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Putting Literacy Centers to Work: A Novice Teacher Utilizes Literacy Centers to Improve Literacy Instruction
| Content Provider | Semantic Scholar |
|---|---|
| Author | Stout, Rebecca J. |
| Copyright Year | 2009 |
| Abstract | “Girl, you have got to do something about that reading lesson!” After observing a reading lesson, my mentor shared how most of my students were off-task. She pointed out how some students were playing with the supplies on their tables and some were playing with supplies under the table. She suggested that I make the lesson more hands-on and interactive, possibly utilizing manipulatives, to keep the students engaged. My frustration mounted as I listened to these words of advice from my mentor because the lesson that I was giving was a scripted Reading First lesson. Reading First is a grant from the federal government that provides funding for both instructional and assessment materials as well as professional development for teachers. Reading First is designed to help Title I schools that have failed to make adequate yearly progress. Schools are defined as Title I schools based on the income levels of the families they serve. Reading First schools must use curriculum that is considered research-based and teachers are expected to adhere closely to curricular guidelines. Several schools in our large urban district in the American Southwest, including ours, received Reading First grants. The previous summer I had been trained to teach this scientifically research-based program. I was taught that I was required to follow the script each day regardless of the children’s needs or their responses to the lesson. |
| File Format | PDF HTM / HTML |
| DOI | 10.4148/2470-6353.1113 |
| Alternate Webpage(s) | https://newprairiepress.org/cgi/viewcontent.cgi?article=1113&context=networks&httpsredir=1&referer= |
| Alternate Webpage(s) | https://doi.org/10.4148/2470-6353.1113 |
| Language | English |
| Access Restriction | Open |
| Content Type | Text |
| Resource Type | Article |
