How do the instructional practices observed align with literacy philosophies?

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Assessment Description

There is a wealth of research that supports the importance of early literacy development and how it predicts future reading success. Understanding early literacy development and assessing student literacy proficiencies will inform a teacher’s instructional planning. To support ELLs’ literacy growth, effective strategies can be implemented in daily lesson activities.

Allocate at least 3 hours in the field to support this field experience.

Part 1: Observations and Collaboration

Observe your mentor in at least two literacy lessons. Focus your observations on instructional literacy practices. Following your observations, discuss the lessons you observed with your mentor and ask follow-up questions about how they support literacy in their classroom. Additionally, work with your mentor to select a small group of students you can work with to help support their literacy skills. There must be at least one ELL in the small group identified.

Part 2: Small Group Work

Work with the identified small group of students to help build their literacy skills using an activity you created that has been approved by your mentor or that has been provided by your mentor. While working with the small group of students, think about their strengths and opportunities for growth, considering both literacy skills and social and academic language. This will allow you to identify how you could support them in the future.

Use any remaining field experience hours to provide support or assistance to the class as directed by your mentor.

Part 3: Reflection

Write a 500-750 word reflection based on your observations, small group work, and required readings. Your reflection should address the following:

How do the instructional practices observed align with literacy philosophies?

How does the classroom environment support the literacy needs of ELLs?

What literacy challenges are present for ELLs in the classroom?

How did the teacher engage students in literacy activities?

What scaffolds did the teacher include in the lesson to ensure that ELLs were supported?

How did the teacher differentiate reading and writing tasks for ELLs?

What activity did you implement in your small group and how did that activity support the students’ literacy needs?

What language scaffolds did you implement to support students in the literacy activity?

How would you continue to support your small group of students in the future in both language and literacy?

Reference findings from your observations, collaborations, and small group work explicitly within your reflection.