A First Grade Teacher's Exploration of her Students' Literacy Development

Abstract

The purpose of this research study was to explore how my teaching of literacy, which I define as reading, writing, listening, and speaking, through a balanced literacy framework impacted my students' development. I wanted to further develop and enhance my understanding of what is possible using literacy instruction grounded in a balanced literacy framework. Specifically, I would address the research question: How does my work as a first grade teacher influence my students' literacy development? To answer the question, I recorded my daily reflections and observations in a research journal. In a separate journal, I documented my students' reactions to and interactions with the various balanced literacy activities. The journals allowed me to see and track what I did on a daily basis and how my teaching and decisions impacted my students' development. I completed journal entries at the end of each school day for six consecutive weeks. I gathered a collection of artifacts, anecdotal records, and observations across the six week timeframe. During the six week study, I implemented new strategies and activities in order to document both my students' and my own reactions to the strategies and activities. Strategies and activities that I integrated into my instruction include daily singing and writing of songs, new and improved literacy centers based on best practices and input from veteran teachers, a new approach on shared reading, and the use of graphic organizers and post it notes to enrich understanding of non-fiction books.