Ideal Literacy Program

LITERACY CLASSROOM 1
Running Head: Ideal Literacy Program
Ideal Literacy Program for Any Classroom
A Statement of Teaching Philosophy, Ideas, and Practices
John W. Orsborn
University of Alaska Southeast

Abstract
This paper is an outline of the literacy program I would institute in a first
grade classroom in Sitka Alaska. Included in this document is a statement
of my teaching philosophy, an overview of how I would present material,
integrate my lessons, use my class diversity as lesson starters, assess my
students, and strategies for paraprofessionals/parent helpers in the
classroom. My ideas and philosophies will be supported by academic
theorists in the field of education. Also included is an appendix consisting of
the standards used by the State of Alaska and Sitka School District, a table
of weekly, monthly, yearly curriculum topics breakdown, and a work board
sample. This is an overview intended to provide the reader insight to my
teaching philosophy, ideas, and practices for a literacy program built to
teach children, practices that will enrich their lives, create active learners,
and build upon the skills needed to succeed throughout their education.
Ideal Literacy Grade One Classroom: A Statement of Teaching
Teaching Philosophy
According to Merriam Webster, the definition of literature is: writing,
grammar, and learning; the production of literary work; writing in prose or
verse, and expression and expressing ideas of permanent or universal
interest. (Webster, 1990) This statement is exactly what literature is in
education, whether in a kindergarten class or in a graduate program,
literature is an expression. I believe all children can learn to read in a
classroom that is integrated with differentiated instruction, a safe and
engaging learning environment rich with a variety of literature, and high
expectations of students that encourages them to discover, reach, and
stretch beyond what they thought their potential could be. In order to
achieve this, I believe as a teacher I must also provide the necessary
scaffolding for students to reach these expectations. These two items, high
expectations and instructor willingness is what I believe will drive a great
literacy program.
Regardless of where we teach, I believe that the development of an
ability to write clearly and effectively goes hand-in-hand with the ability to
think logically and creatively. Beyond language, literature teaches students
important comprehension and analysis tools. Literature is necessary for
"learning to evaluate, draw inferences, and arrive at conclusions based on

evidence" (Carr, 1988). Through literature, students learn to identify and
analyze conflicts, themes, issues, people, and much more. In order to
achieve this understanding, however, learning the skills to decode texts is
crucial. I believe modeling, discussion, and critical thinking should be
applied, as opposed to drilling and memorization. Real learning can be
achieved through asking questions, anticipating, making predictions, and
responding to the text. By engaging the students while still educating them,
they gather a supply of tools for further use in literature and in life. To
foster these beliefs children need to be able to choose what they read, and
how they want to respond to it. (Fields, Groth, & Spangler, 2008) The
response is as important to understanding as the reading itself.
The Classroom
The average classroom in Sitka consists of a 60/40 mix girls to boys.
Four of the students will come from Coast Guard families, where three will
have the necessary skills in reading writing and math, be able to follow
directions, poses good listening skills, and will be placed in an advanced
group for reading and writing. One child will be labeled learning disabled and
most likely be or in placement of an IEP. Nine of the students will be of
Alaska Native Decent, and of those nine, two will have low literacy skills, six
will be from low income households, will receive school breakfast and lunch,
and one will be labeled learning disabled. Two of the students will not live
with their biological parents. Five students will be other than Alaska Native
Decent and from households that have been in the community all their lives.
These children will be considered middle of the road for learning skills. Of
these children one will have low literacy skills, one will be from a low income
family and be provided school lunch and breakfast, and one will not live with
their biological parents. These basic statistics round out the classrooms at
Baranof Elementary and provides the challenge to any teacher that comes
into the building, constant evaluation and diversification for lesson planning.
(J. Christianson, personal Communication, April 3, 2012)
I believe that the classroom in and of itself is as important to learning
as the students and the teacher. My classroom will be filled first and
foremost with love. Regardless where I teach, the children need to feel safe,
secure, respected, and wanted for a bond to be built between the two of us.
(Thompson, 2007) I do not want to be their friend; I want to be their
teacher, I want them to know that they can come to me, but I also want
them to know that I am firm, fair, and consistent. The environment I create
will dictate the learning in the classroom. I believe in having a bright
classroom, pictures, posters, and student work on the walls. I believe in
changing the theme with the season and or the subject. Children’s birthdays
should be celebrated, and those with birthdays during off months, celebrated
on the six month mark or half year so everyone has a special day. Lost
teeth are as important and should be celebrated with tooth crowns, and
laughter. I believe the classroom should feel alive!

The layout of the room (See Appendix A, Figure 1) is just as important
as anything else. For some children consistency is the key to a good day,
and layout of a class and routines are one thing that can almost always be
consistent. I believe the student desks should be placed in groups, with open
space for group work, separate reading tables, and separate work tables for
writing and play centers. The reading centers will be stocked with themed
books, based on season and current work load. The ideal classroom should
have over 1000 books; however, as a first year teacher my collection is
limited to my budget. (Fields, Groth, Spangler, 2008) This is something that
grows over time, and can be filled through yard sales, second hand stores,
and gifts from family and friends. Hand written poetry from books will be
placed on poster board and hung on a rack for children to read and use in
writing lessons. All rules of conduct will be written and hung on the walls for
students to see and read, and all communications will be written to
encourage the reading. All information a child needs to conduct class
throughout will be visibly placed in the room and understandable through
both written and visual terms. A class schedule (See Appendix A, Figure 2,
2a, 2b, 2c) will be placed on the board so student will always know where to
look for the information, nothing will be a surprise. Daily activities will
always be discussed at the opening of class, and the schedule placed in a
pocket chart for the children to see.
Methods of Teaching Literacy

The strategies for teaching literacy are varied in a well diversified
classroom. I believe meaningful learning begins with thinking,
experimenting, and interpreting. (Fields, Groth, Spangler, 2008) Children
need to experiment with words, text, pictures, and make their own
decisions, test their own theories, and make mistakes. The wrong answers
are proof children are producing their own knowledge. (Fields, Groth,
Spangler, 2008) I want my students to question their learning, to think for
themselves, to investigate like a scientist. I will provide the tools, but I
want them to experiment, to play.
I will start by having meaningful conversations with my students daily.
When children have the chance to talk and listen to proper language, it
provides them with many understandings about language itself, as well as
how language functions. (Fields, Groth, Spangler, 2008) Along with
meaningful conversation comes the use of open-ended questions to spur
conversation beyond simple answers, something that children have to think
about to respond. Those 4-5 seconds of thought will allow them to process
the information without being rushed. Next I will use reading, from group
reading to paired reading between students to structured read aloud in class.
To read and hear someone else read expands the knowledge base of
language. With reading comes reading groups, and weekly assessment with
running records to ensure students are being challenged, and are able to
feel accomplishment. When students have jobs to do and they are finished,
the class library and literacy game area will be the place to go to fill the time
between transitions.
The literacy time will be 1 to 1-1/2 hours a day. During that time the
students’ will have four jobs to complete. The breakdown is a round robin
set-up of four jobs, starting with 10 minutes of buddy reading (see Appendix
B, Fig. 1). The next job will depend on the group the student is in, it could
be word stamping, playing memory, vowel/no vowel bingo, letter puzzles,
books on tape work sheets, poetry corner, the list is endless, but the jobs
are simple. Each job is set up to take about 15 minutes, and then the
student gets the work checked by an adult, and then transitions on. When
all the work is done, the class library is open, and so are the computers for
games, or for writing. Bigger projects like a class news paper, student
books, poem books, and art literature (Eric Carle style) will be available
during the year.
In the late morning I will have writer’s workshop where student will
create poems, stories, and write their own books using digital cameras and
Microsoft word. I would like to have a class web page where students’ work
can be displayed for parents and other classes to look at, and a class blog
for the students to express their ideas in peer to peer groups across the
nation. I believe the exposure to the internet is good; this is the path we
are headed in education. Students should be able to collaborate with peer
groups around the world.

I feel the more I can get them to read, whether alone or to each other
will allow them to feel more confident in expressing themselves through
writing. Student can not hear someone read enough, and the more
exposure will help build their confidence. Having students share their work
form writers workshop will inspire them to write more. (M. Loomis, Personal
Communication, march 13, 2012)
Resources for Learning
I believe in playing with words, through games, art, and puzzles. I believe
children should have fun with words, using programs like Wordle, Word-it-
out, Wordsift, and Tag Crowd to name a few on the white board. Lexia
learning is another great program in the Sitka School District where kids can
have fun with reading, writing, and experimentation with words. On line
tools are great but they are only one tool in the box. Lakeshore Learning
has games, puzzles, and books that encourage kids to read, write, and use
vocabulary in every day situations. The more authentic the learning the
more useful it is for the student. I like incorporating art in as many projects
as I can, simple because it is a great tool for expression. If kids are allowed
to experiment with colors, letters, words, they are more apt to try new
things on paper. I believe each child should have a “Words I Use” book, with
the high frequency words spelled out, and space to put newly learned words
as well. I will have a word wall on the back wall and it will grow weekly as
we learn new words, word combinations, letter partners, ending sounds, and
student names. Along with this, I am also a big fan of themed play.
I believe in having a play area in the back corner with a changing
theme, starting the school year with a restaurant, then a kitchen, post
office, library, garden, zoo, the list is limitless and only bound by the
imagination. This play area is for the kids, their play their ideas. I want
them to be able to use everything they know, from reading to writing, math,
to science it is strictly play. I also believe is using wood blocks, Lego blocks,
magnets, unfix cubes, any manipulative I have access to will allow them to
use their imagination.
Along with the play is a weekly journal write where the students can
talk about what they did during play. I will encourage art as well as writing
in the journals, and the student is the judge of the material that goes in.
Allowing them to share in the class will coax them to share on the web with
peer groups’ nation wide.
Standards, Goals, and Assessments
State and local standards (found in Appendix B, Figure 2 & 2a) will be
used for building the annual plan, and for evaluating students on
performance and growth. Because the standards are limited for first grade,
to reading, writing, and math, literature will play a role in all subjects. The
content and performance standards for Alaska are broad standards, and do
not identify 1st grade specific standards. Sitka School District has adopted a
set of standards for K-2 to fill the gap, yet the standards are still broad. I
believe in using the standards as a guide and the Literacy by Design guide
as the tool to promote literacy in the classroom.
Students will be assessed on reading, in groups and individually
weekly using a running record and the aid of the literacy teacher weekly.
When students become confident in a reading level they will be moved
forward to promote word knowledge, fluency, and decoding skills. The
weekly reading groups will change over time, as some students will advance
quicker than others. The speed at which they advance is on an individual
basis, students will not be penalized for not advancing quickly. I know that
some students need extra help and that’s ok, I have the time to provide it. I
plan on having an afterschool program for students that need extra help in
reading and writing, and will work out a schedule that is conducive to
parents. During the course of the school year, I will keep a journal of each
student, track their accomplishments, their struggles, what I have tried and
what works. This journal will be important when it comes time for parent
teacher conferences to alert the parents to struggles, what they can do to
help, and how their child has succeeded over the course of the year. It is
also a tool that can be electronically passed to the next grade for the next
teacher to pick up where I left off.

I do not believe in grades at this age, I believe students should be
grouped by ability, the instruction differentiated for each group, and the
groups’ intermingled with faster students for peer to peer work. Children
need to feel equal in the classroom, and by grouping students of all skill
levels, this allows them to each bring something unique to the table.
Other Adults in the Classroom
Because there will be children on IEP’s, paraprofessionals will be in the
classroom and of course the reading specialist will be there weekly. I also
want to open the room to parent volunteers during literacy time, so students
will be able to other people speaking besides myself. The parent volunteers
will be guided by me to help the children work through problems they
encounter while reading and writing like sounding out words, creative
spelling, and letter partner sounds. I believe the more parents I can get to
volunteer even if just once a month will allow them to see what the children
are learning, how they learn it, and how they can help their kids at home. I
believe in bringing in storytellers at every opportunity, and allowing the kids
to document the experience. Story tellers, village elders, and local officials
(fire dept., police dept, ect.) will always be welcome to come and read to the
children so again they can hear another adult speak. The more interaction
they have with adults, new speaking voices, and new fresh environments I
feel will encourage them to want to document the event with words, art, or
photographs.
Closing
For me, literacy in the classroom is more than reading and writing. It
is something that has an interaction with every subject taught in first grade.
I believe in having rich literacy programs, games, art, music, puppet shows,
and poetry challenges to keep my kids thinking. I see the fun and play as
learning, beyond personal interaction; it is a chance for my students to think
about what they are going to do. This thought process is the key to learning
literacy. I want my students to be challenged, yet be comfortable enough to
read to each other. I feel I have a plan that addresses these topics and
allows my children to hold themselves accountable, and yet feel free enough
to pretend play everyday. This is the environment that I feel best allows for
learning and understanding.
A classroom rich in literature can be ideal for accommodating students
of varying ability and cultural and economic backgrounds. Peer interactions
and active learning can be made an integral part of the classroom to enrich
individual learning. Also, with the wide range of involvement by parents and
teachers, at-risk students may be reached by channeling their unique
interests in the classroom.
I hope to learn from students as well as teach the principles of reading
and writing that I feel will benefit them. My sense of learning is that it is a
life-long process and adults as well as children are constantly expanding

their perspective on the world. By engaging myself with students I will better
my understanding of the unique needs, emotions, and beliefs my students
may have.
Appendix A
Figure 1 Room Layout
Door to hall
Figure 2 Daily Schedule
8:05- Number corner

8:30
8:40- Literacy and work board
10:00
10:00- Story/snack/recess
10:30
10:30- Writers workshop
11:15
11:15- Math
11:45
11:45- Lunch/recess
12:45
12:45- Ketchup and relish
1:20
1:20- Choice time
1:40
1:45- SMART
2:10
2:15 Home
Figure 2a Weekly Schedule
8-8:30 8:40- 10- 10:30- 11:15- 11:45- 12:45- 1:20- 1:45- 2:15
10 10:30 11:15 11:45 12:45 1:20 1:40 2:10
M Number Lit & Snack/ Writers Math tubs Lunch/ Ketchup Choice SMART Home
corner work Story/ workshop recess Relish
board Recess
TU Music Lit & Snack/ Writers Excel Lunch/ Sci/SS Choice SMART Home
work Story/ workshop Math recess
board Recess
W Number Lit & Snack/ Writers Math tubs Lunch/ Work Choice SMART Home
corner work Story/ workshop recess tubs
board Recess
TH Music Lit & Snack/ Writers Excel Lunch/ Sci/ss Choice Comp Home
work Story/ workshop Math recess Lab
board Recess
F Smart Lit & Ketchup Library/ Writers Lunch/ Class Choice Home
work & relish Art Workshop recess Mtg 1:15
board
Figure 2b Monthly Schedule
First Qtr Second Qtr Third Qtr Fourth Qtr
Reading Reading Recovery Reading recovery Winter/cold/snow Old Bear

Gates-McGinnety Gates-McGinnety Fox & the Stork Dr. Desoto
Decodable Reading Decodable A Bed Full of Cats Sleep is for
Program-Book 1 Reading program Me on the Map Everyone
Nuresry Rhyms Book 1 At Home Around the Mike Mulligan and
Try Your Best World his Steam Shovel
I Am a Butterfly Tell Me a Story Fishing Bears
Sendak Books Jan Brett books Eric Carle books
On the Job…
Little Bear’s Friend
Dr. Seuss Wk
Writing Sentences-naming parts and Nouns Special names of Describing words:
telling parts of sentences Nouns: people & places er, est
Word Order places; animals or Names of days, Verbs
Telling Sentences things months, holidays Verbs that tell about
Asking Questions One & more than Using I and me now
one Using he, she, it, Using am, is are
Special names & they Verbs that tell about
titles for people Describing words: the past
feelings Using was & were
Using go & went
Contractions with
“not”
Figure 2c Yearly 1st Grade Scope and Sequence, aligned with Literacy by
Design’s Scope and Sequence and Alaska State Standards 2008
Phonemic Awareness Fall Winter Spring
Phoneme Blending (concept of stretching words)
Phoneme Isolation (Letter Sounds)
Phoneme Matching (beginning Phoneme Matching)
Word Awareness (Concept of word vs letter)
Word Rhyming (oral)
Phoneme Segmentation X
Phoneme Segmentation/Blending X
Syllable Awareness X
Phoneme Addition/Subtraction
Phoneme Blending: Onset and Rhyme (visual)
Phonics Fall Winter Spring
Use knowledge of letter-sound relationship to decode
Develop and apply knowledge of consonant sounds
Introduce and develop knowledge of short vowel sounds X
Introduce concept of word families
Fluency Fall Winter Spring
Model how to read words with special type
Introduce the use of punctuation to inform meaning
Participate in choral reading: poems, rhymes, songs, and

stories with repeated patterns
Vocabulary Fall Winter Spring
Build vocabulary through pictures, experiences, illustrations,

themes…
Reads high-frequency words
Understand theme vocabulary
Develop vocabulary through direct instruction, concrete

experiences, reading, and listening to text read aloud
Use words to describe location, size, color, shape

(attributes)
Use picture cues to help determine word meaning
Concepts of Print (see Strategic Prompts for Early

Fall Winter Spring
Behaviors)
Develop an understanding of letter versus word

Demonstrate book-handling skills
Demonstrate directionality: front to back, top to bottom, left

to right, left page before right page
1-1 correspondence
Understand that words are separated by spaces
Match spoken words to print
Recognize parts of book
Recognize name and environmental print
Introduce concept of first/last and beginning/end in both

words and sentences
Introduce concept of author and illustrator
Introduce concept of end punctuation
Introduce characteristics of nonfiction
Text Features
Non-Fiction Fall Winter Spring
Introduce- Table of Content
Introduce- Picture Glossary
Introduce- Captions
Introduce- Labels
Introduce- Lists
Fiction Fall Winter Spring
Listens to determine if a story is fiction or non-fiction
Introduce and discuss poetry
Comprehension
Make Connections Fall Winter Spring
Make Connections: background knowledge
Make Connections: compare/contrast information
Make Connections: text to text, self, and world (Cultural and

Traditional)
Making Connections: compare/contrast genres X
Literature Response and Analysis Fall Winter Spring
Distinguish Fiction and Non-Fiction
Identify Repetition of Language
Recognize Rhyme
Identify Character X
Identify Setting X
Identify Story Structure (story sequence/ beginning, middle,

X
end)
Identify Plot (main ideas)
Infer Fall Winter Spring
Infer: Predictions X
Infer: Conclusions
Synthesize Fall Winter Spring
Synthesize: Classify/Categorize Information
Create Images Fall Winter Spring
Creates Images: Creates Mental Pictures
Creates Images: Student Illustrates Idea/Concept
Ask Questions Fall Winter Spring

Ask Questions: Author's Purpose X
Ask Questions: Illustrator's Purpose X
Ask Questions: Meaning X
Determine Importance Fall Winter Spring
Determine Importance: Purpose for Reading (pleasure,

X
research, information…)
Monitor Understanding (see Strategic Prompts for

Fall Winter Spring
Early Behaviors)
1-1 matching
Directional Movement
Monitor on known words and letters
Picture/word match
Monitor on unknown words X
Monitor on all sources of information (Meaning, Structure,

Visual)
Self correcting
Cross checking (Use one source of information against

another)
Writing
Spelling/Grammar Fall Winter Spring
Develops stories verbally
Draws pictures to tell a story
Labels pictures
Dictates simple stories
Participates in shared/interactive writing
Adds end punctuation to writing X
Writes simple sentences- forming an idea X

Writes compound sentences
Adds details (in writing and/or drawing)
Uses conventional writing- capital at beginning only
Possessives
Subject/Verb Agreement
Handwriting Fall Winter Spring
Writes first name (capital at beginning)
Correct formation of uppercase and lowercase letters
Uses correct pencil grip (two finger pinch)
Purpose of Writing Fall Winter Spring
Story
Letters (Thank You, Notes, Cards…)
Writes for a specific audience
Reports (Introduced to the idea of simple science reports

X
based on research)
Process Fall Winter Spring
First Draft (no revising)
Prewriting
Share and Celebrate Writing
Conventions: Left to Right, Top to Bottom, Capital, Spaces,

End Punctuation (?.!), and the concept of
letter/words/sentence)
Basic Revising Skills: Teacher Directed (story details,

spaces, punctuation…)
Editing
Publishing
Revising
Listening and Speaking
Listening Skills and Strategies Fall Winter Spring
Follows simple two step oral directions
Listens for understanding of thematic vocabulary
Listen for comprehension
Listens to determine fiction or non-fiction
Listen for repetitive language or rhyming words
Expresses own opinion about materials read/heard
Listens for details X
Listens to and discusses stories representing various

X
cultures and traditions
Listen to understand characters
Speaking Skills and Strategies Fall Winter Spring
Speaks clearly and accurately, using appropriate delivery for

a variety of audiences and purposes
Speaks to ask and answer questions
Speak to communicate needs, share ideas, experiences, and

share sources of information
Speaks to express an opinion
Speaks to retell or explain information
Participates in choral speaking: poems, songs, rhymes, and

stories with repeating patterns
Speaks to share a piece of writing X
Speaks to answer who, what, and where questions X
Predicts and confirms outcomes when listening to a story X

Appendix B
Figure 1 Work Board Sample
WORK BOARD
Group 1 Word Play Stamping Active Board "ing" Bingo
Group 2 Concentration Word Paint Build Mix Fix Creation Station
Group 3 Active Board "ing" Bingo Word Play Stamping
Group 4 Build Mix Fix Creation Station Concentration Word paint
Figure 2 State Standards
English language Arts
A- A student should be A student who meets the content standard should:
able to speak and 1) apply elements of effective writing and speaking; these elements include
write well for a variety ideas, organization, vocabulary, sentence structure, and personal style;
of purposes and 2) in writing, demonstrate skills in sentence and paragraph structure,

audiences.
including grammar, spelling, capitalization, and punctuation;
3) in speaking, demonstrate skills in volume, intonation, and clarity;
4) write and speak well to inform, to describe, to entertain, to persuade,
and to clarify thinking in a variety of formats, including technical

communication;
5) revise, edit, and publish the student’s own writing as appropriate;
6) when appropriate, use visual techniques to communicate ideas; these
techniques may include role playing, body language, mime, sign
language, graphics, Braille, art, and dance;
7) communicate ideas using varied tools of electronic technology; and
8) evaluate the student’s own speaking and writing and that of others using high
standards.
B- A student should A student who meets the content standard should:
be a competent 1) comprehend meaning from written text and oral and visual information
and thoughtful by applying a variety of reading, listening, and viewing strategies; these
reader, listener, and strategies include phonic, context, and vocabulary cues in reading,
viewer of literature, critical viewing, and active listening;
technical materials, 2) reflect on, analyze, and evaluate a variety of oral, written, and visual
and a variety of other information and experiences, including discussions, lectures, art,
information.
movies, television, technical materials, and literature; and
3) relate what the student views, reads, and hears to practical purposes
in the student’s own life, to the world outside, and to other texts and experiences.
C- A student should be A student who meets the content standard should:
able to identify and 1) make choices about a project after examining a range of possibilities;
select from multiple 2) organize a project by
strategies in order a. understanding directions;
to complete projects b. making and keeping deadlines; and
independently and c. seeking, selecting, and using relevant resources;

cooperatively.
3) select and use appropriate decision-making processes;
4) set high standards for project quality; and
5) when working on a collaborative project,

a. take responsibility for individual contributions to the project;
b. share ideas and workloads;
c. incorporate individual talents and perspectives;
d. work effectively with others as an active participant and as a
responsive audience; and
e. evaluate the processes and work of self and others.
D- A student should be A student who meets the content standard should:
able to think logically 1) develop a position by
and reflectively in a. reflecting on personal experiences, prior knowledge, and new
order to present and information;
explain positions b. formulating and refining questions;
based on relevant and c. identifying a variety of pertinent sources of information;

reliable information.
d. analyzing and synthesizing information; and
e. determining an author’s purposes;
2) evaluate the validity, objectivity, reliability, and quality of information read,
heard, and seen;
3) give credit and cite references as appropriate; and
4) explain and defend a position orally, in writing, and with visual aids as appropriate.
E- A student should A student who meets the content standard should:
understand 1) use information, both oral and written, and literature of many types and
and respect the cultures to understand self and others;
perspectives of 2) evaluate content from the speaker’s or author’s perspective;
others in order 3) recognize bias in all forms of communication; and
to communicate 4) recognize the communication styles of different cultures and their possible effects
effectively. on others.
Figure 2a GLEs
Writing Performance Standards (Grade Level Expectations)
The student writes about a topic.
W1.1 a. Write complete sentences with a subject and a predicate. E.A.1

b. Write a paragraph with a topic sentence and supporting details. E.A.2
c. Write short stories or compositions with a beginning, middle, and end. E.A. 4
The student writes about a topic by

[1] 1.1.1 Writing a complete sentence with a subject and a predicate
[1] 1.1.2 Writing about a single topic using drawings and a minimum of three complete sentences
[1] 1.1.3 Identifying and writing the beginning, middle, and end in a piece of writing
Student writes for a variety of purposes and audiences.
W1.2 Write for a specific audience, including self, other children, parents, and other adults. E.A.4
The student writes for a variety of purposes and audiences by
[1] 1.2.1 Writing thoughts or ideas to communicate with specific audiences (e.g., cards, letters,
notes, lists)
[1] 1.2.2 Writing a variety of responses to text (e.g., response logs, journals)
The student writes and edits using conventions of Standard English.
W W1.3 a. Use a variety of simple sentence structures, and basic rules of punctuation and capitalization
in written work. E.A.2
b. Proofread writing for legibility, spelling, capitalization, and punctuation when producing final drafts.
E.A.5
The student writes and edits using conventions of Standard English by

[1] 1.3.1 Writing first name and last name with initial capitals and lowercase letters
[1] 1.3.2 Writing a variety of simple sentences using capitalization and end punctuation (i.e.,
statement, question, exclamation)
[1] 1.3.3 Correcting mistakes in spelling with support (e.g., grade-appropriate, high-frequency
words)
[1] 1.3.4 Identifying punctuation in written work (e.g., periods, question marks, exclamation marks,
commas, quotation marks)
[1] 1.3.5 Correcting mistakes in punctuation at the end of sentences and capitalization (i.e.,
beginning of sentences and proper nouns) with support
[1] 1.3.6 Producing legible handwriting with correct spacing, letter formation, and pencil grip
The student revises writing.
W W1.4 a. Revise writing for detail and clarity. E.A.5

b. Provide appropriate feedback to peers about written work. E.A.8
The student revises writing by

[1] 1.4.1 Working with peers or teacher to rearrange and/or add supporting details to improve clarity
[1] 1.4.2 Giving and/or receiving ideas and suggestions about writing and responding appropriately
The student documents sources.
W1.5 List titles and authors of books and other materials when used as references in written work.
E.D.3
The student documents sources by
[1] 1.5.1 Identifying sources of oral and written information (e.g., people, movies, books, maps,
glossary, computer, etc.)
Reading Performance Standards (Grade Level Expectations)
The student uses strategies to decode or comprehend meaning of words in text.
R1.1 a. Distinguish, reproduce, and manipulate the sounds in words;

b. Use a combination of the following to read and comprehend text: knowledge of phonics,
alp alphabet, and alphabetic principle, e.g., recognition of letter shapes, letter
names, letter/sound relationships, initial/final consonants, vowels, letter patterns; pictures and
visual cues; sight recognition of high frequency vocabulary words; word structure, e.g., root words,
prefixes, suffixes,
rhyming words; language structure, e.g., word order, grammar; meaning structure,
e.g., prior knowledge and context; text structure, e.g., read left to right. E.B.1
The student uses strategies to decode or comprehend meaning of words in text by
[1] 1.1.1 Given spoken words or sounds:
• identifying initial, middle, and final sound in 1-syllable words;
• blending 3-4 phonemes into a whole word;
• segmenting 3 and 4 phonemes in 1-syllable words;
• distinguishing, reproducing, and manipulating sounds for common letter combinations (i.e., word
families, consonant blends, and digraphs)
[1] 1.1.2 Reading regularly spelled one syllable words using decoding skills, including knowledge of
letter-sound relationships (phonics), digraphs, long and short vowel patterns
[1] 1.1.3 Reading high frequency words
[1] 1.1.4 Obtaining information using text features (e.g., titles, illustrations, table of contents, speech
bubbles)
[1] 1.1.5 Identifying the meaning of new vocabulary; using new vocabulary in context
[1] 1.1.6 Self-monitoring and self-correcting while reading (e.g., recognizing when there is a
mismatch and using other strategies to correct)
[1] 1.1.7 Demonstrating understanding of concepts of print including
• one-to-one matching;
• return sweep when reading;
• meaning of ending punctuation;
• capital and lower case letters (e.g., sentences and names begin with capitals)
The student comprehends literal or inferred meaning from text.
R1.2 a. Comprehend literal meaning from text.

b. Use a variety of strategies to support comprehension; including predicting, questioning, rereading,

and monitoring own comprehension. E.B.1
The student comprehends literal or inferred meaning from text by

[1] 1.2.1 Answering who, what, where, and when questions after listening to or reading a story
[1] 1.2.2 Generating questions to clarify meaning of the text
[1] 1.2.3 Making and verifying predictions based on information from the story
[1] 1.2.4 Drawing conclusions about stories or information while listening or reading (e.g., comparing
and contrasting)
The student reads text aloud.
R1.3 Read texts aloud with expression, demonstrating knowledge of punctuation and other
conventions of print. E.B.1
The student reads text aloud by
[1] 1.3.1 Reading orally with rhythm, flow, and expression, showing understanding of punctuation
(e.g., period, question mark, exclamation point, quotation mark) and other conventions of print (e.g.,
bold, all capital letters) at a pace similar to own speech
The student restates/summarizes information.

R1.4 a. Retell or dramatize a story after reading it. b. Restate information after reading a text. E.B.1
The student restates/summarizes information by
[1] 1.4.1 Retelling or dramatizing a story after reading it
[1] 1.4.2 Restating information after listening to text*
The student demonstrates an understanding of main idea.
R1.5 Identify the main idea of a passage. E.B.1

The student demonstrates an understanding of main idea by
[1] 1.5.1 Identifying main idea of a text
The student follows written directions.
R1.6 Read and follow simple directions to complete a simple task. E.C.2
The student follows oral and written directions by
[1] 1.6.1 Following two-step oral directions to complete a task
[1] 1.6.2 Following symbol, icon, or written directions to complete a task
The student analyzes content and structure of genres.
R1.7 Distinguish between common forms of texts (genres): fiction/nonfiction, prose/poetry, short
story/drama. E.B.2
The student analyzes content and structure of genres by
[1] 1.7.1 Identifying fiction, non-fiction, and poetry
[1] 1.7.2 Identifying use of rhyme in text*
The student analyzes literary elements and devices.
R1.8 Identify and describe basic plot, main characters, and setting (time and place) in fiction. E.B.2
The student analyzes literary elements and devices by
[1] 1.8.1 Identifying problem and solution, main characters, and setting (where and when) in fiction
The student analyzes content of text to differentiate fact and opinion.
R1.9 Express own opinions about texts. E.D.1

The student analyzes content of text to differentiate fact and opinion by
[1] 1.9.1 Expressing own opinion about material read/heard*
The student connects themes.
R1.10 Make connections between a text and personal experiences, experiences of others, or other
texts, and locate details in the text to illustrate these connections. E.B.3
The student connects themes by
[1] 1.10.1 Making relevant connections between text and personal experiences and other texts
The student makes connections between cultural influences/events.
R1.11 Identify basic cultural influences in texts. E.E.1

The student makes connections between cultural influences/events by
[1] 1.11.1 Recognizing that stories originate in various cultures
Figure 2b Local Standards
Reading High priority Standards 1st Grade
R1.1a Identify capital/lower case

letters and produce corresponding
letter sound
R1.1b Identify and produce beginning,
middle and ending sounds of a word
R1.1b Read words using
initial/medial/final consonants, silent

e, short/long vowel sounds, consonant
digraphs: ch, ph, sh, th, wh, qu,
endings: s, ed, ing, er, est, language
structure
R1.1b Use context, syntax, visual, and
picture cue
R1.1b Sight word recognition of high
frequency vocabulary word
R1.1b Recognize 100 most often used
words in children's literature by sigh
R1.1b Read signs, labels, and high
interest word
R1.2a Monitor own reading and
recognize when comprehension has
broken down
R1.2b Use strategies to support
comprehension, including rereading,
prediction, questioning, word
identification, context, and picture cue
R1.3 Use strategies to read accurately
(rereading, using punctuation, self correcting,
and using meaning,
structure and visual cues
R1.3 Read aloud with inflection and
expression
R1.4a Retell, dramatize, or restate
information after reading or hearing
text
R1.6 Read and follow simple directions
using a combination of pictures,
symbols, and words to perform a task
R1.8 Identify and describe the main
character of a story
R1.8 Tell the sequence of the story
R1.8 Describe the setting in terms of
time and place
R1.8 Make logical predictions about
what will happen next in a story
Typical Assessment
1. Anecdotal Records
2. Running Records
3. Individual Interviews
Major Thematic Strands and/or Instructional Units
l Geography
• School Community
• Famous People
• Families--Celebrations and Holidays
• Occupations
• Basic Needs
• Cultural Studies
• Weather and Seasons
• Environment
• Inter-tidal Zones
• Rocks
• Planets
• Properties of Matter
• Water Cycle
• Insects
• Plants
Technology Integration
• Basic Computer Concepts

• Software to Supplement Themes
Writing High priority Standards 1st Grade
W1.1a Write a complete sentence

W1.1b Write three sentences about a single topic
W1.1c Write simple stories or other compositions with a
beginning, middle, and end
W1.3a Edit for ending punctuation, capital letters, spelling,
and legibility; spell correctly the first 100 most commonly used
words in children's writing (see list); relate phonics to spelling
W1.3b Uses capital letters for names, the work "I", and first
word in sentences
W1.5 Begin to use sources for key information
Typical Assessment
• Reading Recovery
• Writing Samples
• Conferencing
• Teacher and commercial tests
• Anecdotal Records
Appendix C
Resources:
Carr, K. S. (1988). "How Can We Teach Critical Thinking?" Childhood

Education. Vol 65(2), Pp 69-73.
Fields, M.V., Groth, L.A., Spangler, K.L. (2008). Lets Begin Reading Right
(6th Ed.) A Developmental Approach to Emergent Literacy. Pearson
Lemov, D. (2010) Teach like a champion: 49 techniques that put students

on the path to college. Jossey-Bass.
Merriam-Webster (1990). Websters Ninth New Collegiate Dictionary.

Merriam-Webster Inc.
Thompson, J.G. (2007). The First-Year Teacher’s Survival Guide (2nd Ed.).
Jossey-Bass
Teacher Resources and Websites
www.classroom.4teachers.org
www.educationplace.com/rdg/res/classroom.html
www.reading.org
www.wordle.net
www.worditout.com
www.wordsift.com
www.tagcrowd.com
www.prometheanplanet.com
www.kidblog.org
www.freegooglewebsite.com

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LITERACY CLASSROOM 1

Running Head: Ideal Literacy Program

Ideal Literacy Program for Any Classroom

A Statement of Teaching Philosophy, Ideas, and Practices

University of Alaska Southeast

This paper is an outline of the literacy program I would institute in a first

grade classroom in Sitka Alaska. Included in this document is a statement

of my teaching philosophy, an overview of how I would present material,

integrate my lessons, use my class diversity as lesson starters, assess my

students, and strategies for paraprofessionals/parent helpers in the

classroom. My ideas and philosophies will be supported by academic

theorists in the field of education. Also included is an appendix consisting of

of weekly, monthly, yearly curriculum topics breakdown, and a work board

sample. This is an overview intended to provide the reader insight to my

teaching philosophy, ideas, and practices for a literacy program built to

Ideal Literacy Grade One Classroom: A Statement of Teaching

According to Merriam Webster, the definition of literature is: writing,

grammar, and learning; the production of literary work; writing in prose or

verse, and expression and expressing ideas of permanent or universal

interest. (Webster, 1990) This statement is exactly what literature is in

education, whether in a kindergarten class or in a graduate program,

literature is an expression. I believe all children can learn to read in a

classroom that is integrated with differentiated instruction, a safe and

engaging learning environment rich with a variety of literature, and high

expectations of students that encourages them to discover, reach, and

achieve this, I believe as a teacher I must also provide the necessary

expectations and instructor willingness is what I believe will drive a great

Regardless of where we teach, I believe that the development of an

think logically and creatively. Beyond language, literature teaches students

important comprehension and analysis tools. Literature is necessary for

"learning to evaluate, draw inferences, and arrive at conclusions based on

evidence" (Carr, 1988). Through literature, students learn to identify and

analyze conflicts, themes, issues, people, and much more. In order to

achieve this understanding, however, learning the skills to decode texts is

crucial. I believe modeling, discussion, and critical thinking should be

applied, as opposed to drilling and memorization. Real learning can be

achieved through asking questions, anticipating, making predictions, and

response is as important to understanding as the reading itself.

The average classroom in Sitka consists of a 60/40 mix girls to boys.

directions, poses good listening skills, and will be placed in an advanced

most likely be or in placement of an IEP. Nine of the students will be of

(J. Christianson, personal Communication, April 3, 2012)

I believe that the classroom in and of itself is as important to learning

(Thompson, 2007) I do not want to be their friend; I want to be their

will dictate the learning in the classroom. I believe in having a bright

classroom, pictures, posters, and student work on the walls. I believe in

laughter. I believe the classroom should feel alive!

The layout of the room (See Appendix A, Figure 1) is just as important

have over 1000 books; however, as a first year teacher my collection is

limited to my budget. (Fields, Groth, Spangler, 2008) This is something that

students to see and read, and all communications will be written to

encourage the reading. All information a child needs to conduct class

throughout will be visibly placed in the room and understandable through

always be discussed at the opening of class, and the schedule placed in a

pocket chart for the children to see.

Methods of Teaching Literacy

The strategies for teaching literacy are varied in a well diversified

classroom. I believe meaningful learning begins with thinking,

experimenting, and interpreting. (Fields, Groth, Spangler, 2008) Children

Spangler, 2008) I want my students to question their learning, to think for

themselves, to investigate like a scientist. I will provide the tools, but I

want them to experiment, to play.

I will start by having meaningful conversations with my students daily.

provides them with many understandings about language itself, as well as