Module 6 – Instructional Challenge

Next year, you will be teaching in a school where the vast majority of students did not meet standard on your state’s criterion-referenced test (CRCT) and where more than 75% of the students are eligible for free and reduced-price meals. What are some specific universal literacy strategies you may implement to ensure students success? Include both in-class examples and thing you could do outside of the classroom.

       I enjoyed reading about the foundations for universal literacy strategies within a classroom. I agree with Weaver that our success is contingent on universal literacy. Weaver reviewed several different studies that focused on early reading instructions for students who live in lower poverty areas. The studies demonstrated that there were greater gains in contemporary classrooms where they focused on reading for meaning and skills taught in context versus traditional classrooms where they taught out of context and meaning was not emphasized. Weaver included various bar graphs to emphasize this research throughout chapter 15.

       Weaver stressed the importance of the comprehensive literacy program for students in lower economic-status areas to succeed as readers and writers. I would incorporate reading and writing workshops within this type of classroom. I would also utilize guided reading groups and individual conferences during sustained reading time to meet the needs of all my students. Additionally, I would teach reading and phonic strategies during these conferences instead of using worksheets. I would continually encourage these students and build their reading self-confidence and stamina. The students would choose their texts within their reading level so they could improve their comprehension while building their fluency and decoding skills.
       I think it is difficult to monitor what occurs at the students’ homes. However, I would constantly stress how it is vital for children to read both at home and school. Weaver states that “Children and their caretakers at home and at school need access to engaging, age-appropriate books” (p. 374). However, she further discusses how most children in “poor” communities do not have access to age-appropriate texts at home. However, families can check out books at their school library or local library. Overall, the teacher and child’s family should work together to form a relationship where they accentuate the importance of reading for meaning.