2. Introduction
As a future elementary teacher specializing in English
Language Arts, it is evident how teaching literacy is
no longer linear; as stated by Alberta Education,
“literacy has become even more complex as ‘new
literacies’ have emerged” and literacy learning is
“multimodal and multilayered”. Literacy learning can
also be viewed as a “social practice” that is “socially
constructed” (Larson & Marsh, 2005, p 8). Larson and
Marsh (2005) suggest that because literacy is a social
practice, it is therefore something people do; an
activity that people participate in (p. 10). This is a key
idea as a pre-service teacher, like myself, needs to
remember when thinking about how to teach
literacy.
3. Introduction cont….
The Canadian Literacy and Learning Network (2014)
lists the nine Essential Skills that are “foundational
skills required to learn all other skills”. These skills
are: reading text; document use; numeracy; writing;
oral communication; working with others; computer
use; continuous learning; thinking skills; and job task
planning and organizing (Canadian Literacy and
Learning Network, 2014). These skills transfer over to
most of the resources I have included in my folder.
These essential skills also help to clarify the meaning
of the “new literacies” that have emerged because
they tie in traditional reading and writing skills with
using a computer and working with others in
cooperation; all of which are important for the 21st
century learner.
4. Introduction cont….
Teachers play an integral and vitally important role in
literacy development and skill making. Hawken (n.d.)
describes how “early learning situations are critical to
lifelong development” and that “teachers are
undertaking a challenging and exciting role in
establishing these skills” (p.11). This resource folder
contains just some of the potential resources that I
will be implementing in my classroom because they
benefit both the students, and myself. Reading and
writing skills are fundamental to everything we do,
and I find it extremely rewarding to know that I will
be flourishing these skills in my students. As said by
Dr. Suess, “The more you read, the more things you
will know. The more that you learn, the more places
you’ll go.”
5. http://www.raz-kids.com/
Raz-Kids is an online reading resource that students use to read books
at their reading level. The teacher is able to monitor the student’s
progress. The students can listen to a book being read; read the book
aloud themselves; and answer questions about the book. After each
book they read and complete questions for, they get points that they
can use to build a rocket ship and decorate their aliens, etc. This makes
using the website fun and exciting for kids. This is a resource I have
already seen used by teachers during my first practicum. It is
something a lot of the students were excited to use because they get
to use the laptops or computers, which is a fun way to get students
reading and involved. A beginning teacher can use this resource during
reading time, or could implement it in a reward system, so that
students are not missing out on reading traditional print-based texts.
6. http://www.readingrockets.org/books/interviews
This link is from Reading Rockets and features video interviews with
authors of children’s books. These interviews are engaging and
informative and allow student’s to make a link between the book and
the person who wrote the book. It could be used in the classroom
after the class has read a book together. The students could think of
what they imagine the author to look like, where they are from, how
many books they have written, etc. By getting students to think about
these questions, they are imagining and making links between what
they have just read, or heard being read to them, and can make
assumptions about the author. This type of activity can tie into creative
writing because students need to stretch their imagination. A
beginning teacher can use these videos to introduce the students to
the authors, making the connection that the author is a real person.
This can be adapted to use with ESL students by getting them to draw
pictures if they are struggling with conveying their thoughts in words.
7. http://busyteacher.org/creative_writing_prompt
s_part_one.html
This is a blog that features 600 writing prompts for teachers to use in
the classroom. Some of the prompts are directed towards older
students, however, as a future elementary teacher these prompts can
be adjusted to accommodate a younger group of students. This type of
activity is useful for students because it allows them to use their
imagination in writing they come up with after seeing the writing
prompt. During my practicum, I saw this type of activity being used in a
classroom, and the students loved to write whatever came to mind,
and to then share it with a classmate. It is a more creative way to
approach writing. As a beginning teacher, I can see myself using
writing prompts as a daily journaling activity to just simply get students
writing and using their imagination. Journaling is something teachers
can use as formative assessment to check up on students writing skills.
Teachers can look at the journals each day and pick out what students
are struggling with, and can use that information to guide the next
lesson.
8. http://kindergarteniscrazy.blogspot.ca/2013/03/
sight-word-literacy-center-activities.html?m=1
This is a sight word literacy centre resource that introduces more
interesting ways for students to practice their sight words. It includes
“Sight Word Finger Paint”, “Fine Motor Sight Words”, “Kinesthetic Sight
Words”, “Build a Sight Word”, “Sight Word Jenga”, “Mystery Sight
Words’, and “Sight Word Cookies”. All of these activities are fun ways
for students to learn sight words; and they can even be used with ESL
students, because it uses a variety of ways to learn the sight words –
such as tracing sight words, using a baggie with paint and water in it to
create the sight word, serving “cookie” sight words to each other, and
playing Jenga where they need to remove a word, but have to say it
first. Teachers can use these methods of teaching sight words in the
daily literacy centres, and that way it builds in a fun aspect to learning
sight words.
9. http://www.readingrockets.org/article/39
This is a link to Reader’s Theatre featured on Reading
Rockets that explains what Reader’s Theatre is, what it
does for developing critical reading skills, and how to
implement it in the classroom. This type of activity is to
help involve kids in reading aloud and to gain confidence
in reading by practicing with their peers. Students get
actively involved in reading, and it is a fun way to build up
reading fluency, and to get kids motivated to read. The
teacher can implement this in the classroom by choosing
a fun, easy to read script at the beginning of the year, and
work towards a longer, more detailed script by the end of
the year.
10. http://grover.concordia.ca/abra/current
This is the link to the ABRACADBRA website. Similar to
RazKids, it is an online reading resource. Students are able to
read a story, hear a story being read, go to the activities page
which features reading comprehension, writing, reading and
different types of stories, etc. ABRACADABRA explores several
key reading areas that are important for students to learn. A
beginning teacher can implement this resource by using it as a
free time activity; a reading time activity; or could even use
this as a ‘prize’ for a reward system. Teachers should be aware
that this type of resource cannot substitute direct instruction
of reading and writing, but it is an engaging and fun way for
students to read and practice literacy skills.
11. http://teachmama.com/3-all-time-best-games-
to-play-with-sight-words/#_a5y_p=1280531
This link is a blog, that was posted on Pinterest. It offers fun games to
play while students are learning sight words. The games listed are: Go
Fish!; Old Maid; Sight Word Memory; and WORDO!. I would also add
in, Sight Word Bingo. The webpage also has a video where the teacher
explains how to play some of the games. These games get students
involved in learning sight words in a fun, interactive way. This resource
would be good for younger grades, because you can turn sight word
learning into “Game Time”, getting the students more excited to learn.
These games can be used with ESL students as well, because even if
they are unsure what the word means, matching the same word
during Memory or Go Fish! will help to create connections between
print and meaning. This resource is great for a beginning teacher,
because it offers a more creative way to introduce sight words to their
students. I can definitely see myself using these games to get my
students more excited and intrigued to learn sight words.
12. http://education.alberta.ca/media/1233960/6_c
h3%20learner.pdf
This chapter titled “Developing Learner Profiles” comes from “Making a
Difference: Meeting diverse learning needs with differentiated instruction”
from Alberta Education (2010). The chapter explains in explicit detail how to
develop a learner profile for students. It provides information on what to
collect to create a learner profile; describes types of learners students may
be; assessment information; and questions you can ask students to create a
more in-depth learner profile. The purpose of a learner profile is to better
understand the needs of the learners in a teachers’ classroom. Every student
is unique which means that each learner profile will be unique to that
particular student. As a beginning teacher, it will be important to educate
myself about my students and their learning needs, because I want all my
students to succeed to their utmost potential. Although this is a resource for
teachers, students will see the benefit in implicit ways because I will know
more about my students and will be able to differentiate my instruction to
suit their needs. Students will get more out of each lesson and activity,
because I will have kept them in mind when planning and implementing each
day’s lesson plan.
13. http://education.alberta.ca/teachers/program/e
nglish/programs.aspx
The Programs of Study for English Language Arts from
Alberta Education is a resource that all teachers should be
aware of. Each grade has specific learning outcomes that
the students need to achieve and be successful in. By
referring to this document and understanding the
outcomes, teachers will be able to help their students
excel in achieving the desired outcomes. Although this is
definitely a resource for teachers, it will benefit students
because it explains what students in a specific grade need
to learn, in regards to English Language Arts. Beginning
teachers can use this document to pinpoint what they
need to teach their students, and it even offers examples
of activities to use in the classroom.
14. http://foundationsforliteracy.cllrnet.ca/pdf/Rea
dWriteKit08.pdf
Although the entire document is extremely
beneficial for teachers, I will focus on Chapter 6
titled, “Writing”. As described in the document,
“writing is essential to any reading instruction
program” and this chapter gives great information
to new teachers on how to teach writing. This will
benefit students because teachers will be able to
learn new ways of teaching writing that keeps kids
more engaged. A new teacher can use this
document to make sure their instruction is on the
right path.
15. References
ABRACADBRA (2008). A Balanced Reading Approach for CAnadians Designed to Achieve Best Results for All. Retrieved
from http://grover.concordia.ca/abra/current/
Alberta Education (n.d.). AISI Themes: Literacy. Retrieved from
http://education.alberta.ca/teachers/aisi/themes/literacy.aspx
Alberta Education (2010). Chapter 3: Developing learner profiles. In Alberta Education (Ed.), Making a difference:
Meeting diverse learning needs with differentiated instruction (pp.23-44). Edmonton, AB: Author.
Retrieved from
http://education.alberta.ca/media/1233960/6_ch3%20learner.pdf
Alberta Learning. (2000). English Language Arts (K – 9) Program of Study. Available online at:
http://education.alberta.ca/teachers/program/english/programs.aspx
Bafile, C. (2014). Reading Rockets: Reader’s Theatre: Giving Students a Reason to Read Aloud. Retrieved from
http://www.readingrockets.org/article/39
Busy Teacher (n.d.). Creative Writing Prompts. Retrieved from
http://busyteacher.org/creative_writing_prompts_part_one.html
Canadian Literacy and Learning Network (2014). Essential Skills. Retrieved from http://www.literacy.ca/essential-skills/
16. References cont….
Hawken, J. (n.d.). Foundations for Literacy: An Evidence-based Toolkit for the Effective Reading and
Writing Teacher. Published by Canadian Language and Literacy Research Network. Available
online at:
http://foundationsforliteracy.cllrnet.ca/index.php/Foundations_For_Literacy
Larson, J. & Marsh, J. (2005). Making literacy real: Theories and practices for learning and teaching.
Thousand Oaks, CA: SAGE Publications.
Raz-Kids (2004). Retrieved from http://www.raz-kids.com/
Reading Rockets (2014). Video Interviews with Top Children’s Book Authors and Illustrators. Retrieved
from http://www.readingrockets.org/books/interviews
Teach Mama (2013, May 2). 3 all-time best games to play with sight words. Retrieved from
http://teachmama.com/3-all-time-best-games-to-play-with-sight-words/#_a5y_p=1280531
Wabuge, K. (2013, March 15). Kindergarten is Crazy (Fun): Sight Word Literacy Center Activities.
Retrieved from
http://kindergarteniscrazy.blogspot.ca/2013/
03sight-word-literacy-center-activities.html?m=1
