Phonics and Word Identification
An Ideal Classroom Environment for Phonics and Word Identification Instruction
Educators significantly promote a safe and effective classroom environment for students to learn phonics and word identification. The learning environment influences students’ attitudes, concentration, and participation in the learning activities. A print-rich environment is ideal for phonics and word identification instruction (Towell et al., 2016). The classroom’s walls contain different instructional and illustration charts for reference purposes. The wall displays are more relevant when the teacher and students collaborate in classifying their content. Students can easily understand and associate content phonics and words with those displayed on the wall charts. The wall charts should be of various colors and designs, capturing students’ attention. The color representation should align with students’ culture and interests to foster a sense of belonging and ownership of the learning materials and concepts. A print-rich environment helps students to connect the learning concepts to the real world.
Educators have a fundamental role in supporting an ideal instruction environment. They provide practical illustrations of what students should do to acquire and enhance their understanding of the learning objectives. Teachers give students the rules and procedures that guide their learning activities. Also, teachers provide an interactive and inclusive learning environment where students interact and share ideas to enrich each other with more effective ways of understanding and assimilating the taught concepts. Teachers should further demonstrate a strong belief in their students. They should also believe that all students have equal potential to learn when addressing their learning needs. Additionally, educators provide appropriate feedback to students as they demonstrate the skills and knowledge acquired. Teachers evaluate their students’ differences and abilities, influencing their teaching methods and practices to achieve better student outcomes.
The critical role of students in the phonics and word identification classroom is to participate and implement the taught concepts. Students should collaborate with their teachers to identify ways to care for their environment to support their learning process. In addition, students actively engage in writing and reading activities, demonstrating their proficiency in what the teacher modeled. Students also learn and develop their creative and critical skills, enabling them to solve problems (Towell et al., 2016). Further, students take risks to express their ideas on the learning concepts and amend mistakes they commit through the teacher’s guidelines. Overall, students have a primary role of following instructions, promoting an effective learning atmosphere for themselves and for their educators to achieve the objective of each class.
The Impact of Public Policies on Literacy Instruction
Comprehensive literacy policies have a positive effect on students’ performances. Some public policies provide adequate training, support, and funding for instructional change implementation in the literacy classroom, influencing students’ attitudes and interest in the learning activities (Schwartz, 2023). States establish laws that advocate using evidence-based instructional approaches and materials, increasing student performance accountability. Some laws obligate institution administrations to offer effective training to educators to equip them with effective skills in implementing the teaching concepts. Accordingly, well-trained and equipped teachers understand the learning needs of each student, informing their teaching practices and methods to address students’ performance gaps. Other policies advocate for intervention strategies to support struggling students and help them reach their full potential. Comprehensive policies that support educators and students promote academic excellence for all students. Effective public policies promote equity and equality in education since all students can acquire literacy skills through supportive strategies, materials, and practices.
References
Schwartz, S. (2023, April 27). Early literacy laws: Some seem to work better than others. Education Week. https://www.edweek.org/teaching-learning/early-literacy-laws-some-seem-to-work-better-than-others/2023/04
Towell, J. L., Powell, K. C., & Brown, S. (2016). Creative literacy in action: Birth through age nine. Cengage Learning.
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Question 
Using this book Towell, J. L., Powell, K. C., & Brown, S. L. (2018). Creative literacy in action: Birth through age nine. Cengage Learning.
First, read Chapter 4 Phonics and Word Identification. Then, provide answers to the following questions by addressing each item in a different paragraph using at least 500 words.
Phonics and Word Identification
Consider what an ideal classroom environment would be to support phonics and word identification instruction. Describe what it would look and sound like. What would the teachers be doing? What would the students be doing?
– Conduct online research on how public policies affect literacy instruction and share what you found with your classmates.