready for guided or independent practice. When students feel supported in instruction, they
are more often ready to take risks and make approximations in the classroom.
Classroom Design
The physical space that makes up the classroom is as important as instructional design. The
layout of the classroom can support classroom management efforts, and instructional modes. The
layout of my classroom is compatible with my philosophy of literacy education because it supports small
groups working together (collaboration is an element of sociolinguistics), and Vygotsky’s scaffolding of
instruction by gradually releasing responsibility.
Allow me to take you on a tour of my classroom, please see design on the next page for
reference. When you walk through the door of my classroom, you can see the student desks arranged
in groups of four or five, depending on class size. Having the desks grouped together promotes the
sociolinguistic ideal of collaboration, but the space permits giving students independent work areas
based on the day’s activities. The projector has been placed behind all of the students, so that I can
8/4/2019 First Grade Literacy Plan
http://slidepdf.com/reader/full/first-grade-literacy-plan 23/25
First Grade Literacy Plan M. Rozga
23
keep an eye on all the students, managing behavior and making anecdotal notes or filling a checklist
during instruction, making good use of informal assessment strategies. There is a TV mounted in the
corner of the classroom so that we can watch videos related to literacy instruction, such as an author
describing the writing process or Reading Rainbow videos that model fluent student reading.
Next to the student work space, is the teacher desk and computer, along with several storage
and shelving units. It is important that I be in close proximity to working students so that they are able
to seek out assistance when they have exhausted their strategies, a component of cognitive/information
processing theories. This also promotes effective classroom management strategies.
On the other side of the door is our modeled and shared instruction area, sociolinguistic
instructional methods. The students can sit around the instructor on the carpeted area. We can use the
easel to display large books, or chart paper for writing activities. There is a book stand in close proximityso the teacher can keep the reading materials close to the instructional area.
In the back of the classroom, away from the door, is a small group instruction area. This area
will work to support the sociolinguistic instructional methods of shared and guided writing and reading.
By having a small group area, you can scaffold lessons to skills that each small group needs more
practice with. There are two shelving units behind the instructional area so that the teacher can have all
the materials available and organized for effective lessons.
Opposite the small group area, is an independent reading area. Allotting time for independent
reading gives students the opportunity to practice the strategies that were presented in instruction,
following cognitive/information processing theory suggestions. This area contains a diverse library of
different genres and levels. It is also a culturally diverse library supporting my culturally responsive
classroom environment.
Finally, there are two student computers in the classroom. These computers help support the
diverse needs of the students in my classroom by building skills with struggling learners and challenging
learners that have mastered some of the literacy concepts. The computers also give the students a
place to work on publishing their writing. With technology assisting me in my teaching of each child’s
zone of proximal development, I have another way to give students practice with key literacy objectives.
The impact of effective classroom design shows up in nearly all areas of my work as a teacher.
The design allows me to use Vygotsky’s gradual release of responsibility, progressing from modeled to
8/4/2019 First Grade Literacy Plan
http://slidepdf.com/reader/full/first-grade-literacy-plan 24/25
First Grade Literacy Plan M. Rozga
24
shared then guided and finally to independent. The design incorporates specific instructional areas that
support the various instructional methods that I want to use for literacy development. The design of the
classroom also plays an important role in classroom management, with my back never turned toward
my students. The specific design of my classroom is compatible with my philosophy of a sociolinguistic
and constructivist classroom. There are also significant elements that support the cognitive/information
processing theories of my belief statement.
Self Reflection and Goal Setting
Putting this document together has helped me realize three goals that I would like to work on
within the next year of my career development. I would like to focus on Wisconsin Standards for
Teacher Development and Licensure 3, 5, and 10. Standard 3 addresses my desire to learn more about
serving students with diverse needs, and strategies that support more students. Standard 5 addresses
classroom management and knowing that no 2 groups of students are the same; I feel that having a
broad basis of management techniques will allow me to focus more energy on instruction. Standard 10
speaks to my desire to involve the school and community in the learning process of my students. By
working toward these goals, I can improve my effectiveness as a teacher.
Standard 3 says “The teacher understands how pupils differ in their approaches to learning and
the barriers that impede learning and can adapt instruction to meet the diverse needs of pupils,
including those with disabilities and exceptionalities.” While my course content thus far has provided
many strategies to working with students with diverse needs, I feel I should be better versed in
strategies that support any disabilities or exceptionalities. My schedule next fall contains ED 396,
Introduction to the Exceptional Learner, and I hope that this class with introduce me to resources I can
use to support the diverse needs of my future students. All students have the capacity to learn, and I
just need to determine the most effective methods and strategies for the students in my classroom.
“The teacher uses an understanding of individual and group motivation and behavior to create a
learning environment that encourages positive social interaction, active engagement in learning, and
self-motivation,” is the basis of Standard 5. As shown in my classroom design and creating a community
of learners, I place a high priority of being an effective classroom manager. Because of the differences in
each group of students, the strategies that manage a classroom effectively one year, may not be
sufficient for the next group of students. Just like I would tailor learning experiences to the needs of the
students, I would like to have a lot of strategies to manage different behaviors within my classroom.