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Language Arts Statement

The Learning Goal contains the Language Arts section, which includes: Reading, Writing

and Oral Language. The project selected to represent this goal is a Case Study of an Emergent

Reader. Educators are tasked with understanding the subjects that they are presenting to students.

“A balance between content and pedagogical knowledge as well as a balance of all components

of reading instruction may be critical factors in determining the levels of overall teacher

knowledge needed to teach children to read” (Clark, Helfrich & Hatch, 2017). The case study of

the first grade emergent reader explored the knowledge of the student and how the educator uses

the information to assist the student in struggling areas.

Literacy provides a pathway to gain and share information, whether that is reading

writing, speaking, viewing or listening effectively. “Let us not forget, in particular, that sustained

reading and writing are not merely the desired ends of instruction but the means of

accomplishing our goal of helping students” (Weaver, p. 359, 2009). Students begin their

education at home, and that is important for development (Strickland, Ganske, & Monroe, 2002).

Teachers have a responsibility to provide their students the tools that are needed to effectively

communicate. Literacy skills are used in every piece of education; if literacy (reading in

particular) is not at the intended/desired level, all other aspects suffer. A student may be strong in

other subjects, like math or science, but one has to be able to read to understand the context to

perform the tasks.

Through the Master’s of Arts in Teaching (MAT) program, I have been exposed to

courses that have taught pre-service educators about education for kindergarten through the

eighth grade. With the wide band of knowledge, I have been able to focus and apply most of it to

the primary elementary grades. I have found that the integration of picture books have been
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successful to capturing the attention and interests of students. “Picture books are one type of

multimodal text; the meaning of the whole involves the weaving together of multiple modes,

including the linguistic (written text), visual (illustrations), spatial (evident in the design, layout,

and composition), and gestural (found in the positions and movement in the illustrations)”

(Martens, Martens, Doyle, Loomis & Aghalarov, 2012).

Approaching reading and writing through picture books in the beginning will allow

students the chance to gain techniques to assist even the most struggling readers. Differentiating

reading and writing groups in the classroom allows me to gauge what individual learners need.

Options for monitoring reading progression of students can also be differentiated: reading circle

groups, independent reading and individual student conferences (Strickland, Ganske, & Monroe,

2002). After students have been in reading and writing groups that has become easy, it will be

important to move them on to something more challenging, but still within their Vygotsky’s

Zone of Proximal Development. Under Vygotsky’s theory of proximal development zones, he

brought the idea to expand students’ learning abilities by encouraging them to go beyond what

they are comfortable with to something new (Zaretsky, 2016). Reading and writing are

collaborative processes from inception to completion and students in my class will be able to

partake and work together to create outcomes.

The Language Arts section consists of reading, writing and the sharing of oral language

between students and educators. Analyzing aspects of an emergent reader allows educators the

opportunity to reflect on what the student’s abilities are and what the student may need

assistance. The data can be used to modify lessons and stretch the students’ Zone of Proximal

Development. Educators can orchestrate the teaching of reading, writing and oral language

together to educate students in a natural holistic learning.

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References

Clark, S. K., Helfrich, S. R., & Hatch, L. (2017). Examining preservice teacher content and

pedagogical content knowledge needed to teach reading in elementary school. Journal of

Research in Reading, 40(3), 219–232. https://doi-

org.ezproxy.uas.alaska.edu/10.1111/1467-9817.12057

Martens, P., Martens, R., Doyle, M. H., Loomis, J., & Aghalarov, S. (2012). Learning From

Picturebooks: Reading and Writing Multimodally in First Grade. Reading Teacher, 66(4),

285–294. https://doi-org.ezproxy.uas.alaska.edu/10.1002/TRTR.01099

Strickland, D., Ganske, K., & Monroe, J. K. (2002). Supporting struggling readers and

writers: Strategies for classroom intervention 3 – 6. Portland, ME: Stenhouse.

Weaver, C. (2009). Reading process: Brief edition of reading process & practice (3rd

ed.). Portsmouth, NH: Heinemann.

Zaretsky, V. (2016). Vygotsky's Principle "One Step in Learning - One Hundred Steps In

Development": From Idea To Practice. Kulʹturno-Istoričeskaâ Psihologiâ, Vol 12, Iss 3,

Pp 149-188 (2016), (3), 149. doi:10.17759/chp.2016120309