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Header: Blaine Ideal Literacy Classroom

IDEAL LITERACY CLASSROOM

Lindsey Blaine ED 615: Literacy University of Alaska Southeast Spring 2012

Blaine Ideal Literacy Classroom

ABSTRACT
This paper outlines my ideals of the classroom that has an emphasis on literacy. This was achieved by a focus on integrating curriculum where the literature and writing built upon social studies activities while still allowing student choice and encouraging engagement. Example activities, management techniques, a sample classroom layout and sample daily and weekly schedules are included. A detailed yearly curriculum map with a focus on literature and integration summarizes the curriculum goals.

Blaine Ideal Literacy Classroom

DEMOGRAPHICS

This classroom will be comprised of about 20 seventh grade students in Anchor Point, Alaska. There will be an equal ratio of boys to girls with a wide cultural and racial mix.

PHILOSOPHY

My educational philosophy continues to grow and change. At the core of my philosophy I believe that learning should be fun. My goal is to help create life-long learners. To do this, I strive to create clear objective and goal-oriented lessons that are engaging and challenging while allowing students to succeed and keep building upon their knowledge. General techniques that I employ to work towards this goal are detailed planning, differentiation and multiple teaching techniques. There are many philosophers and researchers in the area of education. Theories abound in the ideals of teaching. I believe that there is room for so many different theories and ideas because no two children are the same. They each have unique needs, strengths and interests. In the areas of instruction I have found myself relating to a few key theories and methods. Glasser states that we learn 10% of what we read 20% of what we hear 30% of what we see 50% of what we both hear and see 70% of what is discussed 80% personal experience 95% of what we teach to someone else (Rose, 2003). Glassers idea is supported by Gardners multiple intelligences theory that learners may be more inclined to be kinesthetic, audio, visual, etc. learners (Rose, 2003). Cambournes conditions for language learning recommend immersion, demonstration, clear expectations, responsibility and use that lead toward engagement (Cambourne, 1988). I see value in all of these theories and strive to incorporate them into my daily teaching. I see great value in relating topics and assignments to personal experience and life. By utilizing many different methods I hope to reach all students.

ENVIRONMENT

In order for students to thrive in learning they must feel comfortable. The classroom must be a safe, positive and productive environment. Planning, classroom management and respect are key components to creating a supportive literacy environment. Writing involves creation and thus represents a part of us. In order to ask students to open up and share we must develop meaningful teacher-student relationships and foster peer relationships as well. The first step in providing a safe and supportive environment is classroom design. Organization and planning are key components to creating a fluent classroom full of engaged learners, which lessens the need for discipline and thus increases time for

Blaine Ideal Literacy Classroom

learning. Structure and routine are important and can provide a sense of comfort to learners when they know what to expect. The physical layout of the classroom should be designed with flexibility in mind. The ability to adjust how the room is structured is important for behavioral interventions and differentiation as well as allowing group interactions (Charles, 2011). In general, the ideal classroom would have the following components: Student workspace Students will each have their own desk to store items and serve as an independent work area. Desks will be arranged so that they are near a peer for partner and small group activities, as well as generally facing each other and the front of the room so that no one must make much movement to see. A large round table will be at the back of the classroom for small group work such as guided reading. Other large rectangular tables are provided for projects such as science or art related. Teacher workspace The teacher will have his or her own desk and bookshelf to allow for grading and storage of important or personal materials. A teacher only computer will be located here and also connected to the smartboard. The desk is situated to view the students while they are working but not to be the center of the students attention. A separate small table is near this area with bins to collect homework and other assignments. Organization Bookshelves and upright storage cabinets are situated to provide clean organization for books and supplies. A specific laptop cart, art supply and writing supply area is easily accessible to the students. The science cabinet may be locked due to chemical supplies. Technology A smartboard is at the center and front of the classroom. A laptop cart contains a laptop for each student. Lighting Many mid to large size windows provide natural lighting as well as a window to nature. Adequate lighting is provided throughout the classroom. Additional lamps may be available in the reading area. Reading area A sofa and two beanbags provide relaxed seating for up to four students at a time in the reading area. Many different genres and levels of reading books are neatly organized on the bookshelves. A couple of live plants bring nature into the classroom. A small aquarium is home to several species of fish and while used for science also provides a relaxing addition to the reading area. The reading area is visually separated from the rest of the classroom by a rug and a low bookcase that allows the teacher to view students but creates the feel of a separate area.

Blaine Ideal Literacy Classroom Science

In addition to the small aquarium and plants in the reading area, a large aquarium provides a home for various science and social studies projects like raising salmon to be later released or a different year modeling an entire ecosystem. A couple small terrariums are home to a small lizard and a frog. Several types of animals and their environments are demonstrated in the classroom (reptile, amphibian, fish, and humans as mammals). Not only are these things visually and mentally stimulating, but they provide prompts for writing!

ACADEMIC EXCELLENCE

Using varied teaching techniques and many different activities are important aspects of a balanced literacy environment. It is important to include scheduled time (view appendix for sample schedules) for these activities as well as including literacy in other subject plans. At the seventh grade level, it is hoped that most students will be somewhat fluent in reading. While ensuring all students have a strong base in reading, this is a great time to introduce students to many different genres. Reading Activities Silent Reading Students should be encouraged to select books of their own interest at or slightly above their reading level to support reading for enjoyment. Many schools participate in reading programs, like the Advanced Reader, which sets goals and tracks reading and comprehension. Silent reading can help increase fluency, comprehension and help develop writing as well. Reading aloud When reading aloud the teacher can model fluent reading and voice inflection. Students can also be called upon to read. When done in a large group setting, read alouds can help students make predictions, develop active listening skills and increase comprehension. Participation can be greatly increased with integrating with other subjects like drama where students act out a part that they read aloud. This can also be added to a literature study program where students read and respond to group discussion about the text. Guided Reading Guided reading involves scaffolding techniques where a teacher works with a small group of students that are all reading the same text that is appropriate for their level. The teacher can assist with vocabulary and pronunciation as needed. Shared Reading Shared reading is a technique where the student and teacher read together. At the seventh grade level this technique would be more effective with below level students that require additional assistance. Writing Activities Independent Writing Independent writing allows students to explore several aspects of writing. Journal entries, reflections, quotation responses, creative writing and technical writing like newspaper articles, business letters and reports are all important.

Blaine Ideal Literacy Classroom

Interactive Writing Grade 7 is an important time to work on the writing process, peer editing and publishing in different formats. Portfolios can help students track their writing process. Students can work together to create brochures or other written descriptions and reports that integrate with other subjects. Students will increase their higher-level thinking when collaborating.

Oral Language Activities Public Speaking The ability to write a speech and then present it to a group is an important skill. Learning to speak in front of others can be daunting. Poetry recital can help with fluency and comfort. Presenting information about individual or small group projects can help with comfort and self-efficacy. Story Telling Story telling can develop vocabulary and creativity while adding to a students comfort level of presenting. Spelling/Vocabulary Activities Wordplays, learning literary devices through song or poetry evaluation, root words, affixes and focusing vocabulary on class readings are all inclusive methods of improving students spelling and vocabulary comprehension.

GENERAL GROUPING & DIFFERENTIATION

Differentiation is essential in todays classroom environment. It allows students of different skill levels, cognitive abilities, cultural backgrounds and maturation to all become engaged in a lesson and meet the main objectives (Tomlinson, 2001). A main way to provide differentiation is to adjust the physical layout of the room and the groups the students work in depending on the activity. Adjusting the content being taught depending on the level of the student or the current level of understanding, as often demonstrated through pre-tests, is another key technique for differentiating lessons. Tiered assignments, leveled readers, and allowing students to pick their book and writing topics are some examples of ways to differentiate the level of reading or writing being taught (Tomlinson, 2001). Allowing time for students to work in groups based on their level is also important. Teachers and student aides can work together with these small groups providing guided reading and writing. Intervention groups may also be used. My ideal classroom schedule includes time for these activities. Using a variety of activities to assist learning helps meet the needs of different styles of learners as well as varied levels and interests. This is the basis behind the variety demonstrated in my activities for creating a balanced literacy program. Differentiation can also occur through the demonstration of learning as discussed in assessment techniques.

ASSESSMENT
Assessment is critical for student success. It allows teachers to ensure students are

Blaine Ideal Literacy Classroom

progressing (Fields, Groth and Spangler, 2008). In order for assessment to be effective it must provide a deep and wide understanding of a students growth throughout the school year (Daniels & Bizar, 2005). To achieve this goal I feel assessment must be varied to provide students many opportunities to demonstrate their mastery of a topic. Students should be involved in the assessment process to help them develop self-efficacy. Some key literacy assessment techniques that I encourage are: Running oral records to assess reading fluency and comprehension Portfolios that include self, peer and teacher assessment and feedback Journals with self-reflection and teacher feedback Quality worksheets and tests that provide structured response opportunities Focused observation in class that measures depth of comment/questions in discussions and engagement in work Student-teacher conferences Individual, partner and small group projects

INTEGRATION

Literacy is the key component to any other subject. Reading, writing, vocabulary and comprehension are included in every lesson plan. They are influential in creating plans that have a real life context. When students write a report, reflect on a project or make a presentation they are utilizing literacy skills. Writing allows self-reflection and expression of ideas and feelings. Literacy brings components from other subjects to life. We need to integrate language arts into all areas of the curriculum so that writing is more than just practice or response but putting thoughts into words. Integration is focused on in the sample yearly plan (appendix D). In this way, literature chosen often relates to social studies lessons, for example.

CONCLUSION An ideal classroom is a work in progress. It must be flexible, as it will change

according to the needs and interests of the students. This ideal literacy plan integrates literature, general reading, writing, and vocabulary into other daily subjects like social studies. The integration makes information come alive and become more meaningful for the students.

Blaine Ideal Literacy Classroom

APPENDIX A: PHYSICAL DESIGN OF CLASSROOM

Table Smartboard white board Large Aquarium

Door Hallway Sink

Storage Teacher Desk and private workspace Desks arranged to allow individual workspace. Highly moveable for change. Reading Area with couch, book Table for shelves, aquarium group work Laptop cart

Writing & Art supply Suppliessu pply

Work area tables

storage

Blaine Ideal Literacy Classroom

APPENDIX B: SAMPLE DAILY SCHEDULE

TIME 8:40am CLASS ACTIVITY Homework Check Off Students quietly work on: Accelerated Reader program Journal writing response to prompt Silent Reading Whole Class shared reading Group Rotation Guided reading with teacher Partner reading Independent reading/comprehension Morning Break Mathematics Lunch Social Studies Science Creative writing/poetry PE/Music (rotated) Homework Helper & Classroom Community Dismissed

9:00am 9:30am

10:30am 10:40am 11:40am noon 1:00pm 2:00pm 2:30pm 3:00pm 3:10pm

Transition times are allotted in subject periods.

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APPENDIX C: SAMPLE WEEKLY SCHEDULE

Day Start

MONDAY
Check Off Homework ___________________ Students work individually Shared reading, genre selection ___________________ Assisted Reading/groups Math Unit (leveled) Social Studies Unit Science Unit Writing Unit: Creative Writing Physical Education/ Health Track homework and due dates Complete class jobs

TUESDAY
Check Off Homework ___________________ Students work individually Reading Centers

WEDNESDAY
Check Off Homework ___________________ Students work individually Shared reading, genre selection ___________________ Assisted Reading/groups Math Unit (leveled) Social Studies Unit Science Unit Public Speaking Physical Education/ Health Track homework and due dates Complete class jobs

THURSDAY
Check Off Homework ___________________ Students work individually Reading comprehension assessment Math Unit (leveled) Social Studies Unit Science Unit Writing Unit: Creative Writing Choir Track homework and due dates Complete class jobs

FRIDAY
Check Off Homework ___________________ Students work individually Shared reading, genre selection ___________________ Assisted Reading/groups Whole class: Problem solving or testing as needed Social Studies Unit Science Unit Art Physical Education/ Health Track homework and due dates Complete class jobs

Language Arts: Literature Focus Mathematics

Math Unit (leveled) Social Studies Unit Science Unit Writing Unit: Creative Writing Choir Track homework and due dates Complete class jobs

Lunch Social Studies Science Language Arts: Writing Focus PE/Music Homework Helper/ Community

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APPENDIX D: EXAMPLE YEARLY CURRICULUM MAP WITH INTEGRATION FOCUS

TIMEFRAME

INSTRUCTION PLAN Classroom community builders & development including rules AUGUST Language A rts SEPTEMBER Literature Independent reading with goal setting Student choice reading: where the main character has a journal short stories and articles comprehension strategies Group Reading: (integrate with social studies) personal narrative about Alaska Writing UNIT Sentence patterns, introducing elements using the comma INTEGRATION: Plot development, theme, characterization, setting, suspense Literature, Freewrite and focused freewrite (integrate with social studies) writing, Writers notebook vocabulary note taking and summarizing integrated with set up portfolios Spelling/Word Study social studies focus on Alaska Introduce word plays Daily Language Practice Vocabulary (integrate with social studies) Math Geometry Social Studies Intro to geography and Alaska & North America Science: Life Sciences: human physiology Language Arts OCTOBER Literature NOVEMBER Independent reading with goal setting Student choice reading: genre challenge short stories and articles comprehension strategies (integrate with social studies) UNIT Group Reading: The Outsiders Writing INTEGRATION: Free write and focused free write (integrate with social studies) Literature, Persuasive essay writing, o Thesis statements vocabulary, o Reasons and evidence technology and o Emotional appeals art integrated o Opposing viewpoints o Editing and revising with social Writers notebook studies focus on Power point/video technology presentation (integrate with social South America studies) & Europe Spelling/Word Study Daily Language Practice Vocabulary (integrate with social studies latin root words) Math Integers & Patterns and relations

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Social Studies South America Europe Science: Life Sciences: Ecology Language Arts DECEMBER Literature JANUARY Independent reading Student choice reading: genre challenge short stories and articles comprehension strategies (integrate with social studies) Group Reading: The Pearl Literature circles Writing UNIT Free write and focused free write (integrate with social studies) INTEGRATION: Persuasive essay and Letters Literature, o Simile, metaphor, symbol, imagery, foreshadowing, writing, personification vocabulary, o Word choice, style, humor o Using punctuation to creating meaning and voice technology and Writers notebook art integrated Power point/video technology presentation (integrate with social with social studies) studies focus on Blog Ancient Spelling/Word Study Civilizations Daily Language Practice Vocabulary (integrate with social studies) Math Integers & Patterns and relations Social Studies Ancient Civilizations Science: Chemistry Language Arts FEBRUARY Literature MARCH Independent reading Student choice reading: genre challenge Paired short stories (integrate with social studies) Literature circles UNIT Writing Timed writing INTEGRATION: Literary Analysis (integrate with social studies AND student choice) Literature, Research (integrate with social studies) writing, Writers notebook vocabulary, Blog technology and Spelling/Word Study art integrated Daily Language Practice Vocabulary (integrate with social studies) with social studies focus on Math Equations & Fractions, decimals and percentages Middle East & Social Studies Africa Middle East & Africa Science:

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Life Sciences: Ecology Language Arts APRIL MAY Literature Independent reading Student choice reading: genre challenge UNIT Poetry INTEGRATION: Writing Unit focus on Poetic Devices o Tone, imagery, structure, alliteration, metaphors, rhyme, poetry. etc Supported by o Free verse, haiku, sonnet, etc. readings, public Poetry portfolio speaking, and Editing and Revising art. Writers notebook Blog Math Circles and area & Data Analysis Social Studies Oceania & Antarctica and Asia Science: Earth and Space

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APPENDIX E: REFERENCES

Atwell, N. (1998). In the middle: New understandings about writing, reading, and learning. Portsmouth, NH:Heinemann. Burke, J. (2001). Developing students textual intelligence through grammar. Voices in the Middle. 8(3), 56-61. Cambourne, B. (1988). The whole story: Natural learning and the acquisition of literacy in the classroom. Auckland: Ashton Scholastic. Charles, C. (2011). Building Classroom Discipline. Boston: Pearson. Daniels, H. & Bizar, M. (2005). Teaching the Best Practices Way: Methods That Matter. Stenhouse. District, K. P. (2008). Curriculum Standards. http://www.kpbsd.k12.ak.us/departments.aspx?id=36 . Fields, M. V., Groth, L. A., and Spangler, K. L. (2008). Let's begin reading right: A developmental approach to emergent literacy. (6th ed). Columbus, OH: Merrill/Prentice Hall. Fletcher, R. & Portalupi, J. (2001). Writing workshop, the essential guide. Portsmouth, NH: Heinemann. Freeman, D.E. & Freeman, Y.S. (2004). Essential linguistics: What you need to know to teach reading, ESL, spelling, phonics, grammar. Portsmouth, NH: Heinemann. Gardner, H. (1983). Frames of mind: The theory of multiple intelligences (10th ed.). New York: BasicBooks. Kamii, C., Manning, M., Manning, G. (Eds.). (1991). Early literacy: A constructivist foundation for whole language. Washington D.C.: National Education Association. Lemov, D. (2010). Teach like a champion; 49 techniques that put students on the path to college. San Francisco,CA: Jossey-Bass. MacKenzie, R. S. (2010). Setting Limits in the Classroom. Roseville: Prima Publishing.

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Rose, S.W. (2003). The relationship between Glassers Quality School concept and brain- based theory. International Journal of Reality Therapy, 22(2), 52-56. Slavin, R. (2009). Educational psychology: theory and practice ninth edition. Upper Saddle River: PearsonEducation, Inc. Tomlinson, C. A. (2001). How to Differencitate Instruction in Mixed-Ability Classrooms. Alexandria: ASCD. Weaver, C. (2009). Reading process: Brief edition of reading process and practice (3rd ed.). Portsmouth, NH: Heinemann.