Balanced Literacy Program

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Balanced Literacy Program for Second Grade Danyel Hoskins Grand Canyon RDG-512 September 4, 2013 Abstract The intent of this paper is to explain how I would organize a balanced literacy program in my second grade class. This paper will begin with historical facts concerning literacy. Next, it will discuss my beliefs about a balanced literacy program. Then, it will describe what a balanced literacy program would look like in my classroom. My program will be comprised of a combination of effective instructional approaches. Each element (purpose, components, theory base, applications, and strengths) will be thoroughly explained. This paper will conclude with why I believe my balanced literacy program would be effective. Balanced Literacy Program for Second Grade What are the determining factors of a balanced literacy program? How do we know if and when a given literacy program is balanced? Why is having a balanced literacy program so important? Those were a few of my thoughts as I began my quest to developing a balanced literacy program for my second grade class. I thought it would be imperative to have some background knowledge about literacy, how to become and effective teacher, and how to organize instruction prior to creating a balanced literacy program of my own. Literacy is the ability to read and write. Students rely on teachers to teach them how to read and write just as teachers’ evidence of effectiveness is predominantly reliant on student achievement. It is imperative that teachers are able to understand how literacy is evolving in today’s classroom. Four learning theories (behaviorism, constructivism, sociolinguistic, and information processing) were described to help us understand how students learn. This historical information helped guide me through the process of formulating a balanced literacy program. With behaviorism, teachers serve
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