reading reflective essay

professional growth that is based on five areas of knowledge- declarative, situated, stable, expert, and reflective (p. 9). I have diverse professional experiences in reading skills and literacy in my nineteen years of teaching. I have taught reading and literacy from kindergarten through adults. As a lifelong learner, I am constantly seeking to increase my knowledge and improve my skills as a teacher of reading and literacy. According to the Phases of Professional Knowledge Development transcript “In the

Dobbs, content area reading instruction includes: the information present in the text, and the instructional plan teachers use to help students understand the content (2003, p.3). Vacca, Vacca, & Mraz explain that in order to plan instruction effectively, teachers must be aware of the explicit and functional dimensions of content literacy. The explicit aspect of content literacy involves the development of skills and strategies that enable students to comprehend what they are reading. Functional instruction

The classroom was not one hundred percent content as I had anticipated. Instead my Mentor teacher and I have been focusing on teaching certain skills to the students through U.S. history content. Skills such as pulling the main ideas out of readings, essay writing skills, as well as creating an argument. While content is all swell and good, when students are unable to access the content through lack of literacy skills, then what content is really being taught? It seems there are three major

This reflective report is based on different modelled and shared approaches to determining what strategy worked best when dealing with 7-year-old Elli. Different approaches were used to decide what skills needed development. Appropriate questions were we involved to establish an understanding of the child’s literacy level and perceptive. For the reading session, I have chosen The Journey home by Allison Lester (2009) this book is about two characters named Wild and Wooly, who are brother and sister

N, I wanted to generate a self-assessment that would be clear, simple, and provide beneficial information for myself and the student. The goal of my self-assessment was to involve the student in identifying their own thoughts and feelings towards reading, discover areas of strength and improvement, and encourage self-reflection of their learning. The student was asked to circle thumbs-up (always), thumbs-middle (sometimes), and thumbs-down (not yet). I prefer using the term “not yet” because it shifts

the written word. It is a fundamental part of reading. Typically it starts in early childhood and builds throughout the student’s academic school years. Literacy has an impact on student learning by affecting acquire knowledge and analyzing it. Many times children will struggle with literacy and become frustrated and detach from the reading experiences which leads to a drop in academic achievement. Research has found that if a student is not reading by third grade, they will continue to struggle

Each disposition highlights an important skill mentors must have and apply to their mentoring service. Whether I was working on a worksheet with a student, or doing one-on-one reading with a mentee, I easily found myself using each disposition. The dispositions I found myself using most often were responsibility, flexibility, initiative, respect, reflection, and thoughtful and responsive listener. These six dispositions are central in reaching mentees and mentoring successfully. Responsibility means

information is definitely a better way to learn than listening to a lecture, or trying to gain knowledge independently. As Clark (2011) states, engaging with another person in a way that encourages talking with, questioning, or confronting, helps the reflective process by placing the learner in a safe environment so that self-revelation may take place. Without support from professors and understanding, tolerant classmates, my learning experience might have been a negative experience. Fortunately, the

and adulthood (Heckman). In the study by Skibbe et al., an extra year of preschool had a significant impact on decoding and letter knowledge that was highly predictive of later reading success. While self-regulation and vocabulary was associated with maturity and not additional schooling, these results may only be reflective of the group examined. These children were from middle or upper class,

learning. As opposed to a place where the teacher is in charge the modern class room there is often a hum of students, talking about books they are reading and working together in small groups using digital as well as print text. The students are more culturally and linguistically diverse, many have English as a second language (ESL). This Critical- reflective essay will explore using the four resource model developed by Luke and Freebody, focusing on; how young children learn to read, the four roles