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Reflection on: Winter Holidays Unit for Kindergarten Rachel Bassingthwaite American College of Education LIT5373 21st Century Literacies Dr. Kelley Walters November 2, 2023

Reflection on: Winter Holidays Unit for Kindergarten Introduction At the preschool level, children embark on their initial exploration of the basics of reading and writing. However, it is crucial to acknowledge that the reading and writing abilities they acquire at this stage will not only equip them for future academic years but also equip them with the necessary proficiencies to thrive in the modern era (Shelow, 2016). As our young learners need to navigate an increasingly digital society, it becomes essential for them to not only learn how to utilize new technologies effectively but also harness their potential to generate and exchange content with global communities (Shelow, 2016). Students must cultivate the capacity to foster intercultural connections, analyze and interpret information from various sources, comprehend multimedia texts, and navigate the ethical dilemmas that arise in this new technological landscape (Shelow, 2016). Thus, educators need to possess a comprehensive understanding of these proficiencies to facilitate student learning effectively (Zoch, Myers, & Belcher, 2016). By embracing modern literacies across all academic disciplines, educational institutions can guarantee students a well-rounded education. For example, integrating literary elements into a social studies module can prove to be extremely advantageous for the holistic growth and development of students, which is the objective I aim to achieve in this particular unit of study (Pascopella, 2007). The Unit This unit of study was focused on three different winter holidays. Each lesson started with a video introducing all winter holidays. After the video, the students would work on a Jamboard that was a growing document throughout the 3 units. This would activate their prior

knowledge and help them think about what they didn’t know yet ( Lynch, n.d.). Next, the teacher would read a book about the holiday that was focused on in the lesson. After the read aloud students would have a chance to explore other books about the holiday. This would start students' learning and give them background on the holiday in a fun way with lots of visuals (Shelow, 2016). The class would then go through a Nearpod lesson on the specific holiday being focused on in the lesson. This Nearpod lesson gives the students background on the holiday and also shows the different ways it is celebrated. The lesson also has assessment embedded into it so that the teacher can make sure students are learning what they need to learn ( Edutopia, 2008) . The next part of the lesson was different for each holiday that was taught. All the lessons though despite their slight difference then went on to provide some higher level thinking activities and questions as well as application, these were just done in different ways based on the lesson. Each lesson ended with a fun holiday song. Answering Essential Questions At the end of each lesson, students should be able to answer the essential questions posed to them. To answer the essential questions the lesson will include visual, digital, hands-on, and critical literacies for the students (Shelow, 2016). To make sure the answer to these questions can be answered by the students the lessons are scaffolded in a way where the students first activate prior knowledge, the teacher leads the activity, activity with teacher and student interaction, some teacher-supported activities, and lastly, students doing the work on their own ( Steps of Interactive Modeling) . Along with the scaffolding the lesson provides assessment built in. With this assessment, the teacher can see what students are getting the information and which students are not ( Edutopia, 2008) . The teacher then needs to use this information to help with any

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