Promoting Literacy Development Through Writing
Entry 1: Promoting Literacy Development through Writing
1. Instructional Context Genesis is a ten year old African American female and is in the fifth grade. She lives in a low income neighborhood with her Grandmother whom has sole custody. While Genesis’ Grandmother would like to play a more active role in her granddaughter’s education, she works a full time job and has health problems that prevent her being able to drive. Genesis was in my fourth grade Read 180 class and is with me again as a fifth grader. I selected this student because she is strong in phonemic awareness, yet her writing scores are weak and she needs the most individualized support in writing. Genesis was referred to me in the third grade because she was a struggling reader and was unable to recall details and determine the main idea in texts. Her uses of reading strategies were extremely weak. She was placed into fourth grade due to failing grades yet testing results showed she did not have a learning disability. This student came to fourth grade lacking confidence due to major deficits in reading and writing. At the onset of fourth grade, she was not motivated and had low self-esteem. After working with Genesis for a year and providing an atmosphere in which she feels safe and valued as a student and individual, her confidence and self-esteem issues have improved. This year I wanted to maintain the personal gains she had made. Genesis is very affable and she is confident in social situations, yet lacks self-confidence in academic settings. For this reason, I want to include several opportunities for her to do some peer coaching and partner activities when revising for voice and to add figurative language in her writing. I also want to plan instruction that will sustain her interest My teaching takes place in a large classroom with 15 students in my fifth grade class. All of my children are struggling readers and at-risk learners. They come to my Read 180 class for 90 minutes every
1. Instructional Context Genesis is a ten year old African American female and is in the fifth grade. She lives in a low income neighborhood with her Grandmother whom has sole custody. While Genesis’ Grandmother would like to play a more active role in her granddaughter’s education, she works a full time job and has health problems that prevent her being able to drive. Genesis was in my fourth grade Read 180 class and is with me again as a fifth grader. I selected this student because she is strong in phonemic awareness, yet her writing scores are weak and she needs the most individualized support in writing. Genesis was referred to me in the third grade because she was a struggling reader and was unable to recall details and determine the main idea in texts. Her uses of reading strategies were extremely weak. She was placed into fourth grade due to failing grades yet testing results showed she did not have a learning disability. This student came to fourth grade lacking confidence due to major deficits in reading and writing. At the onset of fourth grade, she was not motivated and had low self-esteem. After working with Genesis for a year and providing an atmosphere in which she feels safe and valued as a student and individual, her confidence and self-esteem issues have improved. This year I wanted to maintain the personal gains she had made. Genesis is very affable and she is confident in social situations, yet lacks self-confidence in academic settings. For this reason, I want to include several opportunities for her to do some peer coaching and partner activities when revising for voice and to add figurative language in her writing. I also want to plan instruction that will sustain her interest My teaching takes place in a large classroom with 15 students in my fifth grade class. All of my children are struggling readers and at-risk learners. They come to my Read 180 class for 90 minutes every