My Writing Philosophy

An excellent philosophy of education includes a philosophy for each subject taught throughout the curriculum. One aspect of this philosophy is the philosophy of literacy, which contains three parts, the philosophy of reading, philosophy of writing, and the philosophy of communication. An excellent educator has their own perspective of a great balanced literacy program. “Balanced Literacy is deeply rooted in the belief that teachers should be constantly aware of students' individual needs and progress” (Shady, 2016). I will be discussing my philosophy of writing and my beliefs on what constitutes a great writing program.

First step, what are effective writing instructions? Good writing instruction starts with showing the students my passion

First, as a teacher, I need to be aware that students learn differently. I must modify writing instructions so they are appropriate for each student. Scaffolding is a teaching method that has been proven a multitude of times, therefore scaffolding must be a part of my everyday teaching method. This will give me time to assess my students needs and abilities. I will use the “I do, we do, you do” method of scaffolding I have learned through my educational process. The “I do” step is modeled writing in which I will share articles, journals, letters, books, poetry, and short stories that model effective writing. I will do a think aloud and will model my writing process for my student (4 Stages, 2015). The “We do” step is shared writing and guided writing. Shared writing will include the entire class reading one of these literary types and discuss what makes it a sample of effective writing. This step will include brainstorming ideas for a literary piece. Guided writing will include revising which will help students to organize their thoughts and develop ideas. Guided reading can be done in groups or in one on one settings. A student editing their first draft may need some assistance so that could be guided writing as well. The “You do” step is independent writing. This is the step where the student uses ideas for shared writing to produce different types of essays, stories, and poems. They may use

In my search for different assessment I have found the formal assessment Partnership for Assessment of Readiness for College and Careers (PARCC). The PARCC is a computer based exam that uses interactive questions to determine a student’s fundamental knowledge of literacy and arithmetic. It also assesses skills not easily assessed by conventional multiple choice exam such as critical thinking, problem solving, and analyzing sources to write argumentative and informational essays. The questions on the PARCC exam look like assignments educators provide their students on a daily basis, so there is no need to stop and prepare for the exam. The PARCC will determine whether a student is advanced, average, or struggling in either math or literacy every year (Assessment, 2016). Although this will be a great way to assess what my student have learned by the end of the year to verify their understanding of writing I would implement some formative assessment. A formative assessment is used during a lesson to gather information on a student’s progress in learning, which allows the teacher to make changes to instruction if needed (Regier, 2012). Some of the formative assessments that I think will be helpful are one minute essays, analogy prompts, journal entries, brainstorming, Cloze passages, and self-assessment. These various assessments will give me unique information about the student learned knowledge. The Cloze