MD8Assign_Gordon_T

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Feb 20, 2024

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Developing as a Literacy Teacher Terry Ann Gordon Master’s of Science in Education, Walden University READ- 6727 Dr. J. Emerson Chester December 24, 2023

Reflective Essay This course, "Reading and Literacy Growth Grade 4-6, has allowed me to gain valuable insights that have extended beyond my immediate context and will guide my learning in subsequent specialization courses and ongoing professional development as a literacy teacher. It has also provided me with opportunities to help my students actively engage in literacy learning through research-based instructional and assessment practices. According to Parr and Campbell 2012, "As learning communities become increasingly diverse, teachers, administrators, and policymakers must position themselves to maximize student development by broadening their conceptualizations of literacy, merging curricular areas, and implementing inclusive practices" (p.557). Understanding the complexities of literacy lays the foundation for effective teaching, and this knowledge becomes a blueprint for navigating my future course and professional growth. Furthermore, as I progress in this master's program, this foundational understanding of reading and literacy growth will serve as a scaffold for more advanced concepts. Applying the concepts learned in this course to current situations is crucial for influencing my students' academic and personal lives. One way I can do this is to recognize the importance of differentiated instruction based on literacy levels and tailor my approach to meet the diverse needs of my students. Differentiated instruction nurtures equality of condition by focusing on students' educational needs and holistically addressing them (Valiandes, 2015). Another way is to implement personalized strategies to create an environment where my students excel academically and develop a positive attitude toward reading, influencing their personal growth. In tracking my growth in skills and understanding, it is essential to consider the specific type of literacy learner I identified in this course. The literacy learner I identified for my literacy instruction is at the intermediate stage. At the intermediate stage, students read

independently, can participate in deeper conversations about their reading, and make connections to their lives (Walden University, 2014h). In working with the intermediate literacy learner, there is a shift from foundational instruction to more complex and comprehensive approaches. For example, the text selected for my literacy learner was reviewed through the text complexity criteria using quantitative information, qualitative benchmark texts, qualitative rubrics, and the readers, tasks, and contexts (Hiebert, 2013), ensuring its appropriateness. Another example is the implementation of guided reading in my literacy instruction. This allowed me to engage my learner with age-appropriate text that assesses comprehension levels and helped me tailor my instruction. As I advanced my skills, I understood that I had to incorporate more complex text that required the learners to make inferences and draw connections between ideas while supporting them with text evidence. Sharing the knowledge and skills acquired in this course is integral to fostering a collaborative professional community. I would organize workshops and seminars to disseminate insights about literacy instruction and developing literacy learners. I would also create resource guides to emphasize the importance of literacy instruction in developing well- rounded learners and fostering collaboration among educators. Collaborating with colleagues enables the exchange of ideas, creating a collective impact on student learning outcomes. Meirink et al., cited in Shagrir (2017), support this claim by stating, "Collaborative learning with teaching colleagues at school contributes to changes in their pedagogic perceptions, improvements in their teaching methods, and work relationships with colleagues" (p.333). In conclusion, this course guides my learning for subsequent courses and ongoing professional development. Applying the concepts to real-world situations, addressing my students' diverse needs, and sharing insights with my colleagues will foster a dynamic and evolving landscape of literacy instruction and shape my students' academic and personal lives.

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References Hiebert, E. H. (2013). Supporting students' movement up the staircase of text complexity. The Reading Teacher, 66 (6), p.459. Parr, M., & Campbell, T. A. (2012). Understanding literacy as our WORLD inheritance: Re- visioning literacy discourse and its implications for teaching practice. International Review of Education , 58(1) , p.557. Shagrir, L. (2017). Collaborating with colleagues for the sake of academic and professional development in higher education. International Journal for Academic Development , 22 (4), p. 333. Valiandes, S. (2015). Evaluating the impact of differentiated instruction on literacy and reading in mixed ability classrooms: Quality and equity dimensions of education effectiveness. Studies in Educational Evaluation , 45(1) , p.17. Walden University, LLC. (Producer). (2014h). The developing reader: The transitional, intermediate and advanced reading stages [Video file]. Baltimore, MD: Author.

MD8Assign_Gordon_T

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