Literacy Program

Literacy Program

  Introduction

A Literacy program is a model used to teach children in school or any other learning center. The main objective of a literacy program is to provide numerous chances for effective reading and writing based on real-life encounters. It is a system intended to enable all understudies to figure out how to peruse and compose successfully. The literacy program also aims at developing effective reading and writing children before they attain grade level status. The students are allowed to work at an instructional level which would not frustrate their learning process (Tompkins, Campbell, Green & Smith, 2014).

Goals

Writing as well as reading is one of the vital objectives of every learning institution for their students. Each staff member of the School is focused on building and maintaining a school culture in which reading and writing for every child are regarded as the most important aspect based on the priority levels that it is provided. The essential literacy plan objective is to maintain high standards of student reading and writing based on various categories as a school. For example, every child is expected to be fluent, well-developed sentences in their writing, limited grammatical errors as well as improved pronunciation and spelling in both their reading and writing experience. To which the objectives are limited to a specific period for them to be accomplished.

To effectively evaluate the achievements of the goals as explained in the literacy program, each student is to sit for an end of term evaluation test which is provided in two sections. The children are expected to narrate a story through writing, which also promotes their creativity. The students are expected to read a passage loudly in front of the class after which the teacher is to gauge and provide marks to each student based on their performance.

 Materials

All the materials involved in the literacy program should correspond with the lessons learned and taught by the teachers of the school. Additionally, the materials should include all the content towards attaining student sentence construction, spelling, and pronunciation as well as wording structure. On the other hand, the school also incorporate all the prescribed leaning materials as stated by the ministry of education at the specific state or country. The following is a list of all the requirements as expected by the school literacy program:

  1. A student reader book, a notebook and teachers manual of how to learn and when.
  2. A stopwatch to gauge the student’s efficiency in reading with regards to time.
  3. A plastic page protector of the student’s books and paper works
  4. A Manual Implementation Flow Chart of the learning process
  5. Pensile, bag, sharpener, and rubber.

Monitoring/Assessment

According to Allington, and Walmsley, (1995), the assessment section is based on how to evaluate as well as measure the literacy progress of the program among the students. For this school, the assessment is done both after every learning term and also the end of the year assessment. The primary objective of the assessment is to monitor progress for each student as well as understanding if the child is reading based on the grade levels that are expected. Also, the assessment provides the teachers with the know-how of ways to implement and foster instruction for a specific student at a particular level or time. The instruction development is based on the particular needs of every child since progress is not achieved as a group but individually. As a result, of the assessment student who develops a problem in reading and writing will regularly be monitored to evaluate and understand their weakness as well as how to improve their literacy aspects based on their learning grade level. The monitoring process will be documented as a result of every student’s performance to understand their progress over time.

Parental Involvement

Allington and Walmsley (1995) argues that parents have a higher impact than teachers in the improvement process of a child’s education as well as performance based on their curriculum. This is because of the parent’s motivational aspect impacts the child a lot than the teacher’s motivational aspect. As a result, the school, acknowledge the need for parent involvement of every child success. This is to be achieved through, teacher-parent communication based on the child’s performance at school. Parent and adult monitoring children homework by signing if the homework is done and completed before the child leaves for school makes the training practical as well as emphasizing on the parent-child support through the learning process. For example, providing literacy support such as helping the child to read specific words or passages as well as writing skills also goes a long way in improving their skills. Additionally, parents are to buy additional books that are fun for the child to read at home apart from the school books. As a result, the literacy program would attain its objectives faster because of the increased lenient and friendly pressure towards the student, because through parental involvement the program increase is consistency level with regards to improving child literacy standards.

Management/Organization

The school’s main agenda is to maintain high standards of literacy among its student through the literacy program. As a result cohesiveness, integration, as well as coordination among all stockholders of the school, are paramount, which is to be achieved through effective and efficient management. The administration of the school is bound to evaluate every teacher for every successful teaching term. This is done through evaluating their performance base on the literacy program objectives of their students/class. Additionally, the school is to vet the tutors with regards to their qualification and competency levels to build trust with both the parents and the student (Schoenbach, Greenleaf, Cziko & Hurwitz 1999). The school is to develop, a model structure to guide the teachers on how well to teach their students, evaluate their performance as well as communicate with the parents. On the other hand, the school aims at inviting specialist with regards to the literacy of the students, to evaluate, monitor and motivate the students and staff members towards the intended goals of the institution.

Professional Development

For effective implementation of the literacy program, quality professional development must be put in place. The development program includes teachers, school administration members, parents and other stockholders. This is because the literacy program involves a specific understanding of the students, how to implement instructions without subjecting the students. As a result, the tutors require specific training to adopt the program; this involves literacy coach to monitor the process. Professional development is essential in mantling the high standards of achieving the goal of the program, and also the literacy program process keeps on changing with regards to the environment as well as the generation of the children (Gregory, Allen, Mikami, Hafen & Pianta, 2014). For example use of technology to improve literacy standards is a new approach to most of the teachers meaning that development must continue. As a result, the school will monitor the training process as well as develop a recap meeting after every three weeks,  for all the teachers based on the literacy program, on ways to improve their services, the challenges they face and how to eliminate them as well as how to easily and quickly achieve the objectives

Technology integration

According to Cristia, Ibarrarán, Cueto, Santiago, and Severín (2017), the purpose of technology integration in the literacy program of the school is to provide opportunities for students to utilize and infuse digital technologies in the elementary reading and language arts curriculum. Emphasis will be on examining different ways technology can be used in the classroom for literacy instruction using multiple approaches to teaching reading and writing.  The Purpose of the digital storytelling project assignment is to use digital photography and digital video editing software to enhance the writing process by giving the work a sense of audience. Students Become storytellers as they script their digital stories to combine images and words into a video-based project. Storytelling is the key ingredient. Students are telling the stories of their lives, their learning, and their thoughts. The script, consisting of the written narrative for the movie, is a vital part of the project. For This assignment, you will be required to plan, storyboard, design, and produce a digital storytelling project. The Final project includes three components: project description, storyboard, and the digital story. You Will be planning a digital storytelling project for your target students and provide a description of the project Then, You will storyboard your digital story and then use a digital editing software program, for example, the iMovie, Moviemaker or else the Animoto to produce your digital story. Also, it must be exported into QuickTime File for a CD or into DVD Format and be posted online, such as YouTube and Vimeo.

The school also expects that each student should develop one lesson plan for this course. The purpose of this lesson plan will be to innovatively and “meaningfully” integrate technology into literacy, such as reading a lesson. This lesson will be designed by critically thinking about the framework so it will involve thoughtful planning by the three designers to illustrate the complex interplay between the framework’s components of content, pedagogy, and technology. The literacy activity types approach is an organized collection of options for a teacher to consider when designing instructional activities in the classroom.

Reference

Allington, R. L., & Walmsley, S. A. (1995). No Quick Fix: Rethinking Literacy Programs in America’s Elementary Schools. Language and Literacy Series. Teachers College Press. 1234 Amsterdam Avenue, New York, NY 10027.

Cristia, J., Ibarrarán, P., Cueto, S., Santiago, A., & Severín, E. (2017). Technology and child development: Evidence from the one laptop per child program. American Economic Journal: Applied Economics, 9(3), 295-320.

Gregory, A., Allen, J. P., Mikami, A. Y., Hafen, C. A., & Pianta, R. C. (2014). Effects of a professional development program on the behavioral engagement of students in middle and high school. Psychology in the Schools, 51(2), 143-163.

Schoenbach, R., Greenleaf, C., Cziko, C., & Hurwitz, L. (1999). Reading for Understanding: A Guide to Improving Reading in Middle and High School Classrooms. The Jossey-Bass Education Series. Jossey-Bass Inc, Publishers, 350 Sansome St., San Francisco, CA 94104-1342.

Tompkins, G., Campbell, R., Green, D., & Smith, C. (2014). Literacy for the 21st century. Pearson Australia.

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