GROUP 2 – MARVELOUS

BEED 3-3

1. Becoming an Effective Literacy Teacher

8 Principles for becoming an effective Literacy Teacher

 Principle 1 - Effective Teachers understand how students learn

Effective teachers understanding their students and how they learn, adapting instruction
through the use of both teacher centered and student centered theories of learning.
Effective teachers understand that students social and cultural backgrounds effect
learning and use literature to bridge the gap.
 Principle 2 – Effective Teachers support student use of the cueing systems
Principle two implements the use of cueing systems such as using letter sounds, ordering
of words, context, social variations and prediction to support learners development of
reading and writing. The five cueing systems,
Phonological, syntactic, semantic, pragmatic and paralinguistic are used to aid children’s
understanding of words and letters and use these when communicating.
 Principle 3 – Effective Teachers create a community of learners
Creating a positive classroom environment is important to give each learner the
opportunity to feel safe, respected and motivated. The teacher encourages students to
take risks in developing literacy, sharing questions and problems with fellow learners
creating a supportive learning environment.
 Principle 4 – Effective Teachers adopt a balanced approach to instruction
Developing an understanding of Principle one, understanding how students learn enables
teachers to implement a balanced approach to literacy, combining teacher centered and
student centered learning. The balanced classroom implements various strategies such as
collaborative learning, explicit teaching, provides authentic activities to engage learners
and provides access for each individual student to improve learning outcomes.
 Principle 5 – Effective Teachers scaffold student learning
In order to develop all students literacy skills teachers apply scaffolding techniques. This
strategy varies the level of support required starting with modelling then moving onto
shared activities such as shared reading, interactive activities where teachers and
students take turns at reading or writing working together, guided activities involve the
teacher more as an observer and finally the independent stage where students are
capable of implementing strategies and skills to complete work without teacher support
 Principle 6 – Effective Teachers organize for language, literature and literacy
instruction
Teachers implement the three strands for effective literacy education as outlined in the
Australian Curriculum and aligning with the guidelines and standards of their school,
Language, Literature and literacy. Keeping in mind the diversity amongst learners
teachers create instruction that is balanced and beneficial to each individual learner.
  Principle 7 – Effective Teachers link instruction and assessment
Assessment is used to determine student reading and writing levels, monitor progress,
understand strengths and weaknesses and to develop instruction that scaffolds learning.
Teachers can implement various forms of assessment such as running records, student
teacher discussions or interviews, observations and checklists that monitor learning.
 Principle 8 – Effective Teachers become partners with parents
Effective teachers understand the power and importance of involving parents in student’s
literacy education. Teacher’s work with parents to develop effective ways of meeting
students literacy needs engaging not only the parent and student, this can also be
adopted by the whole family such as book talks and family journals

2. Assessing Literacy Learning; Reading and Writing Assessment

• Know how much they can comprehend - Students need to monitor their own
comprehension when they complete activities and reread previously read texts. This
encourages students to use their memories and also search the text for meaning. In these
activities, students have to understand what they read in order to be able to correctly
complete the texts.
• Use rubrics - Give student a rubric at the beginning of writing process to have a list of
what the expectations are for the writing piece. This will help them go back through their
writing independently and understand how you are assessing their writing skills and what
you are looking for. Rubrics can be adjusted to fit what you are learning at the time and
can be easily made.
• Using direct observation - It allows for assessing student learning by using both formal
and informal methods of observing students work.
• Using informal observations in assessment - It includes watching and listening to
document student behaviour.
• Using cloze test for assessment - Using this in assessment can help teachers determine
their students knowledge and reading comprehension.
• Ask questions - Students show that they understand a text not just by being able to
answer questions about it , but also to generate questions about the text. Asking
questions such as who, what, when, where, why, and how helps readers get meaning out
of a text.
• Recognize story structure - Students learn about story structure by sequencing activities
and being able to reorder stories into their correct order.
• Use formative assessment - Utilize formative assessment throughout the writing process
to notice what students are doing well, catch mistakes, give helpful feedback, and re-teach
skills for students.
• Utilize student reflection - After finishing a writing piece, students can reflect on their
writing. Ask them questions like did you feel you did your very best work? What are you
most proud of? What challenges did you face? Students can reflect on their writing
process and gain the awareness needed to become stronger writers. This also gives them
opportunity to assess their own writing skills so they can identify their strengths and
weaknesses.

3. Value of Literature
• Cultural Insight - It offers a window into different cultures, time periods, and perspectives
expanding our understanding of the world.
• Emotional Connection - Literature evokes emotions and empathy, helping us to relate to
characters and their experience even if they’re vastly different from our own.
• Intellectual Stimulation - Reading literature challenges our thinking, encourages critical
analysis, and enhances our language and cognitive skills.
• Historical Perspective - Literary works reflect the societal, political, and historical context
of their time, providing valuable insights for the future.
• Self-reflection - Characters journeys often parallel our own struggles, leading to personal
growth and self-discovery.
• Creativity and Imagination - Fictional worlds and narratives fuel creativity and
imaginative thinking.
• Communication Skills - Exposure to diverse writing styles and language use improves
communication abilities.
• Entertainment - Literature offers entertainment and escapism, making it an enjoyable
pastime.
• Preservation of Ideas - Literature preserves ideas, philosophies, and stories across
generations.
• Inspiration - Many individuals find inspiration and motivation in the themes, characters,
and messages conveyed in literature.
• Artistic Value - Helps us contemplate the nature of beauty and human creativity.

4. Selecting and Using Literature

• When selecting and using literature, considers students age whether the chosen
literature is appropriate to their age. We must also consider the students interest so that
they will more engage to learn, their reading levels or reading capabilities so that it is not
hard for them to understand or read those literatures, and cultural backgrounds to avoid
discrimination or to avoid using literature that can hurt someone based on their cultural
backgrounds.
• It must be consider that texts are relatable, and if the language and vocabulary will
support students’ reading abilities. Texts must be developmentally appropriate and
interesting to students at the same time. The more students can relate, the more likely
they are to engage.
• In selecting literature, teachers must choose those literatures that have a good moral
lessons or learning’s.
• We must be responsible users of materials by acknowledging or citing the author name
of the used literature.
• We must incorporate technology in teaching literature through videos, etc. to make the
teaching and learning process more progressive.
• We also need to consider that those chosen literature must be connected to the learning
competencies.
• Choose literature that shows inclusivity among students.
• Choose fantasy stories because it helps or develop the students imagination, stimulate
creativity and boost vocabulary.
• When sharing a stories to the students or having a story telling, teachers must share the
story using proper voice intonations or facial expression based on the story being read so
the students will more engage or can understand the story.

5. Emerging Into Literacy

• It refers to the gradual development and acquisition of reading and writing skills. It’s the
phase when an individual, often a young child starts to show signs of understanding
letters, words, and basic textual content. This progression marks the initial steps towards
becoming proficient in reading and writing.
• We can say that a young child emerged into literacy if they can recognize letters and
sounds, understanding basic vocabulary, and forming early writing attempts. They learn to
understand and use language to express their ideas, thoughts and feelings, and to
communicate with others.

GROUP 2 (MARVELOUS)
Leader: Alchie L. Mainit
Members: Aleslie Reforeal
Bryan Perocillo
Cheremie Oclarit
Hannah Fale Ladao
Jessica Deligero
Stephanie Añora

References:
Tompkins, G., Campbell, R., Green, D. (2012). Literacy for the 21 st century: A balanced
approach. Frenches Forest, NSW: Pearson Australia.
https://www.ecoleglobale.com/blog/the-importance-of-literacy/?amp=1

Trim, M. (2004). Growing and Knowing: A Selection Guide for Children’s Literature.
München: K · G · Saur. Retrieved from
https://amityedu96491-my.sharepoint.com/:b:/g/personal/mgkim_singapore_amity_edu/
EWE8GXYefUlAiJL9vCJeeiMBC1k_n2tSCTWpLrWOv7ZRQA?e=urkw10