Contextual Analysis

a.) Lansing District Schools follow the MDE Grade Level Content Expectations

b.) The initial observation that I made with the GLCE was that for Language Arts, the subject was broken down into four different subcategories: Reading, Writing, Speaking, and Listening and Viewing. I was glad to see this, due to that fact that Language Arts usually focuses only on aspects of reading and writing, often forgetting the other two subcategories. Additionally, within each subcategory themes are broken down into even smaller classification. This allows for teacher not only to find the GLCE quicker, but also allows for more successful communication among teachers by using common and correct vocabulary. While reading the individual GLCEs I noticed that they were very direct and clear. However, with this said, I also believe that they are broad enough where individual teaching style and beliefs can still be incorporated.

c.) One of the first things I noticed when I walked into my classroom was that every wall was covered with some sort of sign, calendar, chart, or board. On one wall there is the alphabet running across the whole wall, each vowel is red, and under each letter are words that begin with that letter, a sort of word wall. In addition to the alphabet word wall, most of the signage has a literacy/language arts foundation. Signs focused on punctuation symbols, writing techniques, and reading techniques can all be seen. Besides obvious signage, students also have access to four computers which they use daily. A popular website "starfall.com" is used to help students literacy and reading. Furthermore, to aide students, there are at least two teachers who come in on a weekly, if not daily basis, to give extra practice to groups of students who need help in certain areas. Another resource that is available to students is the ownership of writing notebooks. These notebooks are used to write everything from fables to personal narratives. The notebooks give students the chance brainstorm, write, and proofread all in one location. Lastly, the students have a daily routine starting with coming into the classroom and silently and independently completing math problems along with correcting a sentence or two. Another routine occurs right after lunch. Students sit on the carpeted area and the CT reads a short picture book to them, followed by a section out of a chapter book.

d.) Lyons elementary is on a Literacy First Grant. This grant specifies that at least 3 uninterrupted hours must be dedicated to literacy instruction. One strength of this program is that it insures that literacy instruction is occurring. Additionally, the school receives extra funds which allows for them to incorporate more technology and buy more resources to aid in the students' learning. However, one weakness is that the quality of literacy instruction is not monitored. Furthermore, when the school day is only 7 hours, not including lunch, recess, and specials, almost half of the day is taken up by one subject. This forces teachers to fit all other subject into small 30 minute slots. Effective teachers are able to incorporate other subjects into their literacy instruction, even then, other subject are rarely the main focus.
The CT instruction closely aligns with the GLCEs, so much so that in her lesson book she writes the GLCE that aligns with the lesson she plans on giving. Also after reading through the GLCEs I began to realize why so much instructional time is spent on certain aspects of her lessons. Not only is it a GLCE in itself, but further GLCEs depend and build off of one and another. While reading the literacy GLCEs, I was able to remember each lesson that corresponds to the GLCEs, at least for the most part. This illustrates that the classroom curricula, and available resources are put in place to make sure students succeed and that each GLCE is met. The alignment of the two, instruction and GLCE, is parallel, if not the same line.
In my furture practice as a teacher, I would like to teach in a school where their curriculum is based off the states, however they also have ones of their own, making sure to incorporate the resources which are available to that particular environment and district. One thing I would do, which my CT does very well is to surround the students with literacy. Any free time the students have they are suppose to read silently at their seat. On every wall there is a poster which has some aspect of literacy on it. Both morning and after lunch routines involve literacy, either reading or writing. I also like the idea of student journals, this gives the students an opportunity to take ownership of their writing and a place to write for the sheer enjoyment of writing, not because it is a assigned graded writing.