By Mary Ann Lopez

Research:The better you know the students the better you can connect them to the text that will impact them to profound way (Laureate Education (Producer), n.d.a). Text can transform a reader (Molden, 2007)!

Analysis: Knowing the students helped me to improve my skills and knowledge in...

✦ Informing instruction

★ Collaborating with others

★ Making learning visible to parents

★ Creating a safe, caring, and supportive learning environment (Laureate Education (Producer), n.d.b)

★ Creating lesson around student’s schema

★ Planning around student’s interest and learning preference/s

Research: In getting to know the students teachers must conduct...

Pre - Assessments MeasuresCognitive Noncognitive

*it is very important to assess learners motivation to learn, for these motivator can be used to make learning

more meaningful, purposeful, and transformational.*

Cognitive assessment Measures for young

learners !

• Observation • Work Samples • Conferences • Verbal responses

during Guided Listening Thinking Activity, shared

reading, and reading aloud

Noncognitive assessment, such as Motivation to learn adopted

from student’s reading motivators by Edmunds and

Bauserman (2006) (i.e. teachers, peers, choice, personal interest,

and text).

Analysis: Assessments result to inform instructions that meet the learning needs of each student. I learned that assessment is done best during one-on-one conversation and small-group activities.

Analysis: Texts are great tools for literacy development. In addition, texts also change readers. I used Eric Carle’s From Head to

Toe (1999) story to teach self-efficacy. Self-efficacy is a key for literacy development (Scott, 1996). I also extended learning during outdoor playtime and Physical Education time. After a few weeks,

some of the students are beginning to say, I can do it!” Furthermore, through appropriate text the young learners develop important skills,

such as focusing attention, and following instruction.

Research: Teachers who are skilled in selecting appropriate texts make reading an adventure that extends imagination and makes learning fun as well (Castek, Bevans-Mangelson, & Goldstien, 2006, p. 717). In addition, ‘just right’ texts (not too hard, not too easy) (Reading Recovery Council of North America, 2012-2014) inspire children to participate actively during story times, and learn new vocabularies within

their own pace. Selecting a text needs consideration, most especially for English-language learners; readability, length of the text, text structures, size of the prints, and visual support (Laureate Education

(Producer), n.d.c).

http://offbeatmama.com/wp-content/blogs.dir/2/files/2011/02/from-head-to-

toe.jpg

Analysis: Young learners who are in the interested in learning the letters, phonic, sight words, emerging writing and reading interest (emergent stage). I learnt that they need to be supported in different kinds of literacy experiences (i.e. example, through text, songs, games, dramatic play, learning centers, and vocabulary role play).

Research: The ultimate goal is to teach children how to be literate learners who can navigate the world independently (Laureate Education (Producer), a.d.b). Learning

environment must be text rich, and teachers use age appropriate instructional strategies and texts to make learning meaningful, purposeful, and in context.

Sense of Care

Through critical and response perspective, students transform!

Care for others

Sense of World

Lastly, students apply, build, and gain new schema through text.

Research: Texts motivate students to wonder, examine texts, and reflect on their character and self-

conception....http://blog.lib.umn.edu/tuomi047/architecture/children_holding_hands_around_the_world.g

if

Analysis: My intentions of reading to

the children are clearer now. I am beginning to share a preview, and what the children are going to learn from the text. Since I started sharing about the book prior to reading it, the children have become more motivated and engaged, for their curiosity has been activated. In addition, I have given the children more time to reflect about the text give them the opportunity to think about the text, and how it can transform them to be a better person. I have used some of Mo Willems’ books to teach sense of self, others, and world.

Laureate Education (Producer). (n.d.c). Analyzing and selecting text [Video file]. Retrieved from https://class.waldenu.edu

Laureate Education (Producer). (n.d.a). Getting to know your students[Video file]. Retrieved from https://class.waldenu.edu

Laureate Education (Producer). (n.d.b). Interactive perspective: strategic processing [Video file]. Retrieved from https://class.waldenu.edu

Castek, J., Bevans-Mangelson, J., & Goldstone, B. (2006). Reading adventures online: Five ways to introduce the new literacies of the Internet through

children's literature. Reading Teacher, 59(7), 714–728.

Scott, J. E. (1996). Self-efficacy; a key for literacy learning. Retrieved from !http://scholarworks.wmich.edu/cgi/viewcontent.cgi?article=1313&context=readinghorizons

!Reading Recovery Council of North America. (2012-2014). Selecting text that are just right. Retrieved from

http://fdf.readingrecovery.org/imagesdocuments/Selecting_Texts_That_Are_Just_Right.df

Molden, K. (2007a&b). Critical literacy, the right answer for the reading classroom: Strategies to move beyond comprehension for reading !improvement. Reading Improvement, 44(1), 50–56.

Herrell, A., & Jordan, M. (2009). 50 strategies for teaching English language learners (Laureate custom ed.). Upper Saddle River, NJ:Pearson.

Tompkins, G. E. (2010a&b). Literacy for the 21st century: A balanced approach (5th ed.). Boston: Allyn & Bacon.