My Literary Philosophy

Flourish my scholars love of literacy by interacting with evidence-based practices while ensuring they’re proficient in languages incorporating engaging online reading programs and activities. 

 As an educator of the arts of Reading and Writing, I vow to:

Demonstrate, clarify with specific details, use photographs and illustrations to prompt questioning. Additionally, reread to restate 5-character elements to initiate central messages or retelling.

Encourage conversations via the Turn & Talk Method to build reading partnerships. social skills, and analytical thinking.

Engage readers in the Close Reading Approach to enhance fluency and comprehension.

Model the use of H.O.T. (Higher Order Thinking) with post-it notes to increase a depth of knowledge to connect to the author’s purpose and for readers to think about what’s happening in the story.

Readers will participate in Story Ladder Questioning using BDA (Before, During, After) the text.

Model using Reading Strips, Pointers, and Highlighter Tape to point out context clues (i.e., vocabulary words) while reading during mini-lesson.

Be sure to construct reading and writing   lesson plans that are evidence-based that cover reading, writing, listening and speaking. 

(The Reading and Writing Project, n.d.)

Joy Overflowing, 

A. Pettigrew

     

 

 

     

 

 

 

Emerging Literacy into a Technological World

 

The materialization of the internet has transposed avenue of reading from the spiral of a book towards an electronic photographic marvel articulated Tseng et al. (2015).  The digital age has swept young minds into the magnificent world of what it means to communicate with the swift tap of a fingertip by being connected to a multimodal forms of communication (i.e., video conferencing). One of the most extraordinary ideologies about becoming apart of the 21st-century technological advancement are scholars have shown in their findings how beneficial it can be to struggling readers who have shown deficiencies in comprehension and fluency in the past.

Brekhus (2015) implored educators to make literacy more intimate for readers by creating a personal library filled with books, that are easily accessible, acclimated on their reading levels, authentic with audio capabilities so they may hear the sounds and pattern while reading. This will be especially beneficial for dual language learners. Brekhus (2015) added granting readers this passageway is innovative and allows for a deeper level of thinking and smooth transition in fluency. While also building upon questioning and response. 

Furthermore, Lapp & Kunz (2020) of Literacy Today reminds educators of the vitalness of keeping routines in place to build stamina and enhance motivation to read although readers are connected digitally.  Moreover, Lapp & Kunz (2020) spoke of the importance of building strong ties with families and students using virtual aspects. One way of making this a reality is posting a daily positive message that greets students sets expectations for literacy goals, and the learning which will follow shared Lapp & Kunz (2020).  Of equal importance, promoting partnerships among peers using technology is a fantastic way to ensure a literary community is solidified and every reader is given a voice.  Not to mention, the web-based annotation tools, provide a method for readers to document notes in the margins, as well as highlight key vocabulary words and underline context clues within the sentences articulated Wright et al. (2013).

In closing, when educators and reading specialists integrate 21st-century technology into the realms of their learning environment they cultivate a certification of digital citizenship onto the hearts of their readers. This certification embodies confidence to discover beyond the walls of their classroom by contacting to other peers using multimodal avenues emitted Trust (2018). Therefore, it is through this connection, technology does not just enhance learning, but transcend it.

Joy Overflowing,

A. Pettigrew

References

Brekhus, T. (2015). Making Reading Your Own. Language Magazine, 14(5), 28–30.

Lapp, D.& Kunz., K. (2020). Reflecting on Virtual Learning: Supports and Strategies to Continue Teaching and

 Learning Growth. Literacy Today, 38 (3). International Literacy Association.

Sheng-Shiang Tseng, Hui-Chin Yeh & Shih-hsien Yang (2015) Promoting different reading comprehension levels

through online annotations, Computer Assisted Language Learning, 28:1, 41-57, DOI: 10.1080/09588221.2014.92736

Wright, L. K., Zyto, S., Karger, D. R., & Newman, D. L. (2013). Online Reading Informs Classroom Instruction and

Promotes Collaborative Learning. Journal of College Science Teaching, 43(2), 44–53. https://doi-org.ezp.waldenulibrary.org/10.2505/4/jcst13_043_02_44