Development Of A Literacy Lesson

Running head: LITERACY LESSON 1

Development of A Literacy Lesson

Name

Professor

/10/2017

LITERACY LESSON 2

Literacy lesson refers to the interventions that educators design to reach children. This

paper seeks to elaborate a literacy lesson for Anamaria Bayona including its objectives as well as

give an explanation of how it supports students reading. Anamaria is a female who is in the

kindergarten. She possesses some reading skills such as adequate mastery of phonics and

alphabets. She is also fluent in her reading and engages in several strategies of word count

prediction. Additionally, to the pictures accompanying the written texts helps her in the

confirmation of the forecast. Notwithstanding Anamaria is interested in documents and

storybooks that incorporate some aspects of animations, drawings, and poetry.

The literacy lesson appropriate for a class that comprises of students with Anamaria’s

reading level and capabilities is guided reading for the kids. The guided reading will involve

reading texts that have been selected based on the kid’s level of reading and have varying

difficulty. A variety of books will be used in the lesson including graphic novels, nonfiction

storybooks, and picture books. The literacy lesson will involve instructional support by the

teacher and afterward assigning the children tasks to engage in individualized reading.

For efficiency of the literacy, lesson students are grouped flexibly without tracking. In

this case, the class will be divided into two groups. One of the teams who are goods readers and

the other with struggling readers. Finally, the two groups are brought together for a final

discussion. Secondly, low-level learners will be assisted in reading the accessible parts of the

challenging texts. The jigsaw-like approach will be applied in handling challenging

informational texts (Glasswell & Ford, 2010). The lesson will also embrace theme shared

reading books. To enhance shared theme learning additional versions with accessible documents

will be used before the use of the core texts. The other texts chosen corresponds to the core texts.

LITERACY LESSON 3

The objectives of these helping struggling readers in improving their reading skills.

Additionally, the lesson is aimed at facilitating individualized reading. The authentic book used

in this experience is the pattern book. The pattern book involves repetitive language and

repetition of episodes (Rasinski & Nancy, 2013). Additionally, the books incorporate aspects of

rhyme to enhance student’s mastery and memorability of the phonics and the words in the texts.

The literacy lesson involving a variety of books that are of varying difficulty in the texts

is efficient for the student who is struggling with reading. According to Glasswell & Ford

(2010), the lesson involves grouping students in flexible groups without tracking. The latter is

critical since it allows the teacher to divide the class into two groups. One of the teams contains

students who have excellent reading skills, therefore, needs less guidance from the teacher hence

can work independently (Rasinski & Nancy, 2013). The latter group benefits from the lesson

since they are left to work on their own without being pulled behind by the weak students. The

other unit comprises of struggling students. The students will receive direct assistance in their

reading and response. Finally, when the teacher brings the groups together for a cordial

discussion. The students benefit from the teacher’s immediate support hence are sufficiently

prepared for the whole group learning. The struggling students can respond in the broad group

discussion consequently shared an experience.

According to Rasinski & Nancy (2013), the assistance of the below level students in

reading the accessible parts of the text is significant when using challenging informational texts.

Furthermore, Glasswell & Ford (2010), argues that the use of the jig-saw approach facilitates the

division of the books into varying pieces and assignment of the manageable parts to the

struggling students. The method requires each group to understand the role assigned fully, and

subsequently, the whole class is brought together, and each team reports their learning on the

LITERACY LESSON 4

parts attached. According to Glasswell & Ford (2010), the approach leads the connection of the

different groups on what was learned.

The theme shared reading is entirely facilitates the acquirement of literacy skills since

when supplementary texts are used students create knowledge background and develop primary

vocabulary before handling more difficult book during reading time (Rasinski & Nancy, 2013).

The approach helps students who would have had challenges with the challenging texts to be

more engaged and active in the whole class shared reading a text. Also important to note, the

students are divided into two groups. The students in each of the categories are of similar

development and reading levels. Equally important, the students are grouped according to their

needs hence facilitates the teacher in addressing the needs of the students who have similar

reading challenges, therefore, saving on time and ensures that no students are left behind.

Use of graphic books is appropriate for this literacy lesson since the books can narrate a

variety genre of stories using words and drawings. According to Rog and Kropp (2011), it helps

the students to study pictures together with texts hence assigning meaning to some of the

writings. This helps the students to remember the words that they read as they relate these words

to the drawings accompanying them. Compton-Lilly (2010) notes that picture books are also

quite useful since it shares rich language coupled with elaborate drawings hence helps the

students in reading and the words read are memorable due to the presence of the pictures. The

nonfiction is helpful since kids show more significant interest in real individuals, events, and

places. The nonfiction books introduce the children new information world and aids in the

creation essential background knowledge on literacy skills.

The literacy lesson described above supports Anamaria’s reading in a variety of ways.

Use of books that has both words and drawings aids in the development of her reading skills

LITERACY LESSON 5

since she can quickly identify words with the corresponding images. The books chosen for the

lesson conform to Anamaria’s reading interests hence a motivation for her to engage in the

reading. Division of the class into two groups allows being in the right category according to her

reading skills. Based on her profile she belongs to the group of students in an average level of

reading hence receives sufficient support from the teacher in handling challenging texts.

Covering texts in groups helps her develop confidence, therefore, fluency when she presents to

the class.

Conclusively, students have different challenges in reading. It is advisable for teachers to

subdivide their classes into several groups based on the student’s needs. The latter allows

indirect instruction to the right readers and more direct and individualized support for those who

have reading challenges. This helps in bringing equality in the class since all the students are

catered for, and no student is left behind. The books to be used should be selected carefully.

Books that incorporates both pictures and words in the communication of information.

Supplementary books should be used before the core texts when dealing with challenging texts.

LITERACY LESSON 6

References

Compton-Lilly, C. (2010). Learning about Mason: A Collaborative Lesson With a Struggling

Reader. The Reading Teacher, 63(8), 698-700. http://dx.doi.org/10.1598/rt.63.8.10

Glasswell, K., & Ford, M. P. (2010). Teaching flexibly with leveled texts: more power for your

reading block. The Reading Teacher, 64(1), 57-60.

Rog, L., & Kropp, P. (2011). Hooking Struggling Readers: Using Books They Can and Want to

Read. 63(1), 48-51.

Rasinski, T. V., & Nancy D. P. (2013). From phonics to fluency: Effective teaching of decoding

and reading fluency in the elementary school. Pearson Higher Ed.

Place new order. It's free, fast and safe

Paper type

Deadline

Page count

550 words

Total price: $ 15.00

Our customers say

Jeff Curtis

USA, Student

"I'm fully satisfied with the essay I've just received. When I read it, I felt like it was exactly what I wanted to say, but couldn’t find the necessary words. Thank you!"

Ian McGregor

UK, Student

"I don’t know what I would do without your assistance! With your help, I met my deadline just in time and the work was very professional. I will be back in several days with another assignment!"

Shannon Williams

Canada, Student

"It was the perfect experience! I enjoyed working with my writer, he delivered my work on time and followed all the guidelines about the referencing and contents."