Professional Documents
Culture Documents
As
an
educator,
I
have
seen
the
importance
of
incorporating
first
languages
in
the
classroom
and
being
aware
of
the
third
language
system:
the
semantic
system.
During
ED
2500,
the
school
I
was
placed
at,
had
a
student
pass
away.
Our
class
came
together
to
discuss
what
had
happened
and
came
to
the
conclusion
that
our
class
should
make
cards
for
the
family.
However,
rather
than
saying
the
boy
had
died
we
used
the
terminology
of
passed
away.
While
making
cards,
I
was
walking
around
the
classroom,
ensuring
that
all
students
were
making
appropriate
cards
when
I
came
across
a
student
in
our
class
that
seemed
to
be
confused.
On
her
card,
she
wrote,
we
hope
you
feel
better
soon
and
you
come
back
to
school
soon.
This
young
girl
had
recently
moved
to
Canada,
and
was
unaware
of
the
terminology
passed
away.
She
didnt
understand
the
meaning
of
what
we
had
said.
As
an
educator,
this
took
me
back
and
made
me
realize
how
important
it
is
to
be
aware
of
our
vocabulary
and
to
ensure
that
all
students
are
aware
of
the
terminology
that
is
being
used
in
the
classroom.
2
Leah
Benson
Strategy
2:
Sharing
is
Caring!
Classroom
turned
into
a
Coffee
House
According
to
Vygotsky,
language
helps
organize
thought,
and
children
use
language
to
learn
as
well
as
to
communicate
and
share
experiences
with
others.
Having
a
social
component
in
the
classroom
allows
for
students
to
share
their
experiences
through
reflecting
their
own
culture.
Not
only
is
it
important
that
students
take
part
in
activities
that
allow
for
students
to
share
their
own
personal
experiences,
but
it
is
also
important
that
students
participate
in
language
arts
activities
that
are
meaningful,
functional,
and
genuine.
(Page
28)
This
is
where
the
idea
of
a
Coffee
House
Classroom
popped
into
my
brain.
When
I
was
in
grade
four
my
teacher
had
a
coffee
house
once
a
month,
each
month
had
us
present
something
to
our
fellow
classmates
and
parents.
Sometimes
it
was
the
poem
we
were
working
on
during
a
poetry
unit,
others
it
was
sharing
a
piece
of
our
favorite
book
and
explaining
why,
or
performing
a
skit.
As
I
read
this
chapter,
I
started
to
develop
my
own
spin
on
how
a
Coffee
House
could
be
done.
Students
could
share
an
artifact
that
describes
them
and
present
on
it,
students
could
present
their
favorite
song
and
describe
the
meanings
behind
the
song
and
different
literary
devices
that
are
found
within
the
song,
students
could
present
literature
based
on
a
certain
theme
and
discuss
the
book.
The
opportunities
are
endless
but
each
student
would
be
engaging
in
the
six
language
arts
of
listening,
speaking,
reading,
writing,
viewing
and
visually
representing.
(page
24-25)
A
concern
I
came
up
with,
is
if
students
are
nervous
to
present
in
front
of
their
peers,
but
a
solution
may
be
to
incorporate
technology
and
have
them
record
themselves
before
the
coffee
house
and
then
sharing
their
recording
with
the
class.
I
strongly
believe
in
learning
how
to
present
and
being
able
to
speak
to
a
crowd,
there
are
so
many
benefits.
Not
only
do
I
believe
that
it
is
important
for
students
to
present,
but
I
also
believe
that
it
is
so
important
to
share
and
celebrate
our
experiences.
During
my
PS1
practicum,
I
taught
grade
1
and
every
morning
my
Teacher
Associate
would
allow
the
students
to
share
what
they
did
the
previous
evening.
I
saw
students
open
up
their
shell
when
it
was
their
turn
because
they
were
able
to
share
an
experience
that
they
had.
I
also
saw
students
raise
their
hand
when
it
wasnt
their
turn
to
ask
the
student
who
was
sharing
a
question
about
what
they
were
sharing.
The
act
of
communicating
with
each
other
is
so
important
and
to
create
an
environment
in
our
classrooms
where
students
feel
open
to
communicating
is
key.
3
Leah
Benson
Strategy
3:
High
Five
After
reading
this
chapter,
every
concept,
theory,
and
research
presented,
kept
bringing
me
back
to
the
strategy
High
Five.
This
strategy
focuses
on
enhancing
the
comprehensive
ability
of
students.
This
technique
allows
for
students
to
understand
the
material
that
they
are
reading
and
drawing
their
attention
to
specific
details.
This
strategy
allows
students
to
focus
on
Critical
Literacy
and
to
develop
a
deeper
understanding
of
the
text,
or
language
within
the
text
and
develop
a
meaning.
(page
20)
There
are
five
separate
strategies
that
form
the
high
5
reading
strategy;
activating
prior
knowledge,
questioning,
analyzing
text
structure,
visualization,
and
summarizing.
There
are
a
variety
of
ways
that
these
strategies
can
be
implemented
into
the
classroom.
A
few
ways
that
I
would
use
these
strategies
in
my
classroom
are
shown
below:
As
a
student,
I
always
struggled
with
comprehending
the
reading.
I
was
always
discouraged
because
I
could
never
determine
the
deeper
meaning
of
the
text,
or
the
hidden
messages
because
I
was
just
told
to
read
the
story
or
watch
the
video
and
figure
it
out.
However,
if
I
was
given
a
reading
guide
to
follow
along
with
the
text
or
video,
I
was
able
to
comprehend
the
information
much
easier.
I
knew
that
I
was
not
the
only
student
that
struggled
with
this,
and
so
I
vowed
to
myself
that
when
I
became
a
teacher,
I
would
provide
my
students
with
as
many
strategies
as
possible
to
help
with
reading
comprehension
or
comprehension
of
any
medium.
It
is
so
important
for
students
to
be
able
to
dissect
a
story
and
develop
a
deeper
understanding.
As
I
have
grown
older,
and
have
developed
stronger
critical
thinking
skills,
I
go
back
to
the
classics
that
I
read
when
I
was
in
school
and
have
a
whole
new
appreciation
for
those
novels.
As
a
teacher,
I
want
to
provide
that
appreciation
the
first
time
the
students
read
the
novel
or
watch
the
movie.
This
High
Five
strategy
allows
for
students
to
truly
enhance
their
comprehensive
abilities.
5
Leah
Benson
Not
only
will
I
be
very
aware
of
the
cultures
that
are
in
my
classroom,
but
I
will
also
be
aware
of
the
differentiation
that
needs
to
occur
to
meet
all
of
my
students
abilities.
If
I
were
to
have
a
student
that
may
be
challenged
reading
or
have
a
vision
impairment,
I
may
set
them
up
with
an
audiobook
where
they
can
listen
to
a
book
that
they
choose.
If
I
have
a
student
who
has
English
as
a
second
language,
I
will
include
literature
that
is
culturally
relevant
to
them
(page
63).
A
student
with
ADHD
may
need
a
book
that
has
short
chapters
in
it
so
that
they
can
read
for
a
short
period
of
time
and
then
put
the
book
away
at
an
appropriate
ending.
A
classroom
library
is
very
important
to
have
but
it
needs
to
be
implemented
so
that
all
students
can
be
engaged
and
all
have
the
same
level
of
enjoyment
with
literacy.
Throughout
my
schooling,
my
teachers
always
had
books
in
their
classroom,
but
a
classroom
that
will
forever
be
etched
into
my
brain
is
my
grade
1
classroom.
This
classroom
had
a
huge
claw
foot
tub
that
full
of
pillows
that
students
could
sit
and
read
in.
This
tub
was
in
our
library
in
the
back
of
the
classroom
and
we
could
pick
a
book
that
was
in
our
own
reading
basket
and
sit
and
read
in
the
tub.
The
tub
only
fit
so
many,
so
we
also
had
bean
bags,
carpet
space,
and
blankets.
It
wasnt
just
the
tub
that
made
the
library
in
our
classroom
so
fun,
it
was
the
number
of
books
that
we
had
that
constantly
changed
every
day.
I
always
remember
having
a
different
book
in
my
basket
that
I
was
able
to
choose
to
read
that
day.
If
I
didnt
have
a
book
in
my
basket,
that
meant
that
I
was
able
to
listen
to
an
audio
book
on
the
CD
Walkman.
This
space
in
our
classroom
was
a
highlight.
Space
where
we
were
all
so
comfortable
and
were
able
to
do
what
we
love
to
do:
READ.
6
Leah
Benson
Strategy
2:
D.E.A.R
(2.0)
On
page
56
our
textbook
discusses
how
influential
readers
workshops
can
be
for
our
students,
as
they
allow
for
our
students
to
become
more
fluent
readers
and
deepen
their
appreciation
of
books
and
reading.
A
component
of
the
readers
workshop
that
really
stood
out
to
me
was
reading
and
responding.
I
think
it
is
so
important
for
students
to
spend
30-45
minutes
reading
a
novel
or
other
reading
materials
that
they
have
chosen.
However,
it
is
important
that
students
are
reading
something
that
is
at
their
level!
This
reminded
me
of
a
strategy
that
my
teachers
used
when
I
was
in
elementary
school-
DEAR
(Drop
Everything
and
Read).
DEAR
is,
a
scheduled
time
for
students
to
read
what
they
want
and
receive
support
that
they
need
for
further
exploration
of
reading
and
reflections.
There
are
many
benefits
to
this
strategy,
a
few
being
that
it
encourages
independent
silent
reading,
assigned
reading
time
builds
vocabulary,
improves
writing
skills
and
increases
comprehension.
As
a
student,
I
always
looked
forward
to
reading
and
having
a
set
amount
of
time
to
let
my
mind
wander
into
the
plot
of
my
book.
However,
I
know
many
students
that
would
only
read
for
the
first
few
minutes
and
then
become
off
task.
So,
I
am
hoping
with
DEAR
2.0,
I
can
eliminate
the
off-task
issues
and
develop
a
scheduled
time
for
students
to
read
and
respond.
The
improvements
that
I
would
make
would
be
to
keep
a
log
or
a
journal
that
keeps
track
of
how
many
pages
each
student
is
reading
during
each
DEAR
session
and
as
well
as
a
brief
summary
of
what
they
have
read.
This
way
students
are
accountable
for
ensuring
that
they
read
for
a
certain
amount
of
time.
Silent
reading
in
a
classroom
for
a
selected
amount
of
time
is
not
for
everyone,
and
some
students
may
benefit
from
writing
a
story
or
responding
to
a
journal
starter,
and
so
with
DEAR
2.0
I
would
ensure
that
all
students
are
either
reading
their
own
novel
that
is
fit
to
their
reading
level,
or
they
are
responding
to
a
question
or
statement
that
I
have
given
them.
I
truly
believe
that
this
strategy
is
extremely
beneficial
as
it
gives
students
a
chance
to
quiet
down
after
recess
and
become
focused
for
other
subjects.
Also,
by
incorporating
DEAR
into
my
everyday
classroom
schedule,
the
allotted
time
is
less
likely
to
be
overlooked
and
be
put
aside
to
work
on
other
subjects.
Why
am
I
passionate
about
DEAR?
This
passion
did
not
start
while
I
was
in
elementary
when
I
took
part
in
DEAR
as
I
had
students
ruin
that
time
that
my
teacher
set
aside
for
us
to
read.
They
were
constantly
being
off
task
and
we
eventually
had
our
DEAR
time
taken
away
from
us.
When
that
time
was
taken
away
from
us,
I
didnt
read
near
as
much.
I
learned
the
value
of
silent
reading
during
an
allotted
time
during
University
(actually
at
the
beginning
of
this
school
year).
I
have
severe
anxiety
and
am
constantly
worrying
about
my
grades
and
having
everything
scheduled
to
a
T,
that
I
started
to
lose
sleep
at
night
because
I
didnt
allow
myself
time
to
decompress
or
relax.
Every
day,
since
the
beginning
of
this
school
year,
I
have
dedicated
30-45
minutes
before
bed
to
read
a
novel
of
my
choice.
I
CANNOT
believe
the
difference
this
has
made
on
my
mental
and
physical
health.
I
am
sleeping
better,
worrying
less,
and
smiling
way
more.
7
Leah
Benson
Strategy
3:
Menu
Assignments
On
page
33
in
our
textbook,
we
are
referred
to
Linda
Gambrells
seven
rules
of
engagement,
and
she
notes
that
one
rule
is
that
students
have
opportunities
to
make
choices
about
what
they
read
and
how
they
engage
and
complete
literary
tasks.
This
statement
is
very
true
and
as
educators,
we
need
to
ensure
that
we
are
keeping
our
students
engaged
in
everything
we
do.
A
strategy
that
I
hope
to
incorporate
in
my
class
and
would
be
extremely
engaging
to
all
students
are
menu
assignments.
A
menu
assignment
allows
for
students
to
choose
how
they
may
respond
and
complete
literary
tasks.
An
example
of
how
I
would
use
a
menu
assignment
is
with
a
class-wide
novel
study.
I
would
have
students
choose
a
breakfast,
lunch,
and
dinner
item
to
respond
to
for
each
chapter
or
for
each
checkpoint
that
we
decided
on
as
a
collective.
This
way,
students
are
choosing
how
and
what
they
want
to
respond
to.
If
a
student
is
more
creative
and
artistic,
they
may
choose
to
draw
a
scene
from
a
chapter.
If
a
student
is
technologically
advanced,
they
may
choose
to
create
a
digital
video
of
the
plot
thus
far
in
the
story.
For
a
student
with
lower
vocabulary
skills,
they
may
choose
to
pick
20
words
that
they
had
a
harder
time
understanding
and
learn
the
meaning
of
each.
A
menu-type
assignment
allows
for
students
to
complete
the
same
amount
of
work
but
having
their
own
independent
choice
in
how
they
respond.
As
a
student,
I
always
wanted
to
have
the
best
project
or
best
response
and
always
wanted
to
respond
to
what
we
were
learning
or
reading
in
a
creative
project
type
form.
However,
a
majority
of
our
responses
to
a
novel
were
to
do
journal
entries
or
a
written
response
of
some
sort.
This
type
of
response
is
great,
and
journal
writing
can
be
so
beneficial
but
it
doesnt
need
to
be
done
every
time.
I
felt
that
I
became
bored
of
reading
because
I
always
had
to
respond
to
what
we
were
reading
in
the
same
format.
If
I
were
to
have
had
some
choice,
I
would
have
been
more
inclined
to
do
different
forms
of
responding
to
the
novel.
In
high
school,
we
did
an
independent
novel
study
and
our
English
teacher
let
us
pick
any
book
from
a
certain
list
and
respond
to
it.
She
had
certain
criteria
we
needed
to
do
and
that
we
had
to
respond
to
every
chapter
but
there
were
no
limitations.
This
allowed
for
me
to
completely
expand
and
look
at
my
novel
from
every
angle.
However,
I
noticed
that
some
students
responded
the
same
way
every
time
because
it
was
the
easiest.
It
is
so
important
to
challenge
our
students
and
to
have
opportunities
available
that
will
engage
and
respond
to
the
task.
8
Leah
Benson
Why
do
I
think
Book
Talks
are
important
in
a
classroom?
Not
only
do
I
think
it
is
important
that
I
present
book
talks
to
my
students
to
give
them
a
glimpse
what
is
all
out
there
to
read,
but
I
think
it
is
so
important
that
my
students
create
their
own
book
talks.
I
think
it
is
great
that
students
have
the
opportunity
to
present
in
front
of
peers
that
they
trust.
This
also
allows
students
to
work
through
the
research
process
and
the
preparation
that
takes
place
for
a
presentation.
This
also
ensures
that
students
are
comprehending
the
book
and
being
accountable
to
their
peers
to
give
a
summary
of
the
book.
To
differentiate
this
task
for
all
of
my
students
abilities,
I
would
offer
a
variety
of
types
of
books.
Each
book
talk
would
be
different
for
each
students
level
of
reading.
If
a
student
were
to
have
a
visual
impairment,
I
would
ensure
that
they
had
audiobooks
so
that
they
can
listen
to
the
book
of
their
choice.
Also,
pairing
students
up
to
research
books
and
create
a
book
talk
may
be
beneficial
if
a
student
is
challenged
by
reading
or
may
be
an
English
language
learner
that
may
be
uncomfortable
with
presenting
on
their
own.
Also,
for
students
who
are
English
Language
Learners,
we
need
to
value
their
first
language
and
see
multilingualism
as
a
benefit
and
a
resource
(page
122).
An
example
that
I
could
see
is
students
reading
the
book
in
their
language,
or
teaching
other
students
keywords
in
the
book
in
their
first
language.
I
see
all
of
these
strategies
as
beneficial.
For
a
student
who
may
be
mute
or
is
challenged
vocally,
they
could
write
down
a
script
of
what
they
would
say
to
their
peers.
If
they
were
in
partners,
the
peer
could
read
the
script
to
the
peers,
or
as
the
teacher,
I
could
read
what
the
student
wrote
to
their
peers.
There
are
so
many
ways
to
make
book
talks
enriching
for
all
of
my
students
abilities
and
I
cannot
wait
to
include
this
in
my
language-rich
classroom.
9
Leah
Benson
Strategy
2:
Small
Group
Discussions/
Literature
Circles
Literature
circles
allow
for
students
to
engage
in
critical
thinking
and
reflect
as
the
read,
reflect
and
respond
to
the
book.
Discussing
with
their
peers,
students
are
allowed
to
construct
meaning
from
the
text.
Literature
circles
provide
a
place
for
cooperative
learning.
Having
students
discuss
with
their
peers,
allows
everyone
to
construct
meaning
and
understand
the
text
completely
from
multiple
different
angles
or
opinions.
These
circles
allow
for
students
to
discover
the
power
of
talk
and
are
able
to
develop
skills
to
strengthen
and
lengthen
conversations.
Within
these
literature
circles,
students
are
allowed
to
discuss
what
challenges
them,
what
they
love
about
the
reading,
personal
connections,
etc.
(page
124).
There
are
so
many
values
of
literature
circles,
not
only
do
they
help
students
develop
the
confidence
to
share
within
small
groups
and
whole-class
settings,
but
their
in-depth
talking
shows
in
their
writing
(Page
126).
Having
literature
circles
in
my
classroom
will
help
students
with
their
writing,
and
having
writing
in
my
classroom
will
create
stronger
more
effective
literacy
circles.
How
neat
is
that?
Students
are
able
to
engage
with
each
other,
to
share
their
opinions
with
each
other,
while
also
having
fun.
I
have
seen
how
literature
circles
work
within
this
Education
class
and
have
found
them
very
beneficial.
I
thought
I
received
a
much
more
thorough
understanding
of
the
article
we
had
to
read,
as
I
was
able
to
hear
different
opinions
and
strengthen
my
understanding
of
what
the
article
was
discussing.
Another
value
of
literature
circles,
that
I
really
liked
in
our
class,
is
that
we
each
have
our
own
role
of
what
we
are
doing.
These
jobs
ensure
that
we
are
all
reading
the
article
or
the
book
and
having
a
strong
understanding
of
it.
With
students
choosing
what
text
they
read,
or
by
choosing
what
job
they
have
within
their
circle,
they
are
becoming
intrinsically
motivated
and
form
a
deeper
level
of
engagement.
I
will
differentiate
literature
circles
in
my
classroom
through
grouping
students
based
on
different
levels
and
different
topics
that
are
discussed
in
the
book/
text.
Students
will
be
placed
in
small
groups
based
off
of
their
abilities
and
their
interests.
Having
groupings
change
often,
will
also
create
a
trusting
environment
through
the
whole
class,
as
students
will
become
comfortable
sharing
with
everyone.
Also,
literature
circles
can
be
differentiated
by
the
type
of
literature
the
group
is
looking
at,
whether
that
be
a
chapter
book,
a
picture
book,
an
audio
book,
a
newspaper
article,
or
even
a
poem.
The
opportunities
are
endless!!
10
Leah
Benson
Strategy
3:
Graphic
Organizers/
K-W-L
Charts
(Page
127)
Graphic
organizers
allow
for
students
to
organize
ideas
and
make
students
think
visibly.
Students
can
use
graphic
organizers
to
generate
ideas,
record
and
recognize
information
and
see
relationships
within
their
information.
Since
there
are
a
variety
of
graphic
organizers,
there
are
many
ways
of
implementing
each
type
into
the
classroom.
Graphic
organizers
allow
students
to
not
only
demonstrate
what
they
are
learning
but
also
how
they
are
thinking.
A
K-W-L
Chart
is
a
visual
organizer
to
show
what
students
know,
what
students
wonder,
and
what
students
have
learned.
The
visual
can
be
used
before,
during,
and
after
a
lesson.
These
charts
can
be
done
at
an
individual
level,
to
focus
on
reflection,
or
through
brainstorming
with
a
group.
Our
text
states
that
K-W-L
charts
are
a
good
way
to
help
students
take
an
active
role
in
talking
about
what
they
are
learning
from
theme
units.
(Page
127)
T-Chart
is
a
visual
organizer
to
show
students
a
contrast.
This
could
be
seen
in
all
classrooms.
In
an
elementary
math
class,
students
may
compare
even
and
odd
numbers.
In
junior
high,
this
could
be
seen
in
a
language
arts
class
when
comparing
antagonist
and
protagonist
characters
within
a
novel
study.
In
high
school,
this
may
be
seen
in
a
social
studies
classroom,
when
students
are
comparing
left
and
right-wing
ideologies.
Other
ideas
consist
of
Venn
diagrams,
mind
maps,
flow
charts,
etc.
A
graphic
organizer
can
be
a
great
method
to
introduce
a
new
topic
or
lesson
to
see
what
students
prior
knowledge,
or
may
also
be
used
a
concluding
activity
to
see
what
students
have
learned
and
what
may
need
to
be
reviewed
before
a
culmination
activity.
I
have
used
graphic
organizers
many
times
and
always
find
so
much
benefit
from
them.
I
am
a
student
who
needs
to
write
pages
of
notes
and
read
the
textbook,
however,
I
really
value
the
use
of
graphic
organizers
as
a
study
tool.
As
an
educator,
I
see
the
value
of
graphic
organizers
in
all
subject
areas.
All
different
types
of
graphic
organizers
can
be
used
across
disciplines,
which
helps
students
form
ways
of
how
they
may
learn
or
how
they
may
choose
to
study.
I
have
used
graphic
organizers
in
a
grade
one
health
class-
with
hula
hoops
turned
into
Venn
diagrams,
and
I
have
used
Venn-diagrams
in
a
grade
six
math
class
with
chart
paper.
Each
time,
I
have
implemented
graphic
organizers
into
my
classroom,
I
see
that
my
students
are
able
to
show
me
that
they
have
comprehended
the
new
material,
and
they
have
a
great
time
doing
the
activity
as
well.
This
strategy
will
be
extremely
beneficial
in
my
future
classroom
as
it
will
tend
to
all
of
my
students
abilities.
I
am
looking
forward
to
implementing
all
of
the
different
types
of
graphic
organizers
in
my
future
classroom!
A
neat
video
I
found
on
the
benefits
of
graphic
organizers
to
keep
in
my
tickle
trunk:
https://www.youtube.com/watch?time_continue=86&v=V8CBVUA0C00
11
Leah
Benson
During
my
PS1
practicum,
I
taught
grade
1
and
I
incorporated
buddy
reading
into
my
language
arts
class.
The
textbook
states:
Often
students
can
read
selections
together
that
neither
one
could
read
individually
(page
149).
This
statement
is
so
true!
The
students
who
hated
to
read
would
read
so
well
with
their
classmate.
I
would
have
students
with
the
same
reading
level
paired
around
the
classroom.
The
students
would
read
the
book
three
times.
Once
in
unison,
then
partner
A
would
read
to
partner
B
than
vice
versa.
It
was
so
inspiring
to
see
14
six-year-olds
help
each
other
to
finish
the
book.
This
practicum
experience
allowed
for
me
to
see
the
benefits
of
having
buddy
reading
as
a
teacher,
rather
than
just
from
a
students
perspective.
The
textbook
discusses
a
few
drawbacks
of
buddy
reading,
one
being
that
the
teacher
has
limited
involvement,
the
second
is
that
the
teacher
has
less
control.
This
would
be
an
issue
as
the
teacher
would
be
just
monitoring
and
would
have
a
harder
time
of
seeing
what
the
students
are
comprehending
or
maybe
what
they
may
be
challenged
with.
A
solution
that
I
thought
of
would
be
to
have
the
students
record
a
summary
of
what
they
read
together,
or
have
them
answer
a
few
reading
comprehension
questions,
or
complete
a
task
so
then
the
teacher
could
see
possible
progress.
If
the
questions
arent
being
completed
or
the
teacher
has
concerns,
they
can
then
ensure
that
they
sit
with
that
buddy
pair
next
time
they
meet.
Also,
another
solution
would
be
to
have
the
students
video
record
themselves
reading
and
then
have
them
act
out
their
favorite
scene
of
the
book.
This
way
the
teacher
will
be
able
to
hear
their
fluency
and
what
the
student
may
need
help
with,
or
if
they
need
to
be
reading
a
book
that
is
more
challenging.
12
Leah
Benson
In
my
future
language
arts
classroom,
I
hope
to
accomplish
everything
that
buddy
reading
did
for
me
as
a
student,
but
I
am
also
hoping
to
use
buddy
reading
to
help
any
of
my
ELL
students
or
students
who
have
special
learning
needs.
I
think
it
is
so
important
that
they
socially
learn
from
their
peers.
Not
only
could
students
help
ELL
students
learn
English,
but
our
ELL
students
could
teach
other
students
about
their
native
language
and
culture
through
books.
Below are just a few ideas of how I plan to incorporate words walls into each subject area:
Use
word
walls
to
help
students
build
word
skills
Give
students
a
definition
orally
or
on
the
board
a
word
wall
can
illustrate
patterns
found
in
words
and
they
have
to
find
the
word
on
the
word
wall
to
Show
prefixes,
synonyms/
homonyms
that
corresponds
to
that
definition
An
activity
to
teach
metaphors
or
similes
is
for
Vocabulary
words
that
are
related
to
the
topic.
For
students
to
pick
5
words
off
the
word
wall
to
example,
provinces,
levels
of
the
government,
create
a
metaphor
or
a
simile
causes
for
why
something
happened
(what
were
the
causes
of
the
French
revolution?
Science
Math
Science
is
very
vocabulary-
intense
so
creating
Word
walls
can
provide
visual
cues
as
to
what
word
walls
for
different
units
will
increase
symbol
corresponds
to
what
function
students
comprehension
and
help
them
make
Using
to
explain
mathematical
terminology
connections
among
concepts.
(even/odd,
fraction,
percent,
perimeter,
area,
Students
can
categories
and
sequence
words
for
parallel,
perpendicular)
steps
of
a
procedure
Using
a
word
wall
to
show
different
shapes
and
the
different
types
within
the
same
shape
13
Leah
Benson
Strategy
3:
Rubrics-
Designed
as
a
Team
I
find
assessment
one
of
the
most
challenging,
yet
rewarding,
parts
of
teaching.
I
absolutely
love
learning
about
assessment
and
learning
different
techniques,
however,
I
still
have
many
unanswered
questions.
My
biggest
question
is
how
do
I
ensure
that
I
am
assigning
the
proper
grade
to
a
student?
As
I
read
the
chapter,
I
began
to
explore
the
ideas
of
rubrics.
I
have
used
rubrics
before
but
never
felt
like
I
was
using
them
to
their
full
potential.
As
a
student,
we
were
always
told
what
to
do
but
never
given
an
exact
rubric
of
what
was
needed.
However,
when
the
mark
came
back
there
was
rubric
of
how
the
teacher
graded
the
assignment.
How
is
that
fair
to
the
students?
Shouldnt
the
students
be
able
to
understand
how
they
will
be
getting
marked?
I
think
so.
While
reading
the
chapter,
I
read
the
statement:
Teachers
AND
students
can
assess
writing
with
rubrics
(page
192)
This
is
when
it
clicked.
Why
should
I
create
the
rubric
by
myself
when
I
could
have
my
students
create
them
with
me?
Having
the
students
be
involved
in
the
process
will
ensure
that
students
are
aware
of
the
expectations.
A
rubric
may
not
be
ideal
in
all
subject
areas
or
grade
levels,
but
that
is
when
we
can
look
into
other
forms
of
assessment,
such
as
checklists,
portfolios,
reading
records,
observations,
anecdotal
notes.
A
checklist
may
be
very
useful
in
a
project
so
students
can
see
what
they
need
to
have
in
their
project.
As
our
textbook
states:
assigning
grades
is
one
of
the
most
difficult
responsibilities
placed
on
teachers,
and
sometimes
I
would
definitely
agree
with
that
statement
especially
in
regard
to
language
arts.
Not
only
will
rubrics
help
me
be
able
to
know
what
grade
each
student
deserves,
but
the
students
will
also
be
aware
of
what
grade
they
think
they
should
be
getting,
while
also
being
able
to
self-assess
their
work.
Throughout
my
practicum
experience,
I
am
becoming
much
more
confident
with
rubrics
and
other
assessment
tools.
However,
I
still
want
to
gain
insight
on
how
I
can
differentiate
rubrics
for
my
students,
and
ensure
that
my
assessment
is
still
valid
and
reliable.
14
Leah
Benson
As
I
reflected
on
how
I
would
implement
this
strategy
into
my
classroom,
I
began
to
think
of
all
the
novels
I
could
use
this
with,
and
the
list
became
very
long,
as
this
strategy
can
be
used
all
of
the
time.
These
open-mind
portraits
create
grand
discussions
between
students
as
to
why
they
chose
to
draw
what
they
did,
or
what
students
took
away
from
the
reading.
Not
only
does
this
create
an
opportunity
for
students
to
expand
their
views
but
these
portraits
may
allow
for
students
to
see
how
an
event
in
the
novel
may
have
affected
the
character
from
a
different
perspective.
A
way
that
this
strategy
can
be
differentiated
for
all
students
is
to
have
different
versions
of
portraits.
For
example,
students
can
choose
to
draw
different
events
from
the
novel,
or
they
may
choose
to
create
a
word
collage
of
adjectives
that
describe
the
character
if
drawing
is
a
challenge
for
them.
Not
only
can
this
portrait
be
done
on
paper
and
students
can
draw,
but
it
can
also
be
made
electronically
if
students
would
prefer
to
find
images
or
type
words
that
describe
the
character.
This
strategy
allows
for
students
to
be
creative
and
show
their
true
understandings
of
characters!
I
cant
wait
to
implement
this
strategy
into
my
future
language
arts
classroom
to
help
improve
lessons
on
character
analysis!
15
Leah
Benson
Strategy
2:
Sketch-
to
Stretch
On
page
205
our
textbook
discusses
sketch-to-stretch
activities
that
are
used
to
help
students
better
understand
characters,
theme,
or
other
elements
of
the
story.
This
strategy
could
be
implemented
in
the
classroom
during
a
read-aloud
novel
study
as
students
would
be
able
to
sketch
while
the
teacher
reads
to
them.
As
the
reading
finishes
students
can
then
explain
their
drawings
to
their
peers.
The
discussion
with
peers
will
allow
for
students
to
transform
or
extend
meanings,
discover
new
insights,
clarify
misunderstandings,
or
construct
new
meanings
about
the
text
(pg.
205).
I
love
the
idea
of
sketching
while
the
teacher
is
reading,
however,
I
would
want
to
students
to
be
aware
that
they
need
to
be
listening
to
the
reading
to
understand
what
to
draw,
as
well
as
stressing
the
importance
of
the
sketch
and
how
it
does
not
need
to
be
perfect.
As
a
student,
I
always
remember
having
to
listen
to
what
the
teacher
was
reading
and
then
discuss
afterward.
I
was
really
challenged
by
this
as
I
often
couldnt
remember
everything
that
she
had
read,
especially
if
it
was
a
long
chapter.
This
strategy
will
diminish
the
concept
of
having
to
remember
everything
till
the
end
as
students
will
be
able
to
sketch
as
they
are
hearing
the
story.
Not
only
does
this
strategy
allow
for
students
to
reflect
on
the
story
but
it
allows
for
students
to
visualize
the
text
and
interpret
it
through
drawing.
Having
the
discussion
with
peers
afterward
allows
for
diverse
perspectives
and
open
discussion
which
will
allow
for
students
understandings
to
expand.
I
could
see
this
strategy
being
used
a
multitude
of
ways,
such
as
a
pre-reading
strategy
as
to
what
students
remember,
a
post-reading
activity
for
students
to
describe
their
favorite
scene
from
the
passage,
at
the
end
of
a
chapter
to
predict
what
will
happen
next,
or
at
the
end
of
the
novel
having
student
sketch
the
most
important
moment
in
the
novel.
A
concern
that
I
do
have
about
this
strategy
is
will
it
benefit
all
students,
or
will
it
be
distracting
from
some
that
they
have
to
sketch
while
they
are
listening?
With
a
mini-
lesson
to
introduce
the
concept,
this
may
alleviate
the
off-task
worry
that
I
have,
but
this
strategy
may
not
work
in
every
classroom.
However,
the
opportunities
are
endless
with
this
strategy
and
I
am
looking
forward
to
putting
it
to
use!
16
Leah
Benson
Strategy
3:
Communication
is
Key:
Dialogue
Journals
and
Letters
A
main
concept
that
I
took
away
from
chapters
six
and
seven
was
the
power
of
communication
between
in
multiple
ways
such
as
student-student,
student
to
teacher,
student
to
parent,
and
teacher
to
parent.
On
page
220
our
textbook
discusses
dialogue
journals
and
I
absolutely
fell
in
love
with
this
idea
and
I
truly
did
not
see
the
importance
of
having
that
written
dialogue
interaction
between
students
and
teachers.
I
think
the
most
important
thing
that
this
strategy
does
is
that
it
builds
a
relationship
between
the
student
and
the
teacher,
and
it
shows
the
student
that
the
teacher
does
truly
care
about
the
student.
An
aspect
of
dialogue
journals
that
I
loved
was
how
beneficial
they
were
for
all
learners
as
this
strategy
promotes
writing
that
is
solely
based
off
of
choice.
In
my
ED
2500
classroom,
my
Teacher
Associate
had
a
strategy
known
as
Friday
Letters
and
on
Friday
the
students
would
write
something
that
happened
this
past
week
that
they
liked
or
disliked,
may
be
a
challenge
that
they
experienced
in
the
classroom
or
with
friends,
but
instead
of
this
piece
of
writing
going
to
the
teacher,
it
went
to
the
parents.
Not
only
did
the
student
like
writing
to
their
parent,
but
they
loved
reading
what
their
parent
wrote
back
to
them.
It
is
so
important
for
students
to
see
that
their
parents
and
teachers
support
them
and
are
proud
of
them,
as
it
motivates
students
to
continue
to
thrive.
I
think
incorporating
dialogues
journals
with
students,
teachers,
and
parents
really
solidify
the
connection
between
home
and
school
while
ensuring
that
all
parties
in
the
students
life
are
aware
of
what
may
be
going
on.
I
loved
that
this
strategy
focuses
on
communication
but
in
more
of
an
informal,
relaxed
tone
whereas
in
chapter
seven,
the
textbook
discusses
a
more
formal
approach
to
communication
through
letter
writing.
I
believe
that
it
is
so
important
for
students
to
understand
the
different
modes
of
communication
and
what
is
appropriate
in
different
situations.
Encouraging
students
to
write
letters
to
their
favorite
author
or
local
business
is
setting
them
up
with
skills
that
will
last
a
lifetime.
A
way
to
differentiate
this
strategy
is
to
include
emails
and
text
messages
and
how
to
send
a
formal
or
informal
email
or
text
message.
I
LOVE
the
idea
of
pen
pals
and
I
think
that
this
is
such
a
fun
idea
to
do
at
any
age!
My
fourth-grade
teacher
created
pen
pals
for
us,
as
her
sister
taught
the
same
grade
in
New
Brunswick!
This
was
so
much
fun
as
we
wrote
letters
back
and
forth
getting
to
know
someone
without
ever
meeting
them.
I
love
that
the
textbook
includes
a
graphic
organizer
for
what
to
include
in
your
pen
pal
letter,
as
this
would
accommodate
for
students
who
may
be
challenged
with
ideas
of
what
to
write.
If
I
were
to
incorporate
pen
pals
into
my
classroom,
I
would
try
to
incorporate
different
ways
of
communication
such
as
a
letter,
text,
or
email
and
to
teach
students
the
difference
between
the
three
modes
of
communication.
I
cant
wait
for
my
students
to
have
a
pen
pal
that
could
develop
into
a
lifelong
friend!
17
Leah
Benson
Strategy
1:
Advertisements
Advertisements
are
all
around
in
us,
in
many
different
forms
and
as
educators
we
need
to
ensure
that
our
students
are
aware
and
critically
viewing
them.
Using
advertisements
students
can
ask
key
questions
(page
343
and
345)
such
as,
Who
created
this
image?
What
creative
techniques
are
used
to
attract
my
attention?
How
might
different
people
understand
this
message
differently?
Teaching
with
advertisements
benefits
all
students
in
all
subject
areas.
Many
students
may
be
challenged
with
interpreting
the
message
of
the
advertisement
or
may
be
persuaded
into
believing
what
the
advertisement
says
is
true.
On
page
341,
our
textbook
states,
advertisements
on
television,
in
magazines,
and
on
the
internet,
are
prominent
forms
of
persuasion
and
sources
of
propaganda
in
students
lives.
This
statement
is
so
true,
as
teachers
we
need
to
teach
our
students
how
to
critically
analyze
what
is
being
put
in
front
of
our
students
faces
and
to
not
believe
everything
the
newspaper
or
television
says
is
true.
Not
only
would
students
be
able
to
learn
how
the
advertisement
may
be
persuading
them,
but
using
advertisements
may
work
as
a
mini-lesson
to
introduce
persuasive
writing.
Not
only
can
advertisements
be
used
in
language
arts
to
develop
writing
and
viewing
skills,
but
it
can
also
be
used
in
our
language
arts
classroom
as
art.
Students
could
create
a
collage
of
advertisements
that
describe
a
certain
theme.
Students
could
create
an
advertisement
about
a
book
and
how
to
promote
their
book
to
other
readers.
On
page
354,
the
textbook
states
students
need
multiple
opportunities
to
visually
represent
their
learning
using
a
variety
of
strategies
because
representations
enhance
learning
not
only
of
the
language
arts
but
also
other
areas
of
the
curriculum.
This
chapter
really
allowed
for
me
to
explore
how
language
arts
is
so
much
more
than
reading
and
writing,
and
that
we
can
enhance
our
lessons
through
teaching
our
students
to
be
critical
viewers
and
to
include
different
visual
representations
that
students
can
create
in
response
to
a
project.
Teaching
through
advertisements
allow
for
students
to
develop
those
critical
thinking
skills
that
will
help
them
far
beyond
their
education.
18
Leah
Benson
Strategy
2:
Music
to
my
Ears
On
page
364,
our
textbook
discusses
the
importance
of
integrating
music
into
the
language
arts
classroom
as
music
can
help
promote
a
variety
of
literacy
skills.
I
LOVE
the
idea
of
incorporating
music,
and
all
types
of
music,
into
the
classroom.
Music
allows
for
students
to
connect
with
the
content,
and
develop
a
more
meaningful
understanding
of
what
is
being
taught.
I
recently
attended
a
Professional
Development
Session
where
a
professor
discussed
how
she
taught
Shakespeare
and
one
of
her
students
created
a
rap
to
depict
a
very
important
scene!
Not
only
was
that
a
very
creative
way
to
present,
but
it
truly
showed
that
the
students
had
understood
what
Shakespeare
was
portraying!
If
I
ever
have
to
teach
high
school
English,
I
will
definitely
be
incorporating
that
idea
in
my
classroom!
When
I
was
in
the
8th
grade,
my
language
arts
teacher
created
a
project
where
we
analyze
a
song
and
found
all
of
the
literary
devices
in
each
song
and
presented
it
to
the
class.
We
had
to
highlight
the
similes,
metaphors,
adjectives,
exaggerations,
etc.
I
chose
the
song
If
today
was
your
Last
Day
by
Nickelback,
and
still
to
this
day
whenever
I
heart
it,
I
can
pick
out
all
of
the
literary
devices
and
still
know
the
meaning
of
each.
I
think
that
goes
to
show
how
much
of
a
connection
I
was
able
to
make
with
the
song
and
how
that
led
me
to
remember
the
content.
Not
only
do
I
feel
that
music
is
important
to
the
language
arts
classroom,
but
I
see
many
benefits
in
all
different
subject
areas.
When
I
was
in
junior
high
and
high
school
my
math-teacher
played
music
why
while
worked
on
practice
questions,
which
created
a
fun
environment.
I
also
attended
another
Professional
Development
session
during
Wellness
Week
which
talked
about
promoting
positive
mental
health.
The
presenter
discussed
the
importance
of
music
in
the
classroom
and
how
when
we
play
it,
our
students
will
become
happier
and
more
motivated
to
learn.
This
really
connected
with
me
as
some
students
really
connect
with
music
and
that
can
be
there
escape
when
they
are
having
a
rough
day.
By
showing
an
interest
in
music,
we
are
creating
a
welcoming
environment
for
them.
Also,
having
music
playing
in
the
background
while
students
are
working
may
calm
students
who
are
anxious.
The
background
noise
may
be
irritating
for
others,
and
to
determine
if
I
play
music
on
a
regular
basis
in
my
classroom
would
depend
on
my
students
as
I
would
want
to
do
whatever
is
best
for
them.
However,
I
do
truly
believe
that
music
may
be
the
key
to
unlocking
the
creativity
in
our
students.
19
Leah
Benson
Strategy
3:
Story
Vines
On
page
367
our
textbook
discusses
Story
Vines,
which
are
visual
representations
of
stories
that
teachers
and
children
create
or
retell
in
order
to
engage
in
storytelling.
The
storyteller
chooses
items
to
hand
on
the
vine
to
help
him
or
her
to
retell
the
story.
Story
vines
allow
for
students
to
become
critical
readers
and
analyze
the
storys
components
as
they
have
to
comprehend
the
story
and
determine
the
most
significant
parts.
Students
are
able
to
create
visuals
to
tell
the
story
and
organize
the
main
events.
Most
importantly,
not
only
are
the
working
on
their
reading
skills
when
they
are
initially
reading
the
book
but
they
are
also
working
on
new
vocabulary
and
practicing
their
oral
reading
and
storytelling
skills.
Students
are
able
to
retell
the
story
or
a
process
in
their
own
words
rather
than
the
exact
reading.
Story
vines
enhance
all
the
language
skills
(reading,
writing,
listening,
speaking,
representing,
and
viewing),
that
as
educators
we
strive
to
develop
in
our
students.
Story
Vines
are
able
to
be
differentiated
for
different
learning
styles
and
abilities
easily.
A
vine
could
be
premade
with
pictures
and
main
events
for
students
to
have
to
sequence,
or
rather
than
drawing
pictures,
a
student
could
complete
an
electronic
vine.
This
strategy
would
help
ELL
learners
with
comprehending
the
main
ideas
in
the
story
or
to
learn
different
processes
in
other
subject
areas.
Story
vines
are
intended
to
tell
stories
orally
using
narrative
style,
however,
there
are
many
other
uses
for
the
story
vine.
A
story
vine
can
symbolize
a
process.
A
story
vine
works
well
because
it
shows
the
importance
of
sequence,
and
can
also
be
used
to
describe
a
how
to
process.
For
example,
a
story
vine
may
be
used
to
describe
the
process
of
how
to
build
a
snowman
or
how
to
make
a
cake,
etc.
A
story
vine
may
work
well
as
a
timeline,
where
it
can
aid
in
the
storyteller
in
remembering
all
of
the
historical
events,
which
may
be
seen
in
a
social
class
but
can
also
work
in
a
language
arts
classroom.
Other
ways
that
I
could
incorporate
story
vines
are
with
biographies,
book
reports,
a
get
to
me
project,
or
an
author
study.
Through
reading
this
paragraph
in
our
textbook,
my
mind
explores
so
many
possibilities
to
help
my
students
become
critical
readers
and
also
dramatic
storytellers.
20
Leah
Benson
1. This
strategy
allows
children
to
build
confidence
and
become
even
more
comfortable
with
the
reading
and
writing
process.
2. This
strategy
is
a
child-centered
approach
where
the
children
are
the
ones
facilitating
the
discussion
and
the
learning,
where
the
teacher
is
ensuring
the
discussion
does
not
get
off
track
and
writing
down
what
students
say.
3. This
strategy
aids
in
comprehension
as
the
student
is
the
author
as
well
as
the
reader.
4. It
creates
a
sense
of
belonging
as
the
child
is
sharing
their
experiences
and
allows
for
the
childs
life
to
be
known
to
the
teacher
and
to
other
students.
If
this
activity
were
to
be
done
individually,
I
think
it
would
be
even
more
rewarding
as
students
can
then
all
share
their
own
experiences
and
write
about
them.
For
a
younger
class
where
writing
may
be
a
challenge,
have
students
draw
and
create
pictures
that
describe
this
experience
and
then
they
can
verbally
share
and
present
to
the
class.
An
activity
that
stretches
from
giving
students
a
verbal
prompt
to
giving
students
a
picture
book
with
no-text
came
to
my
mind.
During
PD
session
that
Kristina
Larkin
and
David
Fuller
put
on,
David
described
a
strategy
that
he
uses
with
his
students.
He
gives
students
a
picture
book
with
no
text
and
a
stack
of
post-it
notes.
The
students
then
write
the
story
that
they
perceive
from
the
pictures
in
their
own
language
on
the
post-it
notes.
HOW
POWERFUL
IS
THAT!?
This
strategy
could
work
for
all
students,
not
just
ELL
learners,
but
may
be
more
powerful
to
a
student
in
an
older
grade
than
just
talking
about
experiences
they
have.
The
students
are
applying
critical
and
creative
thinking
to
develop
a
story
that
connects
to
the
illustrations
throughout
the
story.
The
story
could
connect
to
a
personal
experience
that
they
have
had,
but
it
doesnt
have
to.
I
think
the
most
influential
part
of
the
activity
is
that
allows
for
our
ELL
students
to
share
their
understanding
of
the
visuals
in
their
own
language.
This
will
lessen
the
anxiety
of
having
to
comprehend
the
illustration
while
also
trying
to
ensure
that
what
they
intending
to
write
in
English
is
what
they
are
wanting
to
say.
This
strategy
could
be
implemented
and
differentiated
a
number
of
ways
and
I
cannot
wait
to
discover
all
of
the
different
ways
to
implement
the
language
experience
approach
into
my
classroom!
21
Leah
Benson
Strategy
2:
Travelling
Book
Bags
I
have
always
had
mixed
feelings
about
assigned
home-reading.
I
love
that
students
are
reading
at
home,
but
I
never
felt
that
it
strengthened
the
home-school
connection.
I
often
asked
myself,
are
students
actually
reading
at
home?
or
how
could
I
benefit
my
students
more
than
just
getting
them
to
read
at
home?
In
class
when
we
first
started
discussing
the
World
on
Our
Shoulders
Project,
it
clicked.
Why
are
we
assigning
students
to
just
read
twenty
minutes
a
night,
when
we
could
have
them
read
and
work
through
literacy
strategies
with
their
families.
This
is
way
more
beneficial
than
silent
reading!
On
page
90
our
textbook
discusses
the
idea
of
travelling
book
bags,
which
is
very
similar
to
our
backpack
project,
children
take
a
themed
bag
of
books
and
activities
home
to
enjoy
with
their
families.
Having
a
backpack
full
of
a
few
selections
of
books
and
a
variety
of
activities
will
allow
for
choice
of
how
the
child
and
their
family
chose
to
respond.
My
only
concern
with
these
travelling
book
bags
is,
will
families
take
the
time
and
use
these
backpacks
with
their
child?
Before
reading
the
textbook
I
really
struggled
with
how
I
was
going
to
get
the
parents
of
my
students
on
board
with
these
backpacks
but
the
textbook
gave
me
some
great
strategies
to
implement.
I
love
the
idea
of
using
an
introductory
meeting
to
provide
opportunities
for
teachers
to
help
families
and
caregivers
understand
their
role
in
helping
their
child
develop
stronger
literacy
skills.
However,
a
meeting
may
not
be
well
attended
or
parents
may
be
overwhelmed
with
all
of
the
information
they
received
so
by
including
a
letter
and
an
introductory
video
of
what
the
families
are
supposed
to
be
doing
with
their
backpack.
Using
journal
entries
will
allow
for
all
three
parties-
teacher,
child,
and
parent
to
stay
in
communication
about
what
should
be
done
with
the
backpack
and
what
the
expectations
are.
For
our
ELL
students
in
our
classrooms,
parents
may
feel
overwhelmed
because
they
may
not
be
strong
readers.
So,
to
modify
these
backpacks,
as
educators,
we
need
to
promote
alternatives
that
families
can
use.
For
example,
if
a
family
would
like
to
use
an
audiobook,
have
this
available
for
them.
Show
parents
how
to
use
google
translate,
Microsoft
translate,
or
itranslate
converse
so
that
parents
have
the
ability
to
look
up
words
and
have
the
story
translated
into
their
mother
tongue.
Having
these
options
available
for
families
will
only
create
a
more
meaningful
interaction
for
the
student.
I
truly
believe
that
by
implementing
these
backpacks
and
travelling
book
bags
into
our
students
lives
we
are
developing
a
stronger
engagement
for
literacy
for
our
students
and
we
are
developing
a
stronger
connection
between
home
and
school.
Using
these
backpacks
may
take
prep
time
and
may
be
a
challenge
to
develop
but
will
be
so
much
more
successful
for
our
students
than
just
assigning
silent
home
reading.
22
Leah
Benson
Strategy
3:
Teaching
Spelling
Spelling
was
always
an
area
that
I
loved
doing
in
school,
however,
I
remember
in
my
younger
grades
of
memorizing
the
words
and
how
they
are
spelled
so
I
could
get
100%
on
the
test
rather
than
knowing
the
meaning
of
the
words.
On
page
315
our
textbook
discusses
teaching
spelling
in
elementary
grades.
Spelling
instruction
is
more
than
learning
to
spell
a
given
list
of
words
and
writing
weekly
tests.
Classroom
programs
need
to
be
developmentally
appropriate
for
all
students.
Spelling
tests
do
not
have
to
be
based
on
a
specific
program,
but
can
be
words
that
students
are
challenged
by,
words
from
a
novel
the
students
are
studying,
or
from
other
subjects
such
as
math
or
science
terminology.
The
importance
of
spelling
tests
is
for
students
to
gain
knowledge
of
the
word,
how
to
spell
the
word
correctly
and
to
associate
a
meaning
with
that
word.
During
my
ED
2500
practicum,
I
was
introduced
to
a
strategy
that
completely
changed
how
I
view
weekly
spelling
tests.
My
teacher
associate
had
weekly
spelling
words
but
students
were
differentiated
into
three
groups
based
on
their
spelling
level.
The
groupings
of
were
differentiated
by
the
color
of
paper.
The
students
did
not
know
the
levels
of
groupings
though
because
she
changed
the
colors
every
week
so
it
wasnt
as
if
students
who
always
received
red
words
had
higher
level
words
or
the
yellow
words
were
students
who
had
lower
level
words.
The
colors
of
paper
constantly
changed.
I
really
loved
this
strategy
as
it
allows
for
differentiation
and
other
students
are
not
even
aware
that
it
is
happening.
Often
times,
I
feel
students
think
they
are
being
judged
because
they
are
doing
something
different
than
other
students.
On
page
318,
the
textbook
shows
an
example
of
a
test
sheet
for
pretest
of
spelling.
This
example
shows
how
students
can
learn
the
words
and
master
their
individualized
lists.
Students
then
can
self-
correct
what
words
they
misspelled
and
study
for
the
spelling
test
at
the
end
of
the
week.
It
is
important
as
educators,
we
need
to
stress
the
importance
of
not
just
learning
the
word
knowledge.
I
think
a
way
to
include
this
within
the
strategy
is
to
add
another
column
on
the
test
sheet
to
have
students
draw
or
describe
what
the
word
means
to
them
or
what
the
definition
of
the
word
is.
This
allows
for
students
to
create
a
personal
connection
to
the
word
through
drawing
or
defining
the
word.
Another
way
for
students
to
develop
the
meaning
of
the
word
is
to
put
the
word
into
a
proper
sentence.
I
have
always
loved
spelling
as
a
student
because
it
was
something
in
language
arts
that
I
was
actually
good
at.
After
reading
this
textbook,
I
am
much
more
confident
in
how
I
want
my
spelling
classes
to
run
and
what
I
can
do
to
ensure
all
of
my
students
succeed.