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Effective Literacy Program

An effective literacy program should be organized in a way that every student receives a
balanced reading and writing instruction. The Reading First Initiative has outlined five essentials
for reading instruction: phonemic awareness, phonics, vocabulary, comprehension, and fluency.
Every student will learn differently; therefore, a well-rounded program will include the above
five component plus writing every day. The literary program outlined in this paper will be
tailored to an intermediate grade level.
Phonemic awareness refers to the students ability to use the phonics rules to decode
words. Phonics is the knowledge of letter identification and letter sounds. These two elements
make up the sounds and symbols of the language and are an important cueing system that each
child needs to learn. These elements should be taught directly and in the context of reading
authentic texts. This component of my reading instruction will focus on spelling, word families,
root words, and affixes.
Vocabulary instruction is important. It teaches the students the meanings of the words,
which is essential for comprehension. Teaching vocabulary consists of three different levels: tier
one, tier two, and tier three. Each tier has a specific place in reading instruction. Tier one words
are the basic sight words that are essential for each student to know in order to read. A student
will see these words in every selection. Tier two vocabulary words are common but need to be
taught. The majority of vocabulary instruction will concentrate on tier two words. Tier three
vocabulary words are specific to certain areas like science or social studies and are not common.
Tier three words will need to be taught during content area instruction. Vocabulary instruction
will be explicit and contextual. The students will be expected to be able to define the vocabulary
in their own words aided by synonyms and antonyms. Students will also be expected to use the

words in their own writing. Vocabulary that is taught will be placed on a word wall, and the
students will be responsible for using and spelling the words correctly. The word wall will be
reserved for tier two words. Specific individual word walls will be created in content areas.
Comprehension occurs when a student is able to understand the meaning of the text.
Many different comprehension strategies can be taught before reading, during reading and after
reading. I will teach my students how to monitor their own comprehension, summarize, generate
important questions and use aides for understanding like graphic organizers. Comprehension is
most meaningfully taught when the students experiences, interests and questions are used for
reading instruction. Comprehension will not only come from direct teaching but also from the
interaction with other students and the connections that the students make as they read. I can
indirectly teach comprehension through read alouds as I talk through my understanding of the
text. I will also intentionally teach the skills needed for comprehending informational text. The
students will rely heavily on informational text in college and career fields and will need to have
the tools necessary for comprehension.
A student is a fluent reader when they can read a passage accurately with the correct
speed and expression. Fluency is an important skill for a child to master that will help with
comprehension and the joy of reading. Fluency develops as the students practice reading and as
they are made aware of miscues. I can help a student develop fluency through listening exercises,
modeling fluent reading, using audio recording and choral reading. Giving the students a chance
to read something they enjoy every day is essential.
The classroom must be a literature-rich environment. I will collect texts that are
meaningful to my students backgrounds and interests. I will collect a wide variety of texts

including fiction, nonfiction, magazines, web-based texts and student generated text. I will use
my read aloud time to introduce different topics and genres to my students. The daily time of
individual student reading will be an opportunity for students to practice their oral language
through book talks and sharing times.
Writing is necessary for the development of literacy. I will give my students the
opportunity to write every day. They will be given the chance to write about subjects they are
interested in, and they will write according to prompts. They will also be able to learn how to
write different forms and genres. My students will understand the difference between formal
writing and informal writing. During formal writing events, they will be responsible for
grammar, standard writing conventions, and spelling. I will also use technology as an avenue for
students to create and share their writing. I will proudly display my students writing in the
classroom.
The organization of my literacy program is important. I believe that every component
should be present to teach reading and writing effectively. I will have a specific time for a
writing block, small group instruction, word work and silent reading. The writing block will be
dedicated to a mini-lesson in writing and time for the students to practice the skills they have
learned. The students will publish and share their writings. The silent reading block will be
dedicated to reading texts chosen by the students. This time will allow the student to develop a
love for reading and practice their reading skills. The guided reading block will be for teaching
mini-lessons in comprehension strategies. These skills will be taught and practiced in groups that
are put together according to specific need. The word work time will be for the students to
develop vocabulary and spelling as they work with new words. They will explore word families,
affixes and root words.

Although it is important to have a structured literacy time in the instructional schedule, I


will integrate the reading components within the other content areas in the classroom. This will
allow the students to practice their reading and writing skills within meaningful contexts. I also
understand that my literacy instruction will change based on school policy, curriculum and class
needs. This assignment has given me the insight to understand that an effective literacy program
in any framework is a balanced and meaningful literacy program.

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