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Bainbridge and Heydon (2013, p. 551) states that literacy is generally associated with
reading and writing. According to Literacy Solution: The Literacy Block A literacy block is a
balance program of literacy instruction including the following teaching/learning approaches to
support reading and writing. It provides the students with essential reading components (read
aloud, shared reading, guided reading, independent reading) and essential writing components
(Shared writing, guided writing, cooperative writing, independent writing) which targets the
individual needs of the students as well as working in small group and as an entire class. The
purpose of literacy blocks is to improve and develop the skills of students which would in turn
allow them to attain their fullest potential and be literate members of society. From previous
discussions and assignments it is understood that we live in a diverse society therefore we must
make provisions for the multi intelligences of society. Literacy blocks helps to facilitate learning
processes for all learners that are systematic and integrated.
The following is a literacy block planned for a Standard One class using the stipulated 90
minutes.
Instructional Component

Facilitating Learners

Allotted Time

Reading
-

Read aloud
Shared Reading

Whole Class

10mins

Vocabulary
-

Difficult words
Adjectives

Whole Class

20mins

Direct Reading- Thinking Activity

Reading Comprehension

Small groups

20mins

Discussion
-

Small groups

20mins

Individual

20mins

Recreate the story

Writing Conferences

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To begin the Literacy Block, I would firstly ensure that each student has a copy of the
story. In addition, I would provide the class with a big book version of the story so that I can
draw attention to specific features in the story. I would then introduce the book (The Very
Hungry Caterpillar by Eric Carle) and engage students in critical thinking. As a class we would
analyze the name of the book, activating and assessing the students prior knowledge upon the
recognition of the concept of the words. Cooper and Kiger (2008, p. 80) states that prior
knowledge is crucial to the successful construction of meaning for all learners. The students
would be asked to make predictions on what they think the book is about.
Continuing the Literacy Block I would encourage the students (whole class) to listen
attentively while I read aloud the story. While engaging the students in reading, I would
incorporate various reading strategies (Forsythe, 2014) such as predicting, connecting,
visualizing and determining importance of the story. The story would be read again, this time
however, I would encourage the students to read along with me as I adjust the reading rate,
therefore assisting students who may experience difficulties when reading. This is when the
students would engage in shared reading. Bainbridge and Heydon (2012, p.273) states that
shared reading involves the educator reading with rather than to students. Shared Reading is very
similar to Read-Aloud therefore I would reinforce the importance of listening attentively to the
students who were unable to reading together with the other students and me. I would read a final
time together with the students once again emphasizing the various reading strategies.
The next component of the Literacy Block would be reviewing vocabulary that may seem
difficult. Bear et al.,( 2008) states The goal of vocabulary development is to help students

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become independent learners who know how to use strategies for inferring or learning the
meaning of unknown words when they encounter them. When students read, they familiarize
themselves with words therefore, they can construct meaning and use their expanding vocabulary
when they speak and write.
The following is a list of words I thought might be difficult.
lay
salami
cocoon

hungry
lollipop
stayed

started
sausage
nibbled

through
built
beautiful

In addition, I would engage my students in reviewing vocabulary adjectives. They

would be reminded that adjectives are describing words, it describes a noun.
The following is a list of some of the adjectives used in the story.
warm - sun
big, fat caterpillar

tiny, hungry - caterpillar

small - house

nice, green - leaf

beautiful- butterfly

These words would be discussed thoroughly. I would explain how the vocabularies are
used accurately, how it helps create vivid images and/or to enrich details and how it can be used
to enhance the students voice (Bainbridge and Heydon, 2013, p. 413).These words would also
be added to the word wall.
The Literacy Block continues with engaging the students in a Direct Reading- Thinking
Activity (DRTA). Bainbridge and Heydon (2013, p. 312) refers to DRTA as a long-used
pedagogical strategy for helping readers develop critical thinking. The students would be
placed in small groups so that they can work together and engage in cooperative learning. DRTA

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is an approach that enables both teacher and students to think about, talk about and read selected
material together. This would help students to understand what they are reading and practice the
reading process and reading strategies. In addition, it would enable them to develop as individual
readers. I would engage the students in an oral discussion of the purpose of the text. I would use
the 5W and H (Who, What, Where, When, Why and How). They would be engaging in
understanding sequencing, reviewing counting to ten, reviewing the days of the week and
understanding the life cycle of a butterfly. Printable activities can also be done with students as
revision. (See Appendix 1)
After the DRTA, the students would remain in small groups and discuss how they are
going to recreate the story (Readers Theatre) and present as a class. I would guide them and
provide instructional assistance as they retell the story. Students are given this time to work as
cooperatively and learn from each out. Students must understand each child is different and has
to voice their opinions and ideas. Cooper and Kiger (2008, p. 3) states that diversity among
students is a strength in the classroom. Students learn from each while working with each other.
This would provide me with a true reflection of what the students understood about the story.
To conclude the literacy block, I would engage the students individually in writing. The
students would then be asked to reflect upon the story and compare their prediction at the
beginning of the literacy block to what the actual story was about. They must draw a picture and
write about what interested them most about the story. They would be guided to follow the
writing process and writing strategies.
Cooper and Kiger (2008, p. 457) states that an assessment is a process of gathering
information on a students performance. The students would be assessed by means of the oral

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questioning during the DRTA, the Readers Theatre and the Writing Conference. As they work
in small groups and as a whole class they are assessed on their abilities to work together as a
team. On the other hand, the writing conference assesses them individually; I make connections
and understand the students on a more personal level.
This literacy block connects to other areas in the curriculum. Students would revise
counting form one to ten and the days of the week. In addition, integrated into this story is
Science. The students would learn about properly nourishing your body. From the story the
caterpillar ate fruits from Monday to Friday, on Saturday however, it ate a lot of mixed foods
which in turn caused a stomachache. Furthermore, students attained an understanding of the life
cycle of a butterfly.

Also integrated would be Drama and Art as they recreate the story and drawing pictures.

I would also like to further assess the students by giving a project that does not limit them
to pencil and paper (writing a story). Bainbridge and Heydon (2012, p. 5) states The world is
changing at an unprecedented pace and so too are the kinds of communication that people use in
their lives. This project would be to create a story on the life of a bean. They would use their
prior knowledge on the life cycle of a plant, give their piece a title and create. Ideas would be
given to the students to help the flow of their creative minds. Here are some suggestions.

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Create a timeline

Make a story book

Portray your story as drama

Draw pictures and tell your story.

Students can use the computer to create

Create a scrapbook

the story on a PowerPoint.

It is understood that before engaging in any lesson, preparation is required. We prepare

the lessons and the pedagogical strategies required so that we can ensure our objectives are met
and our students understand what is being taught. We must make provision for the multi
intelligences in society and ensure that no one gets left behind or slips through the education
system. In my belief, incorporating a Literacy Block into the teaching schedule of the day is
beneficial to both teacher and students. The Literacy Block incorporates core skills, knowledge
and strategies that are integrated into the curriculum. Cooper and Kiger (2008) defines literacy
as the ability to listen, speak, read, write and think. The Literacy block targets the developing of
students skills in reading, writing, listening, speaking and thinking in a structured and
systematic way. Students learn to make connections and develop the way they learn and most
importantly the way they think. According to Bill Beattie The aim of education should be to
teach us rather how to think, than what to think rather to improve our minds, so as to enable us
to think for ourselves, than to load the memory with thoughts of other men.
This was my first attempt at a Literacy block; I made many drafts before finalizing it. It
is an expression of my understanding of what is a Literacy block. According to Cooper and
Kiger (2008, p. 4) literacy develops from oral language (listening and speaking) to learning to
read and write. All of the elements of literacy speaking, listening, reading, writing and

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thinking continuously develop together (Wilkinson & Silliman, 2000). When we understand
how these components develop then we can create an effective literacy program for our students
(Cooper and Kiger, 2008). With experience and exposure to different grade levels I know that
overtime I would develop and create a well balanced Literacy Block. Furthermore, I understood
that incorporating Literacy blocks enables the teacher to bring together what is being taught in
class in a prepared, organized way. From my understanding of the standard one curriculum, the
students would have previously learnt the days of the week, counting from 1-10, eating habits
and the life cycle of a butterfly therefore the story chosen (The Very Hungry Caterpillar) would
have been a good choice to reflect on with the students.

This Literacy course has expanded my mind and developed my thinking strategies. As a
learner and an aspiring teacher, this course taught me how to strategize and work with students
by learning to understand and appreciate diversity therefore enabling me to become a better
educator. This knowledge of not only what to teach but most significantly how to teach, would
be utilized in my future classrooms. I want to empower the minds of our future generation and
inspire them to be the critical thinkers of tomorrow.

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REFERENCES

Bainbridge, J. & Heydon, R.(2013). Constructing meaning: Teaching the language arts K-8.
Toronto, ON: Nelson Education Ltd.
Beattie, B., (n. d.). Goodreads: Retrieved June 23, 2015 from
http://www.goodreads.com/quotes/118943-the-aim-of-education-should-be-to-teach-usrather
Carle, E., (1969). The Very Hungry Caterpillar Retrieved from
https://www.youtube.com/watch?v=vkYmvxP0AJI#t=95
Cooper, J. D. & Kiger, N. D.(2008). Literacy: Helping students construct meaning. Boston:
Houghton Mifflin Education.
Literacy Solution: The Literacy Block (n. d.) Retrieved June 23, 2015 from
http://www.literacysolutions.com.au/blog/2012/07/07/the-literacy-block/

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APPENDIX 1

EXAMPLES OF PRINTABLE ACTIVITIES

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RETELL THE STORY AND UNDERSTAND SEQUENCING.

STUDENTS CAN COLOUR THE PICTURES.