Literacy handbook for cte teachers

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Rather, we hope that teachers will determine what they need to focus on in their instruction ba sed on informal assessments of their students and design coherent and consistent instructional "packages" that include activities designed to meet students' identified instructional needs. This handbook is meant as a resource to be used in planning instr uction, not as a plan itself.

We have divided the handbook into major sections that focus on important aspects of literacy development. The first section deals with general suggestions that are appropriate for any age level or any specific literacy need.

These suggestions are applic able to you as your work with literacy learners and to parents as they attempt to foster the literacy development of their children. General Suggestions 1. One of the best ways to convince students that reading and writing are important and worth pursuing is to be enthusiastic about literacy and to share that enthusiasm with your students. Let students see that you are a reader and writer.

Talk with studen ts extensively and authentically about what you are reading and writing about in your own life. Allow them to see you reading and writing. When a teacher is enthusiastic about a particular subject, the chances are that students themselves will also be e nthusiastic and become more deeply engaged in the subject and learn it with greater ease. One way to share your enthusiasm for reading and to model fluent reading for students is to read to student every day you provide instruction.

Research has demonstrate that reading to students has a number of positive effects on reading: students who are read to have better comprehension and more extensive vocabularies than students not read to.

In addition, reading to students is associated with successful early reading, with positive attitudes toward reading, and with greater awareness of what fluent reading is like. Reading to students is relatively easy. However, there are a few points worth mentioning. First, be sure you share with students the very best literature and reading material available. You need to become aware of the many great books that are availab le for students, the ones that will turn students on to reading and keep them turned on.

Among the best ways to learn about good books are to ask experts such as school and public librarians, read children's books extensively yourself, be aware of award- winning books, and share your knowledge with others and learn about books from your professional colleagues. When you read to students it is important to read with fluency -- remember, you are a model of what good reading is supposed to be like.

Thus, b e sure to practice the text you intend to read before performing it to a group. Make sure your audience is comfortable when listening to you read -- no need for them to be stuck in an uncomfortable seat if they don't need to be there.

And finally, after reading talk about the story with your audience. What do they think about the story? What did they like, dislike, find unusual or confusing? Above all dedicate yourself to become a "seller" of reading to your students. Students cannot be enthusiastic about stories and reading unless they have been made aware of those treasures by a caring and enthusiastic teacher.

Growth in reading is fostered best when literacy learners are engaged in real, authentic reading activities -- read real books, magazines, articles, etc for real purposes. Unfortunately, literacy instruction is defined by some curriculum materials makers , teachers, and administrators in terms of workbooks, worksheets, oral unrehearsed round robin reading for no specific purpose, using "engineered" texts that are supposed to written at a particular level of difficulty but in reality are dreadfully boring for any level reader.

Moreover, engaging in these artificial literacy tasks runs the risk of promoting the notion that reading is some mechanistic word reproduction activity that has little to do with meaning making, inquiry, and enjoyment. It is this v ery artificial approach to reading and writing education that many experts argue is the primary reason why students' attitude toward reading goes into a consistent and precipitous tailspin beginning as early as second grade.

We urge teachers of literacy and parents to always keep their instructional compass pointed toward what reading is all about: reading good stories and articles in order to satisfy the real purposes we have for reading -- to enjoy a story, to learn about s omething we have an interest in, to communicate with others, to express our feelings. These are the kinds of things that learners should be engaging in and if they do they will no doubt discover the value of literacy and make it a priority in their lives.

It's really quite simple, people learn to read by reading. People who read the most tend to be our best readers. Yet, if students don't have time for reading they can't read. Some studies have shown that upper elementary grade readers read books for le ss than five minutes each day on average outside of school. We need to create time for our students to read, whether that time is at home alone or built into time set aside for actual instruction.

We need to help students develop the reading habit and o ne of the best ways we know is to foster it during our time with students.

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