MOD 5 Assignment.doc - Developing Literacy Lessons for...

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Developing Literacy Lessons for Academically Diverse Learners Holley Stejskal Walden University Dr. Lisa Cline Literacy in Academically Diverse Classrooms – READ 6609j August 18, 2019 Walden University Richard W. Riley College of Education and Leadership Page 1
Developing Literacy Lessons for Academically Diverse Learners According to Reutzel & Cooter (2016), reading is a critical factor in living a healthy, happy, and productive life. The ability to read well makes many opportunities possible in democratic societies and global economics. Poor readers or nonreaders are often hindered both in career choices and in accessing their rights and exercising their civic responsibilities ss citizens (p.1). Therefore, it is essential that all children not only learn to read but learn to love to read. Literacy instruction must be engaging and motivating for all types of learners. In order to engage and motivate students, teachers must have explicit reading and writing instruction meeting the needs of diverse learners. Having an understanding of the early stages of literacy development is essential for effectively promoting and supporting children’s literacy learning (Laureate Education, 2014c). Literacy learners must master the skills and knowledge of emergent readers in order to progress to beginning literacy readers. The world is becoming increasingly diverse, and in order to reduce discrimination and prejudice, people must get beyond exterior differences to see our shared humanity. If humanity does not address diversity, then differences can create a barrier to communications, understanding, and learning. The subject of discussing diversity differences in the classroom can be frightening for teachers. However, it is the responsibility of the teacher to create an environment where students feel safe enough to express their differences. It is crucial to establish rules requiring mutual respect for everyone in the classroom. Not only should students respect each other’s opinions as well as the teacher’s, but the teacher should value students’ opinions as well. I was allowed to work with a small group of 1 st grader, who was identified as beginning readers. In the group, there was a Caucasian female, African American male, and a Hispanic Walden University Richard W. Riley College of Education and Leadership Page 2
male. I chose to work with this diverse little group to learn the importance of meeting the needs of students with different learning styles. Metacognition refers to two important concepts related to reading comprehension. A reader’s knowledge of their thinking and strategies to facilitate ongoing comprehension as well as control over one’s thinking, including the use of comprehension strategies to repair lack of comprehension while reading (Paris, Wasik, Turner, 1991). After reflecting on the lesson with my small group of beginning literacy learners, I felt I displayed the metacognition process in reading and writing in a couple of different ways. During the lesson, I incorporated the main text titled Oh Say Can You Say What is the Weather Today?

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