MD7Assgn+Stejskal+H.(extension).doc - Developing Literacy Lessons for Academically Diverse Learners Holley Stejskal Walden University Dr Lisa Cline

MD7Assgn+Stejskal+H.(extension).doc - Developing Literacy...

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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 Page 1
Developing Literacy Lessons for Academically Diverse Learners Reading is a critical skill needed to live a healthy, happy, and productive life. Individuals who have mastered the skills needed to be a good reader opens doors for many opportunities possible within the democratic society and global economy. Therefore, it is critical that all children not only learn to read but learn to love to read. To be beneficial literacy instruction needs to be engaging and motivating for all types of learners. Literacy learners must master the skills and knowledge of emergent readers to progress on 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 could 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 male. I chose to work with this diverse little group to learn the importance of meeting the needs of students with different learning styles. I reflected on my less after implementation and felt I demonstrated good reading and writing activities in different ways. I used the informational text Oh Say Can You Say What is Page 2
the Weather Today? by Tish Rabe (Rabe, 2004) as my anchor text. The text was chosen based on age-appropriateness. I showed students the proper use of the glossary to look-up information and definitions of words found throughout books. To guide the metacognition development of the small group literacy learners, I explained the purpose of the chosen informational texts is to give us the readers facts and help us have a better understanding of the types of weather patterns. I included a think aloud activity to help with complex vocabulary words. For one type of weather pattern, I instructed my small group to ponder on the meaning of the word based on evidence from the text. I had to assist the Hispanic student with an understanding of a few vocabulary words they were struggling to understand the meaning.

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