Blog #11
Since this was my first blog, it was an initation into the blogging world. I found it to be a forum with a lot of potential. For my part, since I'm a novice, I don't feel that I was able to maximize its benefit in terms of making it interactive. However, I definitely would consider incorporating a blog into a course for a variety of reaons, including discussion of course readings, reflection on assignments and field work.
Friday, March 1, 2013
Wednesday, February 13, 2013
Blog #9: Fiction/Non-Fiction and ELLs
Fiction/Non-Fiction and English Language Learners
The primary "take-away" from this activity, comparing fiction and non-fiction features to determine the supports and challenges for ELLs, is that although non-fiction text provides significant supports to support comprehension of content, it is still more difficult for both native English speakers and second language learners.
All the features typical to non-fiction text are supportive of ELLs, in particular vocabulary, graphic representations of information, glossaries, and synopses.
The challenges for ELLs, students with language or learning disabilities, and those lacking in background knowledge is that they do not have the vocabulary or background knowledge to comprehend text content on their own.
In addition, there is significant variation in text quality. One of the activities in a reading course I've taught is to do an analysis of content area text features that support students with special needs. Students have found that authors and publishers do not consistently provide these supports effectively.
Another example I can share is that when using a well-known reading series in my district, I found the supports for ELLs to be minimal, repeating the same suggestions over and over without regard to the type of story.
Clearly, the skill of the teacher is the primary factor that supports ELLs' learning! This includes skills in choosing the best texts available, knowing what supports students will need, appropriate pre-teaching, strong instructional strategies, and on-going assessment of student learning.
The primary "take-away" from this activity, comparing fiction and non-fiction features to determine the supports and challenges for ELLs, is that although non-fiction text provides significant supports to support comprehension of content, it is still more difficult for both native English speakers and second language learners.
All the features typical to non-fiction text are supportive of ELLs, in particular vocabulary, graphic representations of information, glossaries, and synopses.
The challenges for ELLs, students with language or learning disabilities, and those lacking in background knowledge is that they do not have the vocabulary or background knowledge to comprehend text content on their own.
In addition, there is significant variation in text quality. One of the activities in a reading course I've taught is to do an analysis of content area text features that support students with special needs. Students have found that authors and publishers do not consistently provide these supports effectively.
Another example I can share is that when using a well-known reading series in my district, I found the supports for ELLs to be minimal, repeating the same suggestions over and over without regard to the type of story.
Clearly, the skill of the teacher is the primary factor that supports ELLs' learning! This includes skills in choosing the best texts available, knowing what supports students will need, appropriate pre-teaching, strong instructional strategies, and on-going assessment of student learning.
Wednesday, February 6, 2013
Blog #8: Video response Sheltered Instruction
Sheltered instruction includes methods drawn from the general education classroom and from second language settings (Echevarria, Vogt, & Short, 2008). Techniques include cooperative learning, making a connection to students' experience and prior knowledge, vocabulary instruction, and use of visuals. Many of these techniques were observed in the Sheltered Instruction video:
To begin, this teacher explicitly explained the lesson objectives of the day and then sheltered the instruction in 3 phases through pre-reading, during reading, and after-reading instruction.
In the prereading phase, she pretaught vocabulary and had students relate the words to their own experience. She also incorporated illustrations, suggested that students talk to their parents about superstitions in their own cultures, and provided students with an opportunity to work together in groups, enabling them to clarify concepts and words in their home language.
There was some confusion on the video regarding "during reading" sheltering activities, but she did model visualizing and had students visualize in their own minds. She had also done some front-loading of information the week before the video.
Finally, after reading, she reviewed vocabulary, strategies, content, and objectives. She had provided a "diary board" of strategies, which would be helpful for a strategy review as needed.
Students in the class appeared to be very engaged and familiar with the instructional format. The videos seemed to focus primarily on implementing strategies from the instructional perspective as opposed to focusing on student interaction. They were well-done and it was also helpful to have the on-going commentary on each section.
References:
Echevarria, J., Vogt, M. & Short, D. (2008). Making content comprehensible for English learners: The SIOP model. Boston: Pearson.
Sheltered instruction includes methods drawn from the general education classroom and from second language settings (Echevarria, Vogt, & Short, 2008). Techniques include cooperative learning, making a connection to students' experience and prior knowledge, vocabulary instruction, and use of visuals. Many of these techniques were observed in the Sheltered Instruction video:
To begin, this teacher explicitly explained the lesson objectives of the day and then sheltered the instruction in 3 phases through pre-reading, during reading, and after-reading instruction.
In the prereading phase, she pretaught vocabulary and had students relate the words to their own experience. She also incorporated illustrations, suggested that students talk to their parents about superstitions in their own cultures, and provided students with an opportunity to work together in groups, enabling them to clarify concepts and words in their home language.
There was some confusion on the video regarding "during reading" sheltering activities, but she did model visualizing and had students visualize in their own minds. She had also done some front-loading of information the week before the video.
Finally, after reading, she reviewed vocabulary, strategies, content, and objectives. She had provided a "diary board" of strategies, which would be helpful for a strategy review as needed.
Students in the class appeared to be very engaged and familiar with the instructional format. The videos seemed to focus primarily on implementing strategies from the instructional perspective as opposed to focusing on student interaction. They were well-done and it was also helpful to have the on-going commentary on each section.
References:
Echevarria, J., Vogt, M. & Short, D. (2008). Making content comprehensible for English learners: The SIOP model. Boston: Pearson.
Wednesday, January 30, 2013
Blog #7: Running record analysis
1st grader: Over the Bridge level 3
Analysis of miscues:
Meaning errors: did not know the word bulldozer in English
Syntax error: injected the word but at the beginning of the final sentence
Visual errors: none
Teaching points: I told the student the unknown word
Strategies or assignments to address reading challenges:
Analysis of miscues:
Meaning errors: none
Syntax error: miscued children for child
Visual errors: none
This child was an accomplished reader who was both familiar with the text and accurate in decoding words. She read fluently and had appropriate expression. Her response to my follow-up question regarding the meaning of the word cozy was answered correctly ("it means nice and warm").
Teaching points: I spent a few minutes talking to this child about the author, Audrey Wood, as she had two of this author's books in her book basket.
Strategies or assignments to address reading challenges:
1st grader: Over the Bridge level 3
Analysis of miscues:
Meaning errors: did not know the word bulldozer in English
Syntax error: injected the word but at the beginning of the final sentence
Visual errors: none
Teaching points: I told the student the unknown word
Strategies or assignments to address reading challenges:
- English vocabulary development before, during, after reading
- self-monitoring of 1:1 match by pointing to words
- increase reading of familiar books; this student needs to log more "miles on the page"
- additional word study
Analysis of miscues:
Meaning errors: none
Syntax error: miscued children for child
Visual errors: none
This child was an accomplished reader who was both familiar with the text and accurate in decoding words. She read fluently and had appropriate expression. Her response to my follow-up question regarding the meaning of the word cozy was answered correctly ("it means nice and warm").
Teaching points: I spent a few minutes talking to this child about the author, Audrey Wood, as she had two of this author's books in her book basket.
Strategies or assignments to address reading challenges:
- Author Study to support this child's interest in the books of Audrey Wood
- "Book Club" discussion group
- Write and illustrate books with similar patterns
- work with the art teacher to study the illustration style of this author
Wednesday, January 23, 2013
Blog #6 "Learning vs. Acquisition"
The students:
L: Look up words in the dictionary
In contrast to using context, discussion, or experiential methods, so critical for ELLs in helping them to construct word meaning, this would be characterized as a "Learning" method.
A: Make a Venn diagram to compare 2 stories
This is a strategy in which students construct meaning through comparing and contrasting specific aspects of a narrative text.
L: Practice sounding out words
According to the authors, this is a word recognition strategy which encourages students to practice reading at the word vs. the meaning level. Although ELL students need to be able to recode words accurately and fluently in connected text, it is only one small part of an effective literacy program for this population.
L: Read in Round Robin fashion
This approach might be considered "Learning" because it has reduced engagement since students are listening vs. actually reading themselves, and does not necessarily incorporate guided reading techniques to support understanding. Also, the "Acquisition" view primarily supports silent reading.
L: Correct peers when they make a reading mistake.
Although this would be characterized as a "Learning" strategy, it would inappropriate and doesn't appear to support either a Learning or an Acquisition viewpoint. However, there are programs that encourage the use of peer-assisted learning, in which students discuss and may occasionally correct one another.
A: Identify words in a big book that start with the same sound
Since this technique is based within text, it would probably be characterized as "Acquisition".
L/A: Group cards of classmates names by first/last letter
Because this activity is "authentic" in that names of classmates are being used, it could be in the "Acquisition" realm. However, the use of letter sound association in single words vs. focusing on meaning construction, it could also be seen as a "Learning" activity.
A: Write rhyming poetry and discuss different spellings for the same sound.
This one begins with an authentic writing activity and embeds phonics instruction within it.
L: Ask the teacher how to spell any unknown word.
Since this activity doesn't connect to meaning, it would be labeled "Learning", but again, would be an inappropriate activity for either perspective.
A: Read a Language Experience story they have created with the teacher.
"Acquisition" emphasizes meaning. This is an excellent strategy for ELLs since it encourages them to use their own language, is informative to teachers regarding knowledge of vocabulary and grammar, and is an excellent resource for rereading and building fluency.
A: work in pairs to arrange words of a familiar chant into sentences
This is constructive in nature, combining the familiarity of a rhythmic chant with sentence construction.
L: Divide words into syllables
This is a great strategy for teaching students about affixes and roots. It combines vocabulary with word meaning. Considering all the cognates available between English and Spanish, studying common Latin word roots could be especially helpful for ELLs.
L: worksheet matching activity: picture and sound
Since this isn't in connected text, I would see it as the more traditional approach to practicing skills in isolation.
L/A: alphabet books
What a fun and instructive activity that combines a thematic approach with letter sound association!
The teacher:
L/A: preteaches vocabulary
This is an excellent strategy that promotes understanding and word recognition, preparing students to use their new word knowledge to construct meaning in text.
A: Shared reading with a big book
This is a cooperative activity with connected text.
L/A: makes sure students only read books at their level
In some "Learning" programming, there is an emphasis on controlling text difficulty. However, this activity might be considered to be in both arenas, since there is an emphasis in acquisition approaches on making sure that students are reading text at an appropriate level ("just right books"). However, for English Language Learners, it makes sense to have books at a variety of levels, providing support in vocabulary and content understanding. Interesting!
L: segmenting into phonemes
This is a learning strategy that promotes phonemic awareness that can be done in any language!
A: teacher writes students' words in a story with students helping to spell difficult words
I got to observe this strategy in an ELL classroom and it's very productive. It seems to combine meaning with encoding.
L/A: look around the room and find words that start with a certain letter
This could be in either approach. It would be fabulous for ELLs because it's based on the present classroom context and combines letter sounds with real things in classrooms.
L: uses decodable texts
These texts are less focused on meaning and natural language, the primary focus is on decoding.
A: daily SSR
The emphasis in "Acquisition" approaches is on silent reading.
L/A: teaches Latin and Greek roots
Direct teaching of roots and affixes ("Learning") with an emphasis on meaning ("Acquisition").
A: Literature circles
Great format for discussion, clarifying vocabulary and concepts, etc.
L: phonics drills
Emphasis on practice of learned skills
A: Chooses predictable texts
These texts emphasize language and meaning.
L/A: teaches different comprehension strategies
This is a combination of direct teaching and a focus on understanding text through a variety of means that can be applied in a guided reading group or independently.
L: worksheets to teach skills
less focus on meaning and more on skill acquisition.
The students:
L: Look up words in the dictionary
In contrast to using context, discussion, or experiential methods, so critical for ELLs in helping them to construct word meaning, this would be characterized as a "Learning" method.
A: Make a Venn diagram to compare 2 stories
This is a strategy in which students construct meaning through comparing and contrasting specific aspects of a narrative text.
L: Practice sounding out words
According to the authors, this is a word recognition strategy which encourages students to practice reading at the word vs. the meaning level. Although ELL students need to be able to recode words accurately and fluently in connected text, it is only one small part of an effective literacy program for this population.
L: Read in Round Robin fashion
This approach might be considered "Learning" because it has reduced engagement since students are listening vs. actually reading themselves, and does not necessarily incorporate guided reading techniques to support understanding. Also, the "Acquisition" view primarily supports silent reading.
L: Correct peers when they make a reading mistake.
Although this would be characterized as a "Learning" strategy, it would inappropriate and doesn't appear to support either a Learning or an Acquisition viewpoint. However, there are programs that encourage the use of peer-assisted learning, in which students discuss and may occasionally correct one another.
A: Identify words in a big book that start with the same sound
Since this technique is based within text, it would probably be characterized as "Acquisition".
L/A: Group cards of classmates names by first/last letter
Because this activity is "authentic" in that names of classmates are being used, it could be in the "Acquisition" realm. However, the use of letter sound association in single words vs. focusing on meaning construction, it could also be seen as a "Learning" activity.
A: Write rhyming poetry and discuss different spellings for the same sound.
This one begins with an authentic writing activity and embeds phonics instruction within it.
L: Ask the teacher how to spell any unknown word.
Since this activity doesn't connect to meaning, it would be labeled "Learning", but again, would be an inappropriate activity for either perspective.
A: Read a Language Experience story they have created with the teacher.
"Acquisition" emphasizes meaning. This is an excellent strategy for ELLs since it encourages them to use their own language, is informative to teachers regarding knowledge of vocabulary and grammar, and is an excellent resource for rereading and building fluency.
A: work in pairs to arrange words of a familiar chant into sentences
This is constructive in nature, combining the familiarity of a rhythmic chant with sentence construction.
L: Divide words into syllables
This is a great strategy for teaching students about affixes and roots. It combines vocabulary with word meaning. Considering all the cognates available between English and Spanish, studying common Latin word roots could be especially helpful for ELLs.
L: worksheet matching activity: picture and sound
Since this isn't in connected text, I would see it as the more traditional approach to practicing skills in isolation.
L/A: alphabet books
What a fun and instructive activity that combines a thematic approach with letter sound association!
The teacher:
L/A: preteaches vocabulary
This is an excellent strategy that promotes understanding and word recognition, preparing students to use their new word knowledge to construct meaning in text.
A: Shared reading with a big book
This is a cooperative activity with connected text.
L/A: makes sure students only read books at their level
In some "Learning" programming, there is an emphasis on controlling text difficulty. However, this activity might be considered to be in both arenas, since there is an emphasis in acquisition approaches on making sure that students are reading text at an appropriate level ("just right books"). However, for English Language Learners, it makes sense to have books at a variety of levels, providing support in vocabulary and content understanding. Interesting!
L: segmenting into phonemes
This is a learning strategy that promotes phonemic awareness that can be done in any language!
A: teacher writes students' words in a story with students helping to spell difficult words
I got to observe this strategy in an ELL classroom and it's very productive. It seems to combine meaning with encoding.
L/A: look around the room and find words that start with a certain letter
This could be in either approach. It would be fabulous for ELLs because it's based on the present classroom context and combines letter sounds with real things in classrooms.
L: uses decodable texts
These texts are less focused on meaning and natural language, the primary focus is on decoding.
A: daily SSR
The emphasis in "Acquisition" approaches is on silent reading.
L/A: teaches Latin and Greek roots
Direct teaching of roots and affixes ("Learning") with an emphasis on meaning ("Acquisition").
A: Literature circles
Great format for discussion, clarifying vocabulary and concepts, etc.
L: phonics drills
Emphasis on practice of learned skills
A: Chooses predictable texts
These texts emphasize language and meaning.
L/A: teaches different comprehension strategies
This is a combination of direct teaching and a focus on understanding text through a variety of means that can be applied in a guided reading group or independently.
L: worksheets to teach skills
less focus on meaning and more on skill acquisition.
Wednesday, January 16, 2013
Blog entry #5: Children's Book Review
Book #1: Edward and the Pirates by David McPhail
Components that might affect comprehension because of cultural aspects:
1. The main character, Edward, is a voracious reader and brings book characters alive in his mind, a somewhat abstract concept
2. Several of the characters may not be familiar to English Language Learners:
3. The vocabulary was advanced for a picture book and may be a challenge for ELLs
4. There were a few idiomatic expressions that might not be familiar to students:
Book #2 In Flight with David McPhail: A Creative Autobiography
Components that might affect comprehension because of cultural aspects:
1. This autobiography described David McPhail's creative process for writing and illustrating children's books. This lifestyle might contrast with that of a child from a different culture and the types of jobs that are familiar to him/her.
Teaching Suggestions
Book #1: Edward and the Pirates by David McPhail
Components that might affect comprehension because of cultural aspects:
1. The main character, Edward, is a voracious reader and brings book characters alive in his mind, a somewhat abstract concept
- there is minimal text and the illustrations do support the text, but the ideas are abstract (imagining characters coming alive, fierce pirates visiting him in the middle of the night)
- role-play the concept of having a dream come alive
- have students write stories about a book character becoming real
- identify similarities and differences by working together to create a chart of real/not real occurrences in a familiar fiction book
2. Several of the characters may not be familiar to English Language Learners:
- Admiral Perry, Robin Hood, Joan of Arc and possibly pirates
- cooperative learning groups in which students study and share about specific characters
- DVDs, pictures, Internet, and books that illustrate text characters
3. The vocabulary was advanced for a picture book and may be a challenge for ELLs
- surrounded, threatened, deflect, commanded
- do a lesson that shows non-linguistic representations of concrete vocabulary
- translate unknown words into home language when possible
- create a word journal with illustrations of specific words
- create a graphic organizer with examples and non-examples
4. There were a few idiomatic expressions that might not be familiar to students:
- closed in for the attack, Edward stood firm, Edward wouldn't budge
- model and role-play expression meanings
- compare/contrast literal and abstract versions of the same expression
Book #2 In Flight with David McPhail: A Creative Autobiography
Components that might affect comprehension because of cultural aspects:
1. This autobiography described David McPhail's creative process for writing and illustrating children's books. This lifestyle might contrast with that of a child from a different culture and the types of jobs that are familiar to him/her.
Teaching Suggestions
- Prepare students by focusing a lesson around artists from their culture
- Create an opportunity for students to make their own books and then use the pictures from the text to follow the process used by David McPhail.
- Introduce vocabulary such as "studio" and create an artist space within a classroom
- old stand by, you can't beat that
- model and role-play expression meanings
- compare/contrast literal and abstract versions of the same expression
- the stories play games with me, and idea had been swimming in my head, stories are trying to get out
- graphic organizer with examples and non-examples
- intrigued, ritual, nibs and inkwell, vivid
- nibs/inkwells: bring in realia
- intrigued: discuss synonyms
- ritual: discuss school rituals
- vivid: compare/contrast vivid and muted colors
Blog #4: Making Text Comprehensible
Initial Reading
I chose an intermediate level young adult book in Spanish, entitled Despereaux. I "read" the first chapter and found myself using the following strategies with an example for each:
I decided to focus on the synopsis, since it was one paragraph long and would give me the main idea of the story line. Using Google Translate online, I translated one sentence at a time.
It helped with the overall story, but produced some confusing sentences which I had to interpret based on my prior knowledge, for example:
Initial Reading
I chose an intermediate level young adult book in Spanish, entitled Despereaux. I "read" the first chapter and found myself using the following strategies with an example for each:
- looking for cognates, e.g. words that were the same in English and Spanish
- I found tragedia, gran, and terribles
- looking for matching words
- I assumed the word ultimo in the text meant "first" in English because I was reading the ultimo chapter
- I tried to remember words I'd learned in previous exposures to Spanish
- the word ensenar I thought had something to do with teaching or learning but neither fit the context of the sentence I was trying decipher
- I studied an illustration and caption
- it provided me with basic information (main characters) but didn't give the emotional flavor of the chapter which was full of quotation marks, exclamations, etc.
- As I read through the chapter, understanding very little, in desperation I consulted the synopsis of the book on the back cover, hoping to get the gist of the story
- it too was above my skill level in terms of vocabulary and verb conjugations, and my overall comprehension was poor
I decided to focus on the synopsis, since it was one paragraph long and would give me the main idea of the story line. Using Google Translate online, I translated one sentence at a time.
It helped with the overall story, but produced some confusing sentences which I had to interpret based on my prior knowledge, for example:
- acaricia un deseo sencillo pero imposible translated as "petting a desire that was impossible" which I interpreted as "having an impossible dream"!
- provide text at the reader's level; this text was significantly above my reading level and would be inappropriate for me as a learner
- if this book was mandated and every student was required to read it, some options might be
- to provide the text in my first language and read it aloud chapter by chapter before reading it in the language of the classroom
- create reading partnerships of a stronger native speaker and a less skilled reader
- build conceptual knowledge non-linguisticallyabout the ideas in the text through role-play, watching part of a DVD, demonstrations, etc.
- provide an adapted version of the text in the language of the classroom with simpler vocabulary and more illustrations
- provide opportunities for teacher directed discussion in which specific vocabulary words from the day's reading are included in a small group discourse
Saturday, January 12, 2013
Topic #3 Oral language and reading
Comments on the relationship between oral language and the reading process:
Oral language development is crucial to literacy acquisition in a variety of ways:
Unlike oral language acquisition, however, the brain has to adapt areas designed for other purposes in order to learn to read.
In my teaching experience, I've found that students identified with early language deficits in preschool and kindergarten often develop difficulties in learning to read in first grade and beyond. It's also somewhat predictive in nature: young children with articulation problems often have difficulties acquiring word level skills (decoding words, reading fluency, and spelling), while children with broader language deficits (e.g. vocabulary, sentence construction) may struggle in comprehension as they move through into the intermediate grades.
English Language Learners may do very well in reading in the initial stages of decoding and fluency, but for a very different reason (i.e. English as a second language), also struggle in 4th grade and beyond with comprehension and content area reading.
Oral language development is crucial to literacy acquisition in a variety of ways:
- understanding the phonology of language enables students to decode words in reading and encode them in spelling
- mastery of the syntax of a language enables students to understand at the sentence level and to convey their ideas accurately in writing
- having a strong oral vocabulary is essential for good text comprehension and for composition in writing
- there is even a connection between the pragmatic use of language, as in oral conversation and the use of language for a variety of purposes in written text
Unlike oral language acquisition, however, the brain has to adapt areas designed for other purposes in order to learn to read.
In my teaching experience, I've found that students identified with early language deficits in preschool and kindergarten often develop difficulties in learning to read in first grade and beyond. It's also somewhat predictive in nature: young children with articulation problems often have difficulties acquiring word level skills (decoding words, reading fluency, and spelling), while children with broader language deficits (e.g. vocabulary, sentence construction) may struggle in comprehension as they move through into the intermediate grades.
English Language Learners may do very well in reading in the initial stages of decoding and fluency, but for a very different reason (i.e. English as a second language), also struggle in 4th grade and beyond with comprehension and content area reading.
Topic 1 Entry #2 Writing Instruction
Writing instruction that I've received:
In my undergraduate work in elementary education, I received an overview of writing instruction, primarily focused around creating writing units in poetry and narrative composition. I don't remember much instruction related to expository writing or understanding the process of writing and how to teach specific components.
As a resource room teacher in an elementary school, I was trained in Step Up to Writing, and we created a school-wide writing program that was effective for struggling writers. Since that time, I've had training in intensive intervention programs, such as Language!, which include writing instruction for students with significant deficits in writing.
In graduate school in special education, there was a focus on writing intervention vs. initial instruction, addressing issues related to struggling writers such as difficulties with organization, planning, writing mechanics, and handwriting. As a special educator, I've read a lot about the writing process in general, attended conference presentations, collected resources, and focused my coaching and teacher training work on both higher and lower level skills in writing.
I've adapted a strategy with English Language Learners who are functioning below grade level in reading and writing called the "Language Experience Approach", which has students dictate stories that are typed and compiled into independent reading journals for fluency practice. This has the benefit of using student language and providing direction for writing instruction.
Topic 1 Entry #1 Philosophy Discussion
Philosophy discussion with kindergarten teacher on literacy instruction:
This teacher believes that a firm foundation in literacy is the key to student success in school, community, and the outside world and that students need to be grounded in the five components of literacy. She thinks that it is our responsibility as teachers to educate both students and families about the importance of literacy.
She believes that direct instruction, having a literacy rich environment, and early identification and intervention are critical. In addition to providing explicit instruction in the essential elements, she also believes that we need to incorporate students’ prior knowledge and provide multiple opportunities for students to interact about lesson content.
In practice, she has a very organized program and classroom and uses the Common Core Standards. She teaches in a district that is very “cutting edge”, providing on-going professional development and often being on the forefront of innovations in Colorado, so she is a believer in life-long learning and using current formats and resources. She uses the Daily 5, CAFÉ, Words Their Way, Lucy Calkins, Kagan strategies, and Guided Reading in her classroom. Apparently Daily 5 and CAFÉ includes an accountability piece in which she conferences with students and parents and sets learning goals. She has found this to be motivating to her kindergartners. She also mentioned that she differentiates instruction for both struggling and gifted learners in addition to doing whole class activities.
I was very impressed by this teacher’s dedication and comprehensive approach to literacy instruction.
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