Chapter 7:
Chapter 7 discusses the selection of materials in a literacy program. The chapter states that not one single textbook material is sufficient enough to address all of the curriculum goals of a literacy program. When choosing instructional materials there are several criteria administrators and supervisors must take into consideration. Such criteria would include examine the assessment materials that would be used along with the literacy materials. These materials must align with standards and guidelines in order for it to fit within the program's goals.
Recently, literacy programs have looked at the CCSS when choosing materials. The CCSS have implemented literacy across all content areas in Pre-K-12. Teachers in all content areas must support literacy development. In doing so, students are exposed to a variety of text that support their learning of more complex literacy skills. The CCSS emphasizes the importance of integrating technology into reading and writing. Administrators and supervisors should consider choosing materials that allow students the opportunity the use of technology. This is important because the use of technology has been shown to enhance student's literacy skills.
Administrators and supervisors have taken different roles in the selection of basal or textbooks. However, there are many considerations when choosing this type of instructional materials. Basal's have evolved over the years. In today's series, these programs offer a variety of materials to support reading, writing and listening skills. These materials include, student textbooks, fiction and non-fiction genres text. Along with these, they can include, supplementary materials, assessments, and technology components. In order to choose the instructional materials, a committee should be in place to determine the goals for the program. They must consider current research and ask questions that will supply the answers that best fits in with their goals.
Literature is vital for student's literacy skills growth. The chapter states, teachers use literature for three reasons in the classroom: modeling the language structure, connecting lessons to students' prior knowledge and motivating readers. The chapter shares sources to use in finding appropriate literature for the classroom, such as,
The Journal of Children's Literature, The Horn Book, The School Library Journal, and
Bulletin of the Center for Children's Books.
As stated earlier, technology is an important source for providing literacy skills in today's classroom. Technology should be used along with the use of other instructional materials. Technology allows students to discover new ways in researching and locating sources to aid in their reading and writing. It allows for students to gain more knowledge in their interests and it allows students to collaborate with peers.
So what roles should administrators and supervisors take when selecting instructional materials? The chapter shares three roles. An overseer, one who monitors district standards and allows literacy experts to chose. A consultant, the administrator should be more of a consultant to a team of members. A facilitator, an administrator should help guide in the questioning and choosing of materials.
All in all, when considering materials administrators and supervisors must consider, are the materials relevant to the students' needs and does the material align with state standards.
Chapter 12
This chapter discussed how to promote writing with reading and learning and the focus of the administrators in helping implement this into classrooms. In order to begin to think of this writing instruction, administrators and educators need to be aware of current research. Administrators and supervisors should need to understand policies and issues that influence writing instruction and assessments. The chapter shared the thoughts of an administrator on this. She stated, "assessments need to provide an authentic measure of children's writing ability." Another important issue that influences writing instruction is whether or not teachers are provided quality professional development. One suggestion the chapter suggests for quality PD is the National Writing Project.
Administrators and supervisors must be knowledgeable in the writing process along with the connection of reading and writing in order to help teachers in the classroom. They must understand what the writing process along with how writing can promote learning. This is important because administrators and supervisors need to be able to answer questions that teachers may ask.
There are guidelines in developing writing goals and curriculum. In order to be successful in promoting writing, the learning community must be aware of the goals. This community can include, administrators, teachers, parents and students. The goals must be developed using current research along with state standards and assessments. It is important to understand students' cultures, abilities and languages. Incorporating these types of backgrounds, it allows students to use their home life and incorporate in their writing. This opportunity allows students to make connections between their school literacy and home life literacy. Other ways to develop curriculum include, creating an environment in which a variety of writing tools are provided along with time to use them. Students should also be taught the various purposes for writing. Teachers should provide direct instruction in composing and the conventions. Also, technology tools should be integrated and allow students the time and opportunity to be used with their writing.
In order for this all to be possible, as stated earlier, it is important for administrators and supervisors to provide engaging professional development. It is also important for administrators and supervisors to be involved in research organizations and become aware of new products and research. The chapter states that teachers who view themselves as writers are more likely to model and write for and with students. I find this very important in helping students develop writing skills.
Chapter Connection:
The two chapters discussed the roles the administrators and supervisors must take in order to create a successful literacy program. Each chapter discussed the steps that must be made in order to choose the instructional materials and the steps in order to create the curriculum. I think the connection is to show how important it is for administrators to understand why and what is being implemented in their program so that they are able to help guide teachers. I also think the chapters together stress the importance it is to use current research in adopting new materials and developing curriculum. In order for students to be successful I think the chapters stress the importance of integrating technology in the classroom. Each chapter also stresses that assessments are equally important when determining instructional materials and curriculum development.
Question:
How important do you think it is for administrators and supervisors to be involved in choosing instructional materials and setting up curriculum goals compared to teachers? Why?
