Literacy is as complex an undertaking as learning how to walk. Children learn on multiple levels how to make sense of the printed word. In my dyad placement, I see new things every day I am there. The setting or class space plays a big role in the first grader’s quest for literacy. In our classroom books abound. Since it is a dual language class, books in English and Spanish reside in the reading corner, on the teacher’s desk, in student desks, in the student’s reading bins, and almost every other place around the room. Surrounding the classroom at the apex of the walls is a Spanish and English alphabet. Writing appears in Spanish or English on almost every square inch of the room. The classroom suits the children well in their quest. The teacher teaches children literacy with a differentiated approach. She assesses the children in small groups (level groups) and provides children with books which fit their level of literacy both in English and Spanish. The children are given a bag with one English and Spanish book to take home each night and bring back the next school day. (Children are not given new books to borrow unless their old books are brought back. As an entire class they are learning to chunk words.) They are encouraged to stretch words out as they read and as they write. “Each chunk has a vowel,” she reminds the kids. She encourages the kids to share their work and then uses their omissions to teach. “See how he was missing a vowel in this syllable.” Seeing how each child pursues the quest of literacy provides the greatest joy for us as observers.
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