Catherine
Fink
EDRD 7515:
Theory & Practice in the Study of Literature
Final
Personal Model of the Theory of Reading
17 July 2013
After
completion of this course, in addition to the readings and comprehensive
literacy approach assignments, my views of teaching reading have truly changed
for the better. Before completion of
this course, I knew that it was important to engaged students in literacy
lessons and encourage them to want to read, I was just unsure of the best
methods to use in the classroom. After
this course, I feel confident that I will be giving my students the best
literacy education possible through implementation of multiple reading
elements.
The
comprehensive literacy approach assignment was a true eye opener as an
educator. I was truly unaware of the
importance of the multiple approaches to teaching literacy. In my classroom, I plan on implementing a
comprehensive approach to teaching literacy through implementation of the
following: reading workshop, writing, workshop, phonics, comprehension,
inquiry, social action projects, and literacy for all learners. After completion of the Wimba presentations,
I was able to better understand the importance of these topics and more
importantly how to implement them in my own classroom. Through this assignment, I learned many
methods and strategies to teaching reading and gained a variety of resources
which will be very beneficial to my future students.
As a
kindergarten teacher, this class has been extremely beneficial to the success
of my teaching and education of my future students. I was fortunate enough to explore the topic
of phonics in the classroom and the importance of a comprehensive phonics
approach. Phonics
instruction fits in a comprehensive program in multiple ways including:
whole-class instruction, guided reading instruction, individual instruction and
in some cases, extra tutoring help. Weaver explains, “…a comprehensive
classroom literacy program is absolutely crucial as the major form of
organization and instruction” (Weaver 277).
After completion of this course, I realized the importance of
incorporating phonics into a comprehensive program and not teaching phonics
concepts alone. Through the use of incorporating
phonics into a comprehensive program, students learn literacy concepts
including reading and writing workshop, vocabulary, and comprehension skills
much more effectively than teaching phonics alone.
As an educator, I have been able to
experience multiple ways to teaching literacy and I was truly enlightened after
our Wimba group presentation on literacy for all learners. Through this approach, all students’ literacy
needs are being met. I was introduced to a wonderful reading approach called
CAFÉ or The Daily Five. Through this
program, students are working with multiple elements of literacy in addition to
working at their instructional level. I
believe these programs are wonderful examples of a true comprehensive literacy
approach. In this approach, concepts
such as reading, writing, phonics, inquiry, and comprehension needs are being
met. I have seen the Daily Five rotation in a classroom and it is truly
eye-opening. Students have the power of
choice and have the ability to choose which literacy station they want to start
in. This 90 minute rotation allows students to truly engage in all concepts of
literacy and allows students to take responsibility of their own learning.
This class has been extremely
beneficial to me as a kindergarten educator.
Teaching reading is vital to students learning and academic success and
it is very important for my kindergarten students to learn literacy strategies
which will help them in their future academics.
Through this class, I have not only learned the many ways of teaching reading,
but how to incorporate the multiple ways into a comprehensive literacy approach
where all students needs are being met
in the classroom. I am very
excited to implement the strategies I have learned this semester into my
classroom in the fall! All in all, I am very grateful for this course and I
look forward to the many ways in which my future students will be
successful.
References
Weaver, C. (2002). Reading Process & Practice.
Portsmouth, New Hampshire: Heinemann.
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