Emily Condon Philosophy Statement I believe children learn best when: they are actively involved in meaningful activities

ivities they are involved socially in the classroom they are using prior knowledge to make new ideas they are learning and not memorizing they are given time to practice and develop their skills they are self-reflecting on how they are doing they are being shown scaffolded instruction Theoretical Background They are actively involved in meaningful activities: Students learns better when have activities that are authentic (class notes, Educational Theory Project Sheet). If the activities are meaningful, the students will be engaged and learning. Sociolinguistics explains how the teacher must make sure that the students in the classroom are given appropriate activities to learn and grow. When students are learning with real life examples, then they are much more likely to continue to learn even after the school bell rings. It also shows the students that there is a reason to learn. It is not just because the teacher said it was important, but instead they see practical examples of what they are learning so they see how it applies to their lives. The opposite is true as well. If they are doing problems or looking at examples that they cannot relate to, there is not going to be much real learning happening. Students then develop a stigma where they do not see the point of school, so they stop trying.

They are involved socially in the classroom: According to Sociolinguistics, the environment and activities must encourage social interaction. Students can practice speaking and listening skills when put into an environment that has them interacting with classmates (class notes, Educational Theory Project Sheet). The practicing of polite conversation, proper grammar and good listening skills is crucial to the classroom environments. This style of learning can also promote sharing of ideas, which can be very beneficial to the students. When focusing on Cambournes Model of Literacy Learning, setting expectations, immersing the student, engaging the student, allowing approximation, the teacher demonstrating and using literacy, and finally responsibility are clear steps to developing literacy in children. When you put them into a social environment, they are getting immersed in the literacy by not only the teacher and their home, but also their peers. Connecting with other students can help to engage them in the lesson. When a student begins to take responsibility, they serve as an example for other students, and they are able to motivate and begin to hold their peers responsible for their own learning as well. They are using prior knowledge to make new ideas: When thinking about constructivism, the idea of building on what is already known is the foundation (class notes, Educational Theory Project Sheet). When students are able to make these connections, they are more likely to retain the information. New information is so much harder to recall at a later point than information that has had a chance to fully process and connects of some of their prior knowledge. In order to make learning fun and engaging, it is important to know what your students prior knowledge is so they are not bored or overwhelmed. If your students know about rain and you are teaching about weather, use the fact they have a background in weather to enhance your lesson and as a means to open the new topic, but then

after a quick review, move onto topics about weather that they do not already know about. As teachers, we also need to help them make the connections to past information they learned. If we just finished learning about addition and now we are moving onto multiplication, we must show them how the two are related. We cannot assume that because it is in their background information, that they will make the connection or even recall the information. We must make these connections explicit for our students. By correctly using their prior knowledge, this can be a powerful tool. They are learning and not memorizing: All through college we are told again and again that we are there to learn, not that we are there to memorize answers for a test. At Alverno College, our grades are not based on a test or on a few assignments, but instead on our ability to demonstrate effective completion of the outcomes of the course. I see this reflected in most rubrics used in schools currently. Although they are not pass/fail like my classes, the use of rubrics are still an effective way of letting the student know what they did well and the specific areas for improvement. When a student is just memorizing answers to reproduce in a test, it is not actually learning the information. On the contrary, when a student knows what they have to improve on, they better understand that they were not given a grade, but instead they earned their grade. A huge component of this is to allow students the opportunity to read feedback from the teacher, reflect, and then resubmit. This is related to Sociolinguistics, since it encourages students to see their mistakes, understand them, and fix them. It also encourages an environment that has students able to take risks (class notes, Educational Theory Project Sheet). For a student to know that, although grades are still an essential part of the school curriculum at this point, they are working towards self-improvement

and really achieving high success instead of focusing on the Im doing this just for the grade mentality that can sometimes happen with a focus on paper and pencil tests. They are given time to practice and develop their skills: As the saying goes, practice makes perfect. Although we should not just assign homework so the students are practicing, we should make sure that adequate time is given to make sure the students can absorb the information. Through meaningful and appropriate practice, the students are able to take important information and use it is several examples to better understand the main concepts. With the repeating of the process or task, the student is able to fully comprehend the material, or understand if they have questions. When assigning homework, it is also important to note that a homework worksheet is only effect for practice if they already know the concept. If they are struggling and unable to effectively complete the activity, then it is not an effective use of the students time and it is just going to create frustration. It is vital for students to learn a new skill and practice soon after so they will figure out if they still have questions, so they are able to clarify and effectively practice. They are self-reflecting on how they are doing: The self-reflection is one of the most important concepts to include in a classroom. According to Constructivism, students will benefit from self-engagement and self-regulation. If they can look at what they have done, and see their strengths and room for improvement, then they have the ability to grow. Whether it is reflecting on how they did on a test, or reflection on how well they listened, this process is what helps students understand where they are and where they need to be in the learning process. Getting an answer wrong should not be the end of the world, nor is it anything meaningful to the student unless they understand why their answer was wrong and have the opportunity to work through the correct answer. By giving the students

opportunities to improve their work, they are not only striving to better themselves, but also are going through a developmental process that will mold them into lifelong learners. They are being shown scaffolded instruction: Teachers scaffold students reading and writing as they demonstrate, guide and teach, and they vary the amount of support they provide according to the instructional purpose and the students needs (Tompkins, 2010). This can be used in various ways such as showing students how readers read, or helping a struggling student with writing. In order for a child to really understand what the teacher wants or expects of them, the teacher must use think aloud, and scaffolded instruction. The student must see it done, then explain how it is done, and then try it themselves in order to finally be able perform the lesson independently. This comes from Sociolinguistics. Students learn by watching, participating, doing the activity with assistance, and then doing it independently. This is where the role of the teacher is very important. It is the teachers role to guide students toward independent learning. With the modeling and scaffolding, this gives the students a great opportunity to observe and participate as they learn how their teacher thinks to better understand how they should be thinking as well. For example, as the teacher says out loud what she observes, what she infers, and what she concludes from it, the students are getting those thinking processes in their heads as well. This will help them to recall what the teacher said and use that to guide their thinking as they perform the task independently. The amount of teacher involvement is dependent of the purpose of the activity. During independent reading and writing time the teacher is less involved than during a reading strategy or new writing style. In order to be effective at using scaffolding, the teacher must use various

levels of scaffolding such as explicit instruction, oral language practice, small group work, read aloud, and building on background knowledge (Tompkins, 2010). Role of Teacher: Creating a Community of Learners As a teacher, it is important to know and understand how to create the best learning community for your students. Every student needs to have an opportunity to learn to the best of their ability, so by creating this community for them, a teacher is enabling the students to use each other, as well as the teacher, to further their knowledge. Teacher Would Love your students (Calkins) Students Would Feel appreciated and a part of the classroom Environment Would Show pictures of student of the week, information about the teacher Theorist and Why Cambourneimmersion in the classroom and demonstration that the teacher is a part of the classroom (Cambournes Model of Literacy Learning, handout) Piaget-charts on the wall (Educational Theory Project Sheet, handout) Holdaway, Cambourne, Vygotsky-pictures, posters and reminders on the wall (yellow hand out) Holdaway- playing or practice is effective in small groups Vygotsky-scaffolding, independent practice (Vygotsky: Sociolinguistics and Scaffolding, handout) Cambourneresponsibility of the students to help and

Establish community through what is posted on the wall

Use the wall as a resource for learning

Include hanging student work, pictures, reminders, charts, and other useful and fun materials

Create literature circles Include shared readings

Connect to students in smaller groups Practice listening and independent reflection skills

Initiate buddy reading

Work in pairs to encourage further reading skills

Consist of students in groups in different areas of the classroom Have the teacher in the front of the room and the students either at desks or sitting in the front of the room Separate the students throughout the room to give them space to

share

Form reading/writing workshops

Connect to students in smaller groups

Consist of students in groups in different areas of the classroom

Provide an authors chair

Take turns sharing in front of the whole group

Includes one chair in the front of the room and students seated around it

Promote social interaction

Interact in partners, small groups and large groups

Prepare authentic learning activities

Dependent of the activity, students will raise their hands and each student is given an opportunity to speak and listen Engage in the Be focused on the activities because they activity, with students make sense and are on task interesting Understand what is expected of them, as well as be able to reproduce it Consist of the teacher showing and the students following the example

Provide an example for the students to follow through scaffolding

Advocate culturally responsive teaching and learning

Understand each person is different and that is okay

Be respectful of differences in opinions

encourage each other (Cambournes Model of Literacy Learning, handout) Holdaway- playing or practice is effective in small groups (Holdaways Developmental Model, handout) Holdawayparticipation is important to develop oral language (Holdaways Developmental Model, handout) Holdaway, Cambourneinteraction and practice in groups to promote literacy (yellow handout) Vygotsky-authentic learning activities (Vygotsky: Sociolinguistics and Scaffolding, handout) Vygotsky-scaffolding, explicit instruction, shared, guided practice and independent practice (Vygotsky: Sociolinguistics and Scaffolding, handout) Piaget-encourage student learning (Educational Theory Project Sheet, handout)

All of these ideas can create an environment in which students are free to learn and feel a sense of community. From the way the teacher interacts with the students to the way the students interact with other students, it is important that the students feel respected and encouraged to learn. As sociolinguistics suggests, by scaffolding, then allowing the students to practice in groups and ultimately be responsible for their own learning, students have the ability to enhance their learning through social interaction. By establishing a great community of learners, every student is given an opportunity to learn and grow. Students are not the only ones who grow in the classroom. Teachers also are learners right along with the students. These environments dont just provide great opportunities for students to feel open to share ideas, take risks, and have personal growth, but the teacher also is sharing ideas, taking risks, and having personal growth right alongside the students. It is important for the teacher to acknowledge mistakes, share stories feelings, learn from their students, bring real life examples, think out loud and ask for help. The teacher is not the allknowing power in the classroom. Sometimes students may bring a different perspective and amazing ideas that the teacher has never thought of before. Range of Reading and Writing Behaviors In a first grade classroom, it is important to understand the range of readers and writers. Although ages and grades are associated with the reading continuum and writing continuum, these are just guidelines. Students may be at grade or age level, but there is a good chance that a classroom will have a range (from strugglers to accelerated students) that a teacher must be prepared for. Also, it is important to know that students may not fit exactly into the categories as

listed below, but that is okay. This chart is a guideline for a teacher to use to better understand where a student is and how to help them to grow. Reading Continuum Ages 5-7 Transitional Reader Knows most letter sounds Uses pictures and some initial consonant sounds to figure out words Predicts from pictures Still relies on memorization of story Recognizes some sight words Phonemic awareness; segmentation

Ages 4-6 Emergent Reader Directionality Focuses on pictures Pretend reading Begins phonemic awareness; rhyming with sounds Knows most letter names and some consonant sounds Develops understanding of concepts of print

Ages 7-10 Advanced Beginning Reader Develops chunking strategies Manipulates vowel sounds as needed Develops self-correction strategies Develops cross checking strategies Consistently rereads Demonstrates understanding through retelling Understands difference between fact/fiction Increase sight words Reads independently for increasingly longer periods

Ages 8-11 Consolidating Reader Automaticity of strategies - cross checking - fluency - rapid word recognition - self-monitoring in decoding Uses word structure cues Uses context to increase vocabulary Begins to develop an understanding of the following comprehension strategies: - inferring - synthesizing information Handles more and more

Ages 6-8 Beginning Reader Begins to cross check; looks right visual, sounds right structure, makes sense meaning Begins to reread Begins to self-correct Links known to unknown Searches Begins to develop chunking Begins to try to use several letters to figure out words (stretching) Begins to self-monitor Recognizes many high frequency words by sight Begins to develop fluency Retells beginning, middle, end with guidance Discusses character, setting, events with guidance Ages 11+ Accomplished Reader Uses a variety of strategies to clear up a confusing part of a text: - rereads - consults another source - asks for help Establishes and adjusts purpose for reading: - to understand - to interpret - to enjoy - to solve problems - predict outcomes - to answer specific questions - to skim for facts - to form an opinion

Begin to develop an understanding of the following comprehension strategies - making connections - questioning - monitoring comprehension - determining importance to text

complex text structure Can summarize Chooses reading material at appropriate reading levels Uses the following strategies to improve comprehension - making connections - visualizing - questioning - monitoring comprehension - determining importance of text Writing Continuum Emergent Prints with uppercase letters Writes own name and/or familiar words Uses some pictures and print to convey meaning Uses beginning and ending consonants to make words Pretends to read own writing Sees self as a writer Demonstrates understanding of letter/sound relationship Begins to show directionality top to bottom, left to right Beginning Begins to organize ideas with a planning form Writes short sentences, using some descriptive words Writes about observations and experiences Begins to use conversation in writing Begins to respond to own writing Uses punctuation and capitalization most of the time Spells most words correctly

Reflects upon what has been learned after reading and formulates ideas, opinions, and personal responses to text Reads more complex literature in a variety of genres Generates in-depth responses and sustains small group literature discussion Preservers through complex reading texts

Pre-Emergent Uses lines and scribbles to represent writing Relies primarily on pictures to convey meaning Tells about own pictures to convey meaning Tells about own pictures and writing Begins to use some letters Demonstrates awareness that print conveys meaning

Transitional Interchanges upper and lower case letters Begins to write phrases Begins to develop sentence approximations Expands the use of phonetic spelling Generates own ideas for writing Begins to read own writing Begins to use spacing between words Advanced Beginning Begins to write pieces with a beginning, middle, and end Continues to use conversation more effectively Develops conventional spelling Begins to write in different genres Experiments with indenting Begins to use revising alone Begins to use editing Uses punctuation and capitalization consistently

Developing Uses beginning, middle and ending sounds more Writes recognizable short sentences Begins to spell some words correctly Shows accuracy in reading own writing Uses lowercase letters appropriately Begins to use capitalization and punctuation Uses verb tenses correctly most of the time Uses grammar correctly most of the time

It is possible to have all ranges of readers and writers in first grade. Some students will be very advanced for their grade, while other will be struggling. It is also possible for a student to be a strong reader, but a struggling writer or vice versa. This system of categorizing reading and writing can be a great way to set up a rubric for reading and writing assessments. The importance of this is to see where students are starting the year, where they are mid-year, and where they are at the end of the year. This should help show progress of the students throughout the year, and help to guide lessons and small groups. Role of the Teacher: Assessments In assessment, the teacher needs to be aware of all the different kinds of assessments, when they are appropriate, and how to use them. They also need to be aware of the formal and informal assessments. In both reading and writing there are formal and informal ways of assessing students. Bothe informal and formal methods of assessing offer great insight for the teacher. This can help to allow the teacher to see if the students understood the information, if there is need for a guided small group, and help parents understand how their child is doing. This also helps the next teacher to have these students because it provides insight into where each student is starting with reading and writing so the teacher can prepare lesson accordingly.

Reading
Assessment Concepts about Print Formal and Literacy Assessment When is it given? What is assessed? September for a baseline test January to check for progress May/June for a Front of book Where to start Which way to go Return sweep to left How is the data helpful? Helps know if the student understand general concepts about print

summative progress assessment to be passed onto next years teacher

Letter Identification

Phonemic Awareness

Word Recognition

Running Records

September for a baseline test January to check for progress May/June for a summative progress assessment to be passed onto next years teacher or until mastery September for a baseline test January to check for progress May/June for a summative progress assessment to be passed onto next years teacher or until mastery September for a baseline test January to check for progress May/June for a summative progress assessment to be passed onto next years teacher or until mastery, and continuing each year September for a baseline test January to check

Word print matching One letter: two letters One word: two words First and last letter of a word Letter identification Phonics (sounds) Word association

Gives specific information about each child Helps form small groups for guided instruction Helps develop groups based on content needed to be learned Gives specific information about each child Helps form small groups for guided instruction Helps develop groups based on content needed to be learned Gives specific information about each child Helps form small groups for guided instruction Helps develop groups based on content needed to be learned

What they actually did What they see words How was it interpreted Ability to blend sounds Ability to segment sounds Accurately read high frequency words Automaticity Decoding strategies

Comprehension (literal) Decoding strategies

Gives specific information about each child

for progress May/June for a summative progress assessment to be passed onto next years teacher or until mastery, and continuing each year Throughout the year on a weekly or monthly basis Conferences with parents and students

Attitude Confidence

Helps form small groups for guided instruction Helps develop groups based on content needed to be learned Keeps the teacher informed on students progress Helps the teacher connect with each student Helps to keep the parents involved and understanding what their child is doing well on and what they have to improve on Helps the teacher to keep track of those students who need a little extra help

Once a semester

The students progress

Meeting with the strugglers (Conferences with just students)

Once a week

When a student is moving to another level

When a unit or book is finished

As soon as a student is ready to moving to another reading or writing level As soon as a unit or book is finished

If the student is progressing See if the focus of the previous lesson is being applied by the student If a student can read the next level independently without too much struggle If they understood the unit If they understood the book

Allows the students to keep progressing

Check Lists

All the time by the teacher All the time by the teacher

Anecdotal Records

To make sure students are understanding To make sure students are understanding

Helps to form small groups Helps to see if the student is ready for he next level Make sure the student is being challenged Helps guide small and large group instruction Helps guide small and large group instruction

Student Observations

All the time by the teacher

To make sure students are understanding

Helps guide small and large group instruction

Writing
Assessment Writing Vocabulary Formal and Informal Literacy Assessments When is it given? What is assessed? September for a baseline test January to check for progress May/June for a summative progress assessment to be passed onto next years teacher or until mastery, and continuing each year September for a baseline test January to check for progress May/June for a summative progress assessment to be passed onto next years teacher or until mastery, and continuing each year September for a baseline test January to check for progress May/June for a summative progress assessment to be passed onto next years teacher or until mastery, and continuing each year Also could be quarterly or Encoding skills Matching graphics to the phonics Spelling of high frequency words How is the data helpful? Gives specific information about each child Helps form small groups for guided instruction Helps develop groups based on content needed to be learned

Hearing and Recording Sounds

Decoding words Encoding words Decoding sounds Encoding sounds

Gives specific information about each child Helps form small groups for guided instruction Helps develop groups based on content needed to be learned

Writing Sample

Ideas and Content Organization Voice Word Choice Sentence Fluency Conventions

Helps guide whole group instruction Gives specific information about each child Helps form small groups for guided instruction

Form of Writing

monthly After a new unit or lesson is complete

Whether or not a student understood the unit or lesson

Writing Process

After a new unit or lesson is complete

Whether or not a student understood the unit or lesson

Check Lists

All the time by the teacher All the time by the teacher All the time by the teacher

Anecdotal Records

Student Observations

To make sure students are understanding To make sure students are understanding To make sure students are understanding

Helps guide whole group instruction Gives specific information about each child Helps form small groups for guided instruction Helps the teacher keep records of students progress Helps guide whole group instruction Gives specific information about each child Helps form small groups for guided instruction Helps guide small and large group instruction Helps guide small and large group instruction Helps guide small and large group instruction

Assessment is at the core of every educational system. Although many assessment are required by the schools, district and state, that does not by any means say that those are the only times and only assessments that should be performed. Cambourne states that assessment should be given and/or recorded every day. All the different kinds of informal and formal assessments should be given or recorded at some capacity every day. Students are constantly demonstrating what they know or showing that they need to work on. It is vital that the teacher is aware of this and constantly monitoring the students progress in order to make instruction effective for the students.

Role of the Teacher: Concepts and Strategies When looking at concepts and strategies, it is important to note both reading and writing strategies. For reading, a teacher must concentrate on genre study, phonemic awareness, spelling, vocabulary, comprehension, and fluency. For writing, one of the most insightful models to use is the Six Traits of Writing, plus one model. The Six Traits are a series of facets of the writing process to look at when reviewing student work. These include ideas and content, organization, voice, word choice, sentence fluency, conventions and the additional trait of presentation. These can all be linked back to Cambournes Model of Literacy Learning. To effectively use the concepts and strategies, the teacher must use immersion, demonstration, expectations, responsibility, use, approximation, response, and engagement. Reading Significance for Balanced Literacy Instruction Affects how you read Affects comprehension (focus) Strategies for decoding and encoding, as well as spelling Teacher uses words like lie me teach you how to teach yourself new words High fluency vocabulary Tricky words Mentor words Content words (interdisciplining, developing academic background) Strategies support comprehension Predicting Inferring Setting a purpose

Specific Examples

Genre Study

Phonemic Awareness/ Phonics/ Spelling

The Alphabet Tree by Leo Lionni

Vocabulary Development

Word wall Personal vocabulary set (student learns a new word of their choice and learns it in a sentence)

Comprehension

For Predicting copy pictures from a book and have the students order them and write a sentence about each

Retelling Questioning Monitoring Visualizing Connecting Determining what is important Evaluation

Fluency Affects comprehension and automaticity Writing Significance for Balanced Literacy Instruction Teaching different forms

For Inferring character analysis For Setting a purpose know the task, model how to read for a task, word for word, skim For Retelling story map, sequencing For Questioning using post-it notes for questions in book For Monitoring use lifted text, I know this, I dont know this, wow what a great idea or thought For Visualizing take text copied without pictures For Connecting text to self-connections For Determining what is important use purpose to retell what was important For Evaluation book referral chart Practice reading and rereading Readers theater (once or twice a semester) Poems Child read aloud (on phones or to stuffed animals) Teacher read aloud Buddy read Whisper read Read silently Read to a lower grade Record and listen to reading Videotape reading Specific Examples

General/Format Study

Use authors as mentors

of writing

Writing Process

Six Traits

5 steps Pre-write Draft Revise Re-draft Edit (conventions) Publish (share) Ideas and Content Organization Voice Word Choice Sentence Fluency Conventions (more in English Class)

Provide example and supplies for all kinds of writing for independent writing time Brainstorming Create a working copy Use the 6 traits Create a final copy Design a project

Work on: Clear main idea Supporting details Introduction and conclusion Transitions Logically sequences Individualistic and expressive Interesting Precise language Varied sentence structure

For these strategies and applications, students and teachers will effectively be able to learn and teach reading and writing literacy. By using these strategies and linking them back to Cambournes Model of Literacy Learning, this can be a very effective way of teaching literacy. To effectively use the concepts and strategies, the teacher must use immersion, demonstration, expectations, responsibility, use, approximation, response, and engagement. Once these are used in the correct way in the classroom, the concepts in the above chart are easily applied to each student (Tompkins, 2010). Role of Teacher: Instruction When looking at instruction, I focus on Sociolinguistics and the work of Cambourne, Vygotsky and Holdaway. The use of scaffolding is the key to successful instruction. To scaffold

is to show the students through modeling how they should approach the particular activity. It gives the students a chance to hear how the teacher is thinking and see the teacher in the learning process. By showing how to do something by thinking aloud, and showing the students, then they will better understand how to do it themselves during independent work time. It is also important to create authentic activities for the students to learn. This allows them to know how to apply these skills in and out of the classroom. It also can enhance the environment of the classroom and allow students to see that they are not learning because the teacher said so. Instead, they see the value of the information and the practical use of it. Interactive Read Aloud Role of the Student Pay attention Participation listen with a purpose Think about what they are hearing Make connections to the reading Share and respond Sit near the book Building stamina for focused attention

Role of the Teacher Assess students Read text out loud Model thinking of good readers Engage students in the process of reading Make and objective (focused) Teach to the objective Choose a book Set expectations (plan) Practice Role of the Teacher Writing Using think aloud Plan Know objective Know what/why they are teaching the particular lesson Bring and/or create examples Role of the Teacher Assess students Picture walk

Role of the Environment Be close enough to the book to see pictures Quiet environment (except when answering questions) Comfortable Safe Inviting Risk-free Rich/dense books

Modeled Writing (Write Aloud) Role of the Student Role of the Environment Listening Sitting in close range on a rug Viewing Use an easel, document Participating camera, overhead Thinking about what they projector or smart board are seeing

Shared Reading Role of the Student Listening Viewing

Role of the Environment Be close enough to the book to see pictures

Read text out loud Model thinking of good readers Model concepts about print Engage students in the act of reading Make and objective (focused) Teach to the objective Choose an appropriate book Set expectations (plan) Plan multiple lessons Practice Support decoding strategies Role of the Teacher Does all of the writing Models and thinks aloud Writes exactly what the students say or negotiates the text (the teacher decides) Chooses the topic (using awareness of class experiences) Guides students responses End with an invitation when you are writing Role of the Teacher Plan based on students needs Engage Pre-activity Picture walk Review strategies (anything relevant to the lesson) Hand out books Assist Guide Help

Participating Thinking about what they are seeing Observe text as teacher reads Connect words to illustrations Read with teacher

Comfortable Safe Inviting Risk-free Big book Appropriate text and illustrations Easel

Shared Writing Role of the Student Gives ideas for content and composition Participating in the revision to standard English Watching to writing process

Role of the Environment Sitting in close range on a rug Use an easel, document camera, overhead projector or smart board

Guided Reading Role of the Student Active Independent Work simultaneously Respond Ask questions Read out loud Read in pairs Participate Take books home Practice

Role of the Environment Close to students Small group instruction Other students moving about centers independently Risk-free environment Appropriate text

Coach students Match books with the students zone of proximal development Include a related activity Have centers established Role of the Teacher Break into small groups Groups based on writing needs as determined by assessment Guiding and coaching students application of the skill or strategy Guided Writing Role of the Student Writing Participating in practice Responding to coaching or writing independently They always have the option to read an author and write about their styleetc Independent Reading Role of the Student Reading independently Quiet reading time (whisper to silent reading) Engaged in reading Role of the Environment Meeting place (a kidney shaped table) Centers around the room

Role of the Teacher Assessment to determine independent reading level Provide appropriate materials Read as well (5-10 minutes) Conferring Monitoring Role of the Teacher Monitoring Provide materials such as stickers, envelopes, stationary, paper, makers, crayons, index cards (to make post cards), samples of different kinds of writing, cards, brochures Context set for writing

Role of the Environment Space (must be organized) Books at different levels Newspapers, magazines, recipe books Block of time set aside

Independent Writing Role of the Student Write Try new styles of writing Create new ideas Work on existing ideas

Role of the Environment Organized materials Accessible materials A place to share writing (bulletin board)

Interactive read aloud, write aloud, shared reading, shared writing, guided reading, guided writing, independent reading, and independent writing are all effective ways of instruction. Sociolinguistics and the work of Cambourne, Vygotsky and Holdaway support these

methods of instruction. In order to be effective, a teacher must use all of these methods in order to reach each student and meet their needs. Through scaffolding, allowing them to try with the teachers help, and then independent practice, the students will success. Classroom Design As a teacher, I am aware of the significance social interaction has on a childs learning. Sociolinguistics is well reflected in the attached room layout. Every element was carefully planned and placed to promote learning as a social process. It also has enough space to allow for independent work to happen as well. The two student tables will be where the students come and sit right away in the morning. I have designated areas for different centers and different activities. I know that children have trouble focusing, so allowing movement is really important in classroom design. There are beanbag chairs and a sofa, desks, a couple round tables, a kidney shaped tabled, 2 square rug centers, a circle rug center, and other space to move about the room. When setting up centers, it will be easy to designate different areas of the room for different centers. I also have 2 projectors, which are also smart boards, so 2 different centers can use those as well. The computer center is actually a cart with laptops for each child. This is for the publishing stage for writers. I have a large amount of storage. I will hand posters and childs work on these, as well as have them labeled and accessible to the students. The students have a lot of room to move

around and be able to find a spot where they can use the phones to read out loud, or where they wont be distracted while writing. Overall, I would love to have a classroom with space and centers that provide great learning opportunities for the students. The more elements I incorporate into daily learning, the more well-rounded and informed my students will be. Interactive read aloud, write aloud, shared

reading, shared writing, guided reading, guided writing, independent reading, and independent writing are all effective ways of instruction. Having space and centers will also give the teacher an opportunity to have a space for small groups and individual conferences (like the kidney table) where she will not get distracted by other students. In order to be effective, a teacher must make good use of their space in order to meet the needs of their students. By incorporating Sociolinguistics into the classroom layout, the class can be inviting and welcoming to encourage learning. Self-Reflection and Goal Setting Professional Development Plan I have grown a lot in my knowledge of the standards, but I still need to work on developing standard number 1, standard number 3 and standard number 10. These will be my focus as I move on in my educational career. Standard number 1 focuses on the teacher making meaningful learning experiences and understanding the frameworks that go with them. Although I feel I did well with my lesson planning this semester, I still want to work on making authentic learning experiences and better connect them to the theorists. The students learn better when the activity is related to their lives. I also feel that my lessons are more supported if I connect the theorists to them. In order to do better with standard number one, I will research more about the children to create authentic activities. I will also study the theories so I can make stronger connections to my lessons. Standard number 3 focuses on adapting instruction for all students, including those with disabilities and the exceptionals. I feel that I have done a good job having my lessons adaptable for students with disabilities, but I still need to work on accommodating the gifted students. Every child needs to be challenged, so that is what I will work on. In order to enhance standard

3, I plan to use Blooms Taxonomy to come up with questions to challenge a range of students. I will also have an extra step further that students can do if they understand the lesson and finish what they are working on quickly. Standard number 10 focuses on relationships with the teaching community. I feel that I have done a good job of connecting thus far, but every semester I want to make stronger connections and get more involved in the classroom. I feel that if I was more connected to each student and knew a little more about them, not only would it help me create authentic activities, but it would also create a better learning community. To improve on this standard, I plan to do a get to know me questionnaire when I start in my field so I can know some fun facts about each student. I also will try and get more involved in individual confreres so I can see what their interests are in books and in their writing. This reflection allows me to see what I still would like to improve on, and how I plan on doing it. By reflecting at this point in my educational career, I am able to better understand how I am doing and what I still want to do before I graduate. This is a great skill to develop because I plan to self-reflect once I graduate as well. It is good to see your strengths and where you would like to improve. Continuous reflection creates an ever-growing teacher and will make me into the teacher I want to be. I want to always be improving.