Philosophy of Literacy Grades 3-6
During my time at Rider University, I was able to explore and observe literacy in grades 3-6. Throughout this exploration, I learned the difference between teaching early literacy (Pre-K through 2nd grade) and literacy in upper elementary grades (grades 3-6). Some key ideas that are crucial to literacy that have shaped my philosophy of literacy grades 3-6 include:
During my time at Rider University, I was able to explore and observe literacy in grades 3-6. Throughout this exploration, I learned the difference between teaching early literacy (Pre-K through 2nd grade) and literacy in upper elementary grades (grades 3-6). Some key ideas that are crucial to literacy that have shaped my philosophy of literacy grades 3-6 include:
- Reading and writing are interconnected and cannot be taught without one another.
- Interactive read alouds of quality texts should be shared in the classroom and discussed through mini-lessons.
- Students should keep a variety of journals including reading and writing journals.
- Readers should respond to quality, self-selected text through journal entries and collaborative discussions.
- A variety of print sources should be available to students.
- Students should be given choice in order to increase motivation. Choice should be given when they select text to read and topics to write about. Student choice promotes student confidence, engages them in reading and writing, and shows that their selections as readers and writers are valuable.
- Independent reading should be incorporated into plans daily.
- Students should be given opportunities to discuss text and writing with peers as well as confer with the teacher regularly.
- Quality student-selected text should be given time for collaborative discussion through literature circles.
- Students should receive daily mini-lessons on purposeful topics that will guide them to become better readers and writers.
- Assessments, both formative and summative, should be administered regularly in order to inform instruction.
- Good reading and writing habits should be modeled daily (by the teacher). Students should observe that as their teacher, I value reading and writing in order to understand how important they are in our every day lives.
- Students should have an opportunity to work in both heterogeneous and homogeneous grouping. This way they can work in mixed ability groups and be exposed to deep conversation with a variety of ideas, but can also work in groups of their same ability so they do not become frustrated with material.
- Students should work with words and language in order to understand the convention of our English language.
- Students should be given time to write in a variety of categories, genres, and self-selected topics throughout the year and engage in the different areas of the writing process (pre-writing, drafting, revising, final draft, etc.).