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5/6/2010 Brittany Balash

Task I: Written Plan A. Philosophy/beliefs about literacy learning The philosophy of a teachers class room sets the basic foundation for the rest of the curriculum, concepts and strategies, and assessments that are provided to the students. The philosophy of ones classroom should be solely focused on The students need to have a sense of This is especially crucial at the

the learning development of the students.

comfort and an opportunity to be themselves. fourth grade level.

Since this is the time in the childs life when he or she is

determining who they are and what they want their lives to be like, we as teachers need to be prepared to address their needs. One of the ways in which we need to address a students needs is through the way we teach them literacy. When developing my classroom I will understand that at the seventh grade level, students need to feel like they are in charge of the classroom. They need

guidance, but they also want freedom. Since these students are at an age where they have developed their own sense of individuality it is very important for them as students to have a say in the classroom. This is the practice of Experiential or Performance-Based Learning which provides opportunities for real world experiences in which the student can apply prior knowledge, create new understandings and extend his/her skills in practical ways. Thus I will make sure

to assign projects or readings that allow them to have the flexibility to choose their own subject or reading materials. I will also make sure that when compiling my

lesson plans I take into consideration the different developmental levels and styles present in the class. By stating different developmental levels, what I mean is that

in my classroom I will form my literacy lesson plans to target not just one level of learner but majority of the classroom. The primary philosophy that I plan on implementing in my classroom is the theory of Vigotsky. Scaffolding. Vigotskys theory is based on Sociolinguistics and

Basically stated, in my classroom I want my students to build up Under the theory of Vigotsky the students perform tasks

responsibility gradually.

or routines that do not change over time, however these routines become easier as they do them on a regular basis. This theory can be directly applied to literacy by One

demonstrating many different reading and writing concepts and strategies.

aspect that I plan on implementing in my classroom that falls directly under the philosophy of Vigotsky is the idea of having share or group activities. This allows

the students to socially interact with their classmates and me, thus allowing them to share background knowledge with one another. The theory that I would be using in this philosophy would be constructivism, creation of knowledge. The philosophy behind this theory is that students are In order to make sure

innately curious and actively create their own knowledge.

the students are fully understanding what they are learning they will conduct investigations in which they ask questions and seek information. An example of

how the students will be able to create their own knowledge and use the constructivist theory through literacy would be through a shared reading. During

the class discussion students are able to use their own knowledge and share it with their classmates thus combining their own ideas with others. allow for the students to say what is on their mind. This time would

By using constructivism in my classroom, my students will come to learning situations with already formulated knowledge, ideas, and understandings. Students will integrate new experiences and interpretations to construct their own personal meaning with this previous knowledge. The student is the person who creates new understanding for her/himself. of assessment. Another belief related to the theory of constructivism is that will be applied in my classroom will be the ability for the students to use their learning style in order to learn new materials. on. The constructivist classroom relies heavily on collaboration among students because students learn about learning not only from themselves, but also from their peers. When students together review and reflect on their learning processes, they can pick up strategies and methods from one another. The main activity in a constructivist classroom is solving problems. Students use inquiry methods to ask questions, investigate a topic, and use a variety of resources to find solutions and answers. As the teacher I will guide knowledge; however I will allow the students to experiment, manipulate objects, ask questions and try things that don't work. I will create opportunities for students to question and reflect on their own learning processes, either privately or in group discussions. I will also create activities that lead the student to reflect on his or her prior knowledge and experiences Since I want the students to make their own choices to help them understand I want them to be able to experience learning hands Students also help set their own goals and means

the concept of consequences I will make sure my classroom philosophies include the theory of constructivism, motivation. I want the students to be decisions makers.

Sustaining motivation to learn is strongly dependent on the learners confidence in his or her potential for learning. These feelings of competence and belief in potential to solve new problems are derived from first-hand experience of mastery of problems in the past and are much more powerful than any external acknowledgment and motivation. Finally I will connect this once again to Vigotskys theory of zone of proximal development. This theory states that students should be challenged within their current developmental level. By experiencing the successful completion of

challenging tasks, learners gain confidence and motivation to take on more difficult challenges. I want to challenge by students not only in literacy but in life. them to strive for their best and discover their true potential. I want

When doing this I

will create a Risk Free, however I also want the students to use their free will, they will learn from their experiences as well as my guidance. B. Range of reading and writing behaviors In the following section I will identify and summarize the range of reading and writing at the fourth grade level. At the fourth grade level student should have a wide range of reading and writing. In order to establish a sense of equality between my classroom and the

entire school district I will make sure that I implement reading and literacy comprehension skills that can be measured by and assessment that allows me to make sure the students are meeting the standards set by both the school district and

the state.

It is important to establish and individual literacy plan for each student

to measure and assess their individual reading and literacy comprehension. When it comes to writing behaviors in a fourth grade classroom the teacher needs to keep in mind that there will be a variety of learning levels present. student in the fourth grade can be anywhere from an Emergent Writer to an Advanced Writer, and it is our job as teachers to identify their writing levels in order to plan lessons that will help them develop their writing throughout the course of our time with them. Emergent Writers: Writers who are considered emerging are able to write their names, they can also write and identify the letters of the alphabet. These A

students are able to hear and represent consonants and some vowel sounds. When reading their writing there may or may not be spacing between the words. Their writing will also contain real letters; this is otherwise known as the semi-phonic stage. Students who are considered emergent writers may also being

to use a word processor when writing. This developmental level is approximately found in kindergarten through first grade. Early Writers: Students who are considered early writers are able to write known words fluently. They are also able to write across several lines. Students

in this level are able to write all their letters accurately and can usually write about three sentences about one main idea. In this developmental lever it is common to Students who are considered early

find some conventionally spelled words.

writers will also relate images or visual drawings with their writing, thus creating a more meaningful statement. This level of writing is approximately found in

grades one and two. Transitional Writers: In order for a writer to be considered transitional they are able to spell their words conventional and make accurate attempts at unknown words. Students who are in this developmental level usually will work

on one piece of work for over an extensive period of time thus allowing for them to create a larger or in-depth piece of writing. Transitional writers will also include They will

different forms of writing in one piece, such as have quotes or dialogue. also have an identifiable beginning and ending.

Another aspect that the teacher

will noticed when working with transitional writers is their strive for perfection, writers at this level are continuously working on their spelling and writing skills. Students also want the option of writing in different genres. are approximately found in grades two and three. Self-Extending Writers: Students who are self-extending can spell most words quickly without paying attention to the process. They also go through the Transitional writers

proofreading process and understand how to identify their own writing errors. These students are able to develop writing that has a voice and use what they have learned from reading books in order to improve their writing skills. Finally students at this developmental level are able to write in different genres, and have more complexity in their sentences. third and fourth grade. Advanced Writers: Students who are advanced writers at able to write almost all words accurately, without having to think about the actual process. They have established a strong sense of voice and understand who their audience is This developmental stage is approximately found in

when they begin writing. expanding.

A student at this level has a vocabulary that is constantly

Along with the expansion of their vocabulary, students are becoming Finally a student in this developmental level

more analytical with their writing.

can use their writing to portray long and short messages, they are able to create quality writing that falls under a variety of genres such as fiction and poetry, and understand the concept of writing in various tenses. approximately found in fourth through sixth grade. As a fourth grade teacher, it is my role to understand that along with different writing levels there will also be different reading levels. I need to take Advanced writers are

the first weeks in the school year to identify the students beginning level in order to produce lesson plans that target those levels and help them learn strategies that will allow them to prosper and move on to the next developmental level. Emergent Readers: Students who are considered emergent can read out loud and match words. letters. They are able to recognize and are beginning to name

Students can also match the spoken word to the visual and are able to This developmental level is approximately found in

read up to two lines of a text.

kindergarten through first grade. Early Readers: Early Readers are able to name most of the alphabet letters and many of their sounds. They are also able to read without pointing. Students

are able to read fluently with easy texts and are beginning to understand the meaning of punctuation. Finally students are able to read longer books and are able to paraphrase what they have just read. Students who are considered early readers can be found in approximately first and second grade.

Transitional Readers: In order for a student to be considered a transitional reader they are able to read silently. They are also able to use multiple sources of Students are able

information when looking for a meaning or trying to research.

to understand and interpret the illustrations provided in order to make more sense of what they are reading. If a student in this reading level is stumped on a word

they are able to use their multiple reading strategies to determine what the unidentified word is. genres. Finally readers in this level have a larger variety of texts and

Transitional readers are approximately found in grades two and three.

Self-Extending Readers: Students who are self-extending are able to read fluently when reading aloud. They are able to read a larger variety of long and short books and are able to experiment with different genres. When reading expository

texts students are able to use the visuals to understand and interpret the information. Students at this reading level are also able to connect what they are These students are They become

currently reading to information they had read previously. also building and connecting to their background knowledge.

engrossed in books very easily. This developmental stage is approximately found in third and fourth grade. Advanced Readers: In order for a student to be considered an advanced reader they must be able to read fluently both silently and aloud. Advanced

readers will also learn new vocabulary as they are reading different texts; this vocabulary will become part of their everyday speech. Students at this reading

level are also able to read for a variety of purposes and will comment on the authors writing. Advanced writers are approximately found in fourth through sixth grade.

As literacy teachers we need to understand that student will fluctuate between the reading and writing stages and we need to pay attention to their work performance in order to target their learning needs. C. Role of the Teacher The role of the teacher in a fourth grade teacher directly correlates with the beliefs and philosophies sent. As a teacher I want to establish a Risk-Free In order to do this I

environment for my students, both in general and for literacy. need to establish a code of conduct for the classroom.

Since I believe that the

students should have a say in the classroom; on the first day of school we will sit down as a class and discuss and write up a classroom set or rules. These rules will

be primarily important when reading and writing workshops are active in the classroom. By allowing the students to develop these rules with me, I will develop

a classroom that feels like a democracy. Another important role of the teacher is to teach the curriculum effectively. In order to do so a good teacher needs to possess the following skills: exceptional organization, record keeping, conflict resolutions, communication and problem solving. The teacher needs to act as a facilitator, using hands on activities and discussions to help their students learn subject matter. It is the teachers roles to

encourage and improve their students development by making the students feel worthy and good about themselves. By making the student feel positive, the This therefore

teacher is helping his or her students shape their future education.

also affects the students outlook on the world and has a substantial effect on their

later years in life. Diversity Teachers also need to recognize and be comfortable with the increase of racial, ethnic, and cultural diversity in schools is reflected in many fourth grade classrooms. These classrooms also are receiving increased numbers of children with disabilities or developmental delays. The diversity in a fourth grade classroom can bring many challenges as well as many opportunities to educators. With knowledge of effective practices, and with the support of administrators, families, and the local and global community, teachers can create classrooms that are responsive to the diverse needs of all children. When creating a effective development plan for diverse learners the teacher needs to consider a few important variables: what is known about the students learning style and development process, what are the strengths, interests and needs of each student in the classroom, and what is the social and ethical environment do the students live in. Developmentally appropriate practices are especially important in the diverse elementary education classroom because it encourages greater cultural sensitivity, recognizes a variety of cultural communication patterns, and allows for intervention in the natural course of teaching. The teacher should also have By getting the students

lesson strategies that encourage great cultural sensitivity.

involved in a cultural atmosphere you are showing them how to express, share and amplify their own learning experiences in the classroom. This can be especially effective for children with a language difficulty or English as second language

students because it allows them to build their class work based on their own personal experiences. Assessment Another role of the teacher is to establish and implement appropriate assessments that convey accurate information about the students developmental level. Under the aspect of literacy there are a substantial amount of assessments that can be used. In the following chart I will name the assessment that will implement in my

classroom, describe it, and identify when the best time to use this assessment would be. Assessment Running Records Description The teacher is try to assess the reading ability of the student by keeping track of what they are reading accurately and what they need to improve on. These assessments are very informal. The student, once finished reading out loud, is asked to retell to the teacher what he or she just read. This form of assessment allows the teacher to determine how well and accurate the student can analyze and sequence what they read. This assessment is established in order to assess the level of books the student is reading. As a teacher it gives you the idea of how they are moving along developmentally. From this assessment you are able to determine if the student is reading a book that may or may not fit in their proximal development level. Once a student has been on the same reading level for an extended period of time, the teacher should When it is used Two or three times a year to determine the students reading level.

Prompt Retellings

As often as possible.

Record of Book Reading Process

Every time a student changes books.

Conferences

Determined by teacher for each student

Spelling Tests

Writers Notebook

Writing Projects

hold a conference with that student to determine their progress with their current reading level. This assessment once again relates back to the role of proximal development. These assessments provide a Weekly measure of the students spelling capabilities This assessment provides the Weekly teacher with a variety of writing samples that are only between the student and the teacher. The teacher can assess the use of grammar, language, creativity and different literacy techniques. This assessment is a lot more One per unit formal than the writing notebook. It allows the student to focus primarily on one piece. The teacher can then assess how well the student understand the writing process.

Concepts and Strategies

Another role of the teacher is to develop contents and strategies that are crucial to the students at the fourth grade level. As teachers we need to

understand that what we teach them now is beneficial to their future years in education and we need to do our best to teach them successfully. In the following

chart I will address the literacy concepts I find vital to fourth grade learning and how I plan on teaching them. Concept Phonics I will focus on this structural analysis prefixes, suffixes and root words, syllabication, and context clues. categorizing words by their relationships, using antonyms/synonyms to define words, providing students activities using the dictionary/glossary, identifying common idioms and analogies, determining the meaning of a word in context when it has multiple meanings, using word origin to predict meaning, inferring word meanings from taught roots, prefixes, and suffixes, and use of graphic organizers. make logical predictions and ask questions about text before, during, and after reading, use the information from the text to verify Strategies Read Aloud Word Study Shared Reading Guided Reading Independent Reading Word Study Read Aloud Shared Reading Guided Reading Independent Reading Reading Workshop Writing Workshop

Vocabulary

Comprehension

Think Aloud Read Aloud Shared Reading Guided Reading Independent Reading Story Map

predictions, connect important ideas in the text, and link the text to previous experiences and knowledge. determine the authors purpose for writing, identify the main idea, supporting details, and opinions in informational text, differentiate between cause-and-effect and fact and opinion, and identify the main idea when it is not explicitly stated, identify key facts and information after reading two passages or articles on the same topic. describe the theme, identify and describe the main problem/conflict of the plot, and explain how it is resolved, summarize the major points from the story, use knowledge of the setting and of a characters traits to determine the cause of the characters actions, use text structure to determine the most important information, and describe and compare attributes across two stories setting, characters, theme, and problem solution. cause effect relationships in

Venn Diagram Retelling Story Map Character Map

Writing

informational text, main idea, a characters traits and motives, and conclusions about the authors meaning supported by the text. to summarize, to compare, and to present materials in charts, maps, and graphs. brainstorming, listing, note taking, outlining, and graphic organizers. identifies important information found explicitly and implicitly in the text, and uses this information to interpret the text and/or make connections to other situations or contexts through analysis, evaluation, or comparison/contrast. sentences. fully developed paragraphs (topic sentence, details, summary/conclusion) and a variety of sentences, correct subject/verb agreement. capitalization of all previously taught rules plus names of books, magazines, newspapers, organizations, and the first word in a quotation, when appropriate, appropriate punctuation, correct use of regular verbs, irregular verbs,

Shared Writing Guided Writing Independent Writing Writing Workshop

Writing Persuasive

Writing Expository

adverbs, prepositions, and coordinating conjunctions, and correct spelling of previously studied words. develops a main idea to convince the reader to take a certain action or to avoid a certain action, uses at least three details to support the main idea, provides transitions to link paragraphs, concludes with a paragraph that summarizes the points, uses words that describe and explain, uses simple and compound sentences, and creates interesting sentences. establishes and supports a central idea with a topic sentence at or near the beginning of the paragraph, includes supporting paragraphs with simple facts, details, and explanations, presents ideas in sequence, provides transitions to link paragraphs, concludes with a paragraph that summarizes the points, uses words that describe and explain, uses simple and compound sentences, and creates interesting sentences.

Shared Writing Guided Writing Independent Writing Writing Workshop

Shared Writing Guided Writing Independent Writing Writing Workshop

Writing Narrative

establishes and supports a central theme which describes the setting, characters, objects and events, provides a logical sequence of events-beginning, middle and end, provides transitions to link paragraphs, uses words that describe, uses simple and compound sentences, and creates interesting

Shared Writing Guided Writing Independent Writing Writing Workshop

In order to improve the writing behaviors of my students, I plan on allowing them to have a set time each day to do some form of writing, whether is a warm up for a subject area or a personal journal, I want them to feel comfortable expressing them self through the written word. I will also teach mini lesson that show and We will focus on a

allow them to experiment with different forms of writing.

variety of writings such as but not limited to: poems, letters, resumes, obituaries, and business writing. Another important part of improving writing behavior is This will allow the

giving the student influential and supportive feedback.

students to understand where their strengths and weaknesses are and it gives them an idea of what they can improve in. In order to improve the reading behaviors of my students I will help them improve their confidence in reading by having them read often. I will also have a

variety of genres and reading levels available for them to use whenever they have the time.

In order to encourage them to love reading I will implement fun reading programs in the classroom. Such as PYT or Pop Your Top. This program allows

student to bring in a soda or juice beverage that is in a can and their favorite book. They at the same time everyone pops their top and begins reading for one hour. I

have seen this program used in many elementary and middle school settings and the student have a great response to it. what they are reading. Finally, in order to educate my student on the different parts of text I will make sure to incorporate literacy in multiple subject areas. Since my minor is They love having the freedom of choosing

Social Studies, I will use stories and novels such as Across Five Aprils and Star Children to not only teach the Civil War and the Holocaust but to also allow them to have the experience of identifying the plot, characters and main ideas. Instruction Another role of the teacher is instruction; this instruction to be based on the concepts and strategies that a teacher plans on implementing in his or her classroom. Listed above are the concepts I plan on teaching in my classroom along In this section, I plan on elaborating more

with their strategies for teaching them. on these strategies. Guided Writing:

Small groups of students are formed.

These groups are based on the

interests and levels of the students. Usually students with the same writing level are grouped with one another. Under this instruction the student are able to use the

philosophy that they will create knowledge from one another, based on the idea that

student have different backgrounds and life experiences. The teachers role in guided reading is to teach through lessons that are focused on the needs of the specific group. The teacher should be able to focus on this group without distraction from the rest of the class. This is another reason

why it is import for the teacher to set a code of conduct at the beginning of the school year. The students need to be aware that the rules benefit their learning

since the teacher is attempting to focus on one group versus the whole class. Independent Writing: During the process of Independent Writing the student are able to explore themselves through their words. basically free right. They are able to select a topic and have time to

They will then go though the writing process in order to

establish a piece of writing that they feel meets their criteria. Teachers during Independent writing have the role of going through the writers talk and conferring with the students individually. Shared Writing: The purpose of shared writing is to model the thought process involved in writing and allow students to engage in and focus on the process. The teacher, acting as scribe, frees students from that aspect of the writing process so that they can focus exclusively on the thinking involved in writing. Shared writing is also a powerful method for direct teaching of key skills and concepts needed in the writing process. Shared Writing is a reflection of my teaching philosophy because it is a step in the process of moving students toward independent writing. It is another level in

the scaffold that gives students support as they learn the mechanics, conventions, and processes of writing. The strategy allows students to gain competence and confidence in their writing skills while it allows the teacher to demonstrate the usually internal thinking process that takes place as writers write. Interactive Read Aloud Interactive Read Aloud is a time for teachers to model the use of comprehension strategies while reading a variety of texts to an entire class. Interactive Read Aloud is a time to employ think-aloud to uncover what good readers do while reading to improve comprehension of texts. It is interactive as the teacher exposes her or his thinking while reading, then students do the same as their skill grows through numerous attempts to employ the new strategy. The integration of new comprehension strategy skills with those previously learned is vital to students' reading success. Shared Reading The shared reading model often uses oversized books with enlarged print and illustrations. As the teacher reads the book aloud, all of the students being read to can see and appreciate the print and illustrations. In the shared reading model there are multiple readings of the books over several days. Throughout, students are actively involved in the reading the teacher may pause in the reading and ask for predictions as to what will happen next. Because many of the books include predictable text, the students often chime in with a word or phrase. Groups of students or individual students might volunteer or be invited to read parts of the

story. Through repeated readings and the predictable text, children become familiar with word forms and begin to recognize words and phrases. I will use shared reading as a way to help those students who may not pick up on reading concepts as quickly as others. Since shared reading allows us to go

through the text multiple times they will begin to understand how to decode when they are reading. . The first reading is for enjoyment; the second may focus on building and extending comprehension of the selection; a third might focus attention on the interesting language and vocabulary; a fourth might focus on decoding, using the words in the selection as a starting point for teaching word identification skills Guided Reading Guided Reading provides opportunities for teachers to work with small groups of children on text that closely matches the children's needs, abilities, and interests. The teacher acts as a facilitator, using prompts and questioning strategies to guide children to comprehension. Using a book introduction, the teacher sets the scene, arouses student interest and engages children in discussion. In Guided Reading everything is learned within the context of a book. The teacher uses this time for ongoing observation and assessment. This assessment is important because Guided Reading is done in flexible groups that reflect changing abilities and needs. The children are grouped and regrouped in a dynamic process. Independent Reading Independent Reading involves children reading on their own or with partners. It is an approach that should be used at every stage of children's reading

development. In Independent Reading children assume the responsibility for the learning demonstrated during more supportive components of a Balanced Literacy Program. In Independent Reading it becomes my role as the teacher to sit back and observe. Another important role of the teacher comes in the selection and gathering of appropriate books. Books available for Independent Reading should include all those which have been used during shared and guided reading, as well as a large selection of new books which the teacher has acquired. Children should have access to high-quality books in a classroom library as well as access to a well-stocked school library for books which the children can choose by themselves.

Classroom Design Another aspect of having a classroom that focuses on the needs of the student is the layout of the room. Since one of the theories I feel so strongly about

is the Constructivist-creation of knowledge, I want my classroom to be completely about the students. I want them to design the posters on the wall and determine

how they feel the desks should be positioned.

One part of my classroom that will help the educational advancement of my students is the presents of technology. In the front of the room I have a

Smartboard and in the back I have a writing center that has computers for them to use when needed. My desk is located in front of the classroom so that I can always have all my students in eye sight. Another aspect of literacy is demonstration, having my desk

in front of the class would come in handing when doing Independent reading because Independent Reading is a powerful time for teachers to demonstrate reading for enjoyment. The teacher needs to be seen reading for his or her own enjoyment and pleasure. I do not have desks in my classroom. four students can sit. Instead I have tables where groups of

This once again embraces the constructivist theory.

Students learn better when they learn from one another and each others background knowledge. Thus allowing them to sit in groups gives them the

opportunity to bounce ideas off one another. In regards to literacy, I have a areas in my classroom that are dedicated to reading and writing. There is the Writing Center, which has computers for the use There is a designated Guided Reading I plan on

of publishing work and doing research.

area, a Word Wall and finally there is a Read Aloud and Authors Rug. using this area on a daily basis with my students.

When they come in for recess I

will spend about a half hour every day reading a book to the class.

The final two areas that I have included in my classroom layout are a class pet and a current event bulletin board. In fourth grade, building responsibility is

greatly important. Therefore it will be the classs job as a group, with my help of course, to take care of a pet. They will learn the different responsibility such as

feeding, cleaning, etc. By doing so I want to show my students that even at their age they can have a sense of independence they just have to earn it. Reflection When planning my classroom I have come to the conclusion that there are a few teaching standards I need to improve in, in order to be a successful teacher. need to focus on the following Wisconsin Teaching Standards. Standard number I

nine which reads, teachers are able to evaluate themselves. As a future teacher I need to reassure myself that successful teaching comes from experience there for I must be able to look at the lessons that I plan and evaluate them as a whole. need to assess myself and see what I would change in the future. want to be committed to the process of teaching and assessing. teacher that is able to take criticism and use it in a positive way. Another teaching standard that I would really like to improve in would have to be the second Wisconsin Teaching Standard which states, Teachers know how to teach, she/he understands and uses a variety of instructional strategies, including the use of technology, to encourage children's development of critical thinking, problem solving, and performance skills. One of the dispositions under this standard says As a teacher I I also

As a teacher I I want to be a

that the teacher knows that each student learns on a different level.

want to have respect and understanding for diverse learners.

As stated in my Role

of the Teacher section I understand that a classroom is made up of students from multiple backgrounds and learning levels. When I have my own classroom I want

to make sure I am always assessing my use of diverse learning materials and activities. When it comes to literacy I have three goals that I would like to accomplish in the future. I would like to learn how to better address the needs of student who

come from diverse reading backgrounds, such as students who have English as a second language. I feel like I currently do not know enough strategies to help

them through the struggles the may face. Another goal that I have is to learn how to use the concept of a read aloud in an upper level class. I would like to learn how to choose an age appropriate text

and even how I could incorporate picture books without make the students feel belittled. The final goal I have is to become a better reader. I feel that my students

are a reflection of myself and in order to properly teacher them literacy; I too need to work on reading more regularly and writing more effectively. However, in my

student teaching this semester I have learned that your students do not mind if you are learning along with them. As long as you believe in your students and trust As a teacher that is

that they have the best intentions you will earn their respect. my goal.

I want my teacher to feel safe, I want them to feel loved and mainly I

want them to feel like no matter what they can accomplish anything, especially if they are experts at literacy!