I strive to serve as a literacy leader,                                                                                                                        continuously working to begin and to be a part of                                                                                              the ongoing literacy conversation. I am committed to sharing                                                                      understandings, processes, research, and practices with                                                                                colleagues as I continue to learn.  

                                                                    

         

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I continue to implement instructional opportunities that support and reinforce the construction of literacy through the reciprocal relationship between reading and writing, as each supports and strengthens the other.

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• By creating an environment where readers construct meaning from text and writers construct meaning in the text.

 

• By support the construction of literate learning by explicitly telling the learner how they can use what they know about reading in their writing in order to transfer their understandings into new literacy understanding.

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I continue to support literacy learning that builds on the strengths of children’s own understandings, as each path to literacy encompasses unique cultural and varied cumulative experiences.

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• By honoring the language that each student brings, creating connections, and establishing relationships between what they already know as the bridge to reading, as reading is a meaning-making, problem-solving activity.

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• Using language as the vehicle with children to support the construction of their understandings of literacy as they build on their many different cumulative experiences.

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• Continue to utilize classroom practices that support social interactions to utilize language for communication, including beginning class time with community circle, inquiry groups, having students refine their meaning-making by utilizing the practice of “turn and talk,” literature circles, discussion groups, reading clubs, author’s chair, “think-pair-share,” and reading with accountable talk.

 

I continue to teach responsively by closely observing the complex reading and writing processes to meet each child's individual needs as a unique learner.

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• By closely watching the learner while they are in the process of reading and/or writing, then, based on those observations, orchestrate instructional moves that use the learner’s knowledge to support the construction of new learning.

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• By searching for that within the learner’s “known” information and then bridge that understanding to new strategic processing.

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• By developing my expertise and understanding of literacy learning through colleague collaboration and critically consuming research.