Oral Language Development: For this assignment, we were asked to analyze the dialougue used in the video and focus on the concepts of cultural diversity and intellectual risk in the preschool classroom. I met the criteria for this assignment because I identified quantitative and qualitative observation data from the video.
Emergent Literacy: Classroom Routine: For this assignment, we were asked to draw up the “perfect” preschool classroom routine that supports emergent literacy. To do this, I focused on creating a routine that allows students to practice their literacy skills independently, with peers, and with the teacher emphasizing on practicing these skills through play. I met the criteria for this assignment because I included research based stratagies directly from the readings from this module for children to participate in.
We were also asked to analyze a video and identify how emergent literacy is supported. I identified multiple examples of stratagies the teacher in this video used and explained how they supported the student’s developing literacy skills.
Concepts of Print: Book Reading: For this assignment, we were asked to record ourselves conducting a pretend read-aloud of a book, focusing on using concept of print questions. I met the criteria for this module because I included many concept of print questions into my read-aloud, such as asking when to turn a page, identifying letters/words in a sentence, as well as explaining the use of periods and exclamation points.
Stages of Reading: Poster: For this task, we were asked to create a poster that depicts a theory of reading model. I chose to focus on Chall’s Stages of Reading Development. I met the criteria for this task because I defined each stage, explained what students should be able to do in each stage, and how teachers can promote growth in these areas.
Phonemic Awareness: Dice: For this assignment, we were asked to develop a year long plan to teach phonemic awareness. I focused on teaching a specific aspect of phonemic awareness each month, including sentence segmentation, rhyming, syllable segmentation, onset and rime, phoneme identification, segmenting/blending phonemes, and phoneme manipulation. I met the criteria for this assignment because I included the learning objectives for each activity, different modes for each activity, and both guided and indepent practice opportunites.
Phonics: Mini-lesson: For this assignment, my group and I were assigned to create a mini-lesson on vowel digraphs. We created two interactive activities for students to participate in to practice using vowel digraphs. This was a very fun assignment to complete. It was valuable to practice creating activities that help students practice these foundational skills.
Writing: Writer’s Workshop: For this task, we were asked to create a mini-lesson that includes a clear objective as well as both guided and independent practice. While I believe I met these criteria point, I realize that my lesson was not really a “mini-lesson.” I focused on too much information at once, such as asking students to develop a story using details about the characters, setting, and plot. To revise this mini-lesson, I would focus on students just developing details about one of these story elements. That was, they are focused on using specific details and going into depth on just one element. Over the course of the week, students could then develop the rest of the elements.
Comprehension: Dialogic Reading: I met the criteria for this dialogic reading assessment because I focused on levels 1, 2, and 3 of reading and used dialougue between the teacher and students to ask/answer comprehension questions, specifically CROWD and PEER questions. I made sure to emphasize that as students are reading through each level, they take more and more of the storytelling job. I also met the criteria for this module because I focused on a short list of vocabulary words.
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