Literacy is constructed through interrelated processes resulting from the reading of continuous, meaningful texts. (Doyle 2013; McCarrier, Fountas, and Pinnell 2000). It is interrelated across different kinds of language and literacy events; one kind of learning supports and reinforces the construction of others (Fountas and Pinnell, 2000).

     

     The use of continuous, meaningful text is essential for the learner, as meaning maker, it serves as the touchstone for meaning making decisions, leading to the confirmation or denial of  a hypothesis of the agreement across informational sources, as described above. This processing is able to transfer their understandings, culminating into new literacy understandings, resulting in, as described by Clay, as a self extending system, which allows for the reader to become aware that an error has occurred and to problem solve through searching and present knowledge to make meaning (Clay 1991).

     

     I have had the opportunity to  begin, and share in, conversations with colleagues that encourage professional growth and critical thinking that literacy is constructed  through interrelated processes resulting from the reading of continuous, meaningful texts. Please click on the link below to view an excerpt of the curriculum: 

 

5th SSI Curriculum Theme:

Heroes: Who Inspires you?

 

I also had the opportunity to lobby for education. Please view the document shared with legislators: 

Legislative Lobbying Austin Document

 

                             In addition, colleagues and I reviewed stages of

                           spelling development and how each stage fell within                                        reading and writing stages. As a resource, I put together                                  the presentation, “Growing Efficient Readers and Writers”.                                  Please click on the title above to view the entire                                                      presentation.

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Resources:

Doyle, M. A. (2013). Marie M. Clay’s theoretical perspective: A literacy processing            theory. Theoretical models and processes of reading, 636-656.

McCarrier, A., Pinnell, G. S., & Fountas, I. C. (2000). Interactive Writing: How                      Language & Literacy Come Together, K-2. Heinemann, 361 Hanover Street,                  Portsmouth, NH 03801-3912.

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Standard I:  Foundational Knowledge     

Standard V: Literate Environment                                                      

Standard VI: Professional Learning and Leadership

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