Oral Language Connection to Reading

The importance of oral language as being a predictor for successful reading is supported by research. Children need to have a strong grasp on oral language prior to learning the beginnings of reading. They need to know what words mean before they can understand what text means. The more that oral vocabulary is developed early on, the easier the connection to print will be.  "Readers learn a set of skills that allows them to make a connection between the black marks on the page and words in their oral vocabulary" (Freeman, 2004, p. 24). If the oral vocabulary is not developed, there will be a struggle to understand print.

Writing Instruction

One of the posters hanging up in my second grade classroom explained the writing process. I was one of those students who noticed everything, so I remember this poster; however, I don't think my teacher ever pointed it out to the rest of the students. Most of my classrooms throughout public school followed no specific approach to writing instruction. In fact, I don't remember being taught any writing.  We were expected to produce good writing without being taught specific skills. This means there wasn't direct instruction of varying sentences, adding verb or noun modifiers, planning, or incorporating similes. We wrote a draft, edited the piece, revised (without instruction on how to do this), and published. Although this is not the ideal approach to writing, this is what I remember. I remember no formal writing instruction, just assignments that were due. I remember worksheets that focused on a certain language skill, which lends itself to the traditional learning view according to Freeman (2004). I remember the red ink smeared across my supposed final copies that was meant to "help" me, which is also the traditional teacher's attitude toward errors (Freeman, 2004). We studied rules and grammar, and the most dreaded practice of all: diagramming sentences. The traditional learning method overall says that students are aware of what they are learning (Freeman, 2004); however, I was not aware what I was learning nor the rationale behind it, which is more like the acquisition view. From what I remember, I had teachers that followed neither the traditional learning view nor the acquisition learning view. Maybe it was a mix of both, or maybe it was a lack of proper instruction.

Philosophy on Teaching Literacy

Children learn a language by using the language. This is the philosophy of a teacher at Evans International Elementary School. Throughout the day, this teacher actively involves children with the English language. This is done through activities, discussions, and games. Whenever possible, the teacher allows the students to take over the talking rather than being led by the teacher, creating a student-centered learning environment.

This teacher also believes that cooperative learning is essential to language acquisition. Students learn from each other, not from lecture. Collaboration allows students to discuss ideas and concepts more often than a whole-class approach. Students will learn communication skills as they work together as a team. Because the students in the classroom are involved in conversations through activities, discussions, and games more throughout the day, the language acquisition will increase.

This teacher believes that literacy is truly the focus in her classroom. Academic success in all subject areas stems from literacy achievement; therefore, this teacher ties every subject back to literacy. This strong focus in literacy in all subjects allows her to maximize student success in not only literacy, but all subject areas.