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First-grade teachers’ perception and implementation of a semi-scripted reading curriculum / Mary Taylor Ainsworth, Evan Ortlieb, Earl H. Cheek Jr., Roberta Simnacher Pate and Carol Fetters
// Language and education 2012, Vol26, N.5 2012p. 77-90 A teacher’s role was dramatically changed from that of an educator to that of a facilitator with the adoption of semi-scripted curriculums. This case study explores teachers’ per¬ception and implementation of a state’s English Language Arts curriculum in first-grade classrooms. Four first-grade teachers from a large urban school district were observed during the 90-minute literacy instruction block for four weeks each using Spradley’s De¬velopmental Research Sequence. In addition, data were collected from multiple teacher interviews. Qualitative analyses yielded the following themes: (a) teachers were mini¬mally supported in professional development for using the curriculum; (b) they often ventured beyond the scope of the curriculum in resource usage; and (c) their planning was eased with the adoption of a semi-scripted curriculum. Furthermore, this sampling of first-grade teachers implemented English Language Arts curriculum through integrat¬ing both phonics and reading instruction. Findings are relevant to classroom teachers, curriculum coaches and administrators alike
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