Language Arts Learning Documentation

Kelly’s Documentation of Learning

Both pictures from BookCreator

In-Class Connections

This week in class, we talked about planning for literacy. I learned about the expectations grade three students are graded on through oral communication. My group and I focused on Grade three expectations on oral communication expectation: listening to understand, speaking to communicate, and reflecting on oral communication skills and strategies. For example, we noticed the number of expectations grade three students are graded on. Specifically, when my group and I were exploring the curriculum, we focused on grade three's expectation of identifying the point of view, and presentation strategies, demonstrating an understanding and connecting what they have learned in their own life experiences. The class also discussed that grade three students’ expectations were overly high compared to grade two. I also learned about the importance of having an overall plan on how to teach the curriculum but ensuring that there is flexibility and being able to monitor and modify the students’ needs based on their responses. In my experience of teaching, I found it important to modify activities and lesson plans to the needs of the students because doing so will allow all students to be successful in their learning.

Textbook Thoughts

It was interesting to read about curriculum preparation, classroom structure, and how various classrooms represent various viewpoints on literacy learning in the textbook. The focus is typically on the teachers' conversations when classrooms are set up with desks in rows and students facing the front, with the teachers making more decisions regarding what students do and how they do it (Bainbridge & Heydon, 2017). Learning about classroom organization allowed me to think critically about my students and the learning environment I built for them as a teaching candidate and future classroom planner. For instance, when students are positioned so that they may converse to one another, some of the conditions for cooperative learning are formed (Bainbridge & Heydon, 2017).

Week 2:

Constructing Meaning Textbook; by Joyce Bainbridge and Rachel Heydon

Textbook Thoughts

In-Class Connections

In this week's class, we discussed the different oral language cueing systems. For example, language is broken into three or four systems that are sometimes referred to as cueing systems; semantics, syntax, phonology, and pragmatics. I gained knowledge about how these cueing systems make it possible for us to use both oral or written language. For example, phonology refers to the sound systems of language. I used phonological awareness in grade 1 when I taught literacy to the students. For example, I said to the students my dog is brown (dog), and his name is (Char.lie). By pointing out these word differences to the students, I also added to the curriculum by asking the students to work with a peer and try to find sentences that have one or two-word symbols in a sentence. Providing these students with activities allowed them to expand their knowledge because by grade 1, many students recognized symbols and beginning and ending sounds in words. It will also be interesting to gain knowledge that research has identified phonemic awareness is an area where teachers tend to demonstrate a poor understanding. In my future teaching, I will demonstrate these skills by supporting the students in helping them to understand how letters and letter patterns work to represent language.

Week 3:

We instructors will have a lot of interactions with families, whether they are sensitive or just conversation openers. There are examples of icebreaker chats with families throughout the textbook. Say, "What activities/hobbies do you engage in as a family?" (Bainbridge & Heydon, 2017). It is crucial that we put these ideas into practice as we train to become teachers and that we comprehend the value of talking with families and getting to know children and their careers. Finding activities that will interest the children can be improved by using the data gathered. For instance, if families and their kids enjoy dining out, a classroom project that will foster the development of literacy and communication is to build a restaurant.

Constructing Meaning Textbook; by Joyce Bainbridge and Rachel Heydon

In-Class Connections:

In this week's class, we discussed oral language vocabulary and concept development. I gained a deeper understanding of oral language and reading. For example, I learned that children with a strong oral vocabulary tend to have strong reading comprehension and using books with no words allows children to look at the pictures and talk about their own version of the story. This brought back an educational experience when I was working in an after-school program, and I showed grade 1 students a book with no words and asked the students to explain to me what they thought was happening. I expanded their learning by asking the students to vocabulary come in front of the classroom and explain what they thought was happening in the classroom and spoke about the similarities and differences from the stories spoken about. In class, we also spoke about the importance of understanding as teachers that all listening does not look the same; giving different strategies that promote active learning (allowing the students to move around, stand, fidget, etc.). Integrating these different strategies within the classroom will display purposeful, active listening.

Textbook Thoughts

Week 4:

In the text, the author talks about language at home and at school. It was interesting to read about the creative development of language in social situations (Bainbridge & Heydon, 2017). From birth children learn to actively figure out how language creates meaning by observing what it does (Bainbridge & Heydon, 2017). Children naturally learn language in a social context from where they interact with their caregivers. For example, when children enter school they learn to adapt to the different language from their homes such as saying please and thank you or asking for permission. I remember when I worked at the after school program I had many opportunities to observe the language context from kindergarten to grade 8. For example, I was exposed to the new language and noticed the most important parts of factors. It is interesting to observe children develop this different understanding of language and its context.

Constructing Meaning Textbook; by Joyce Bainbridge and Rachel Heydon

In-Class Connections

In this week's class, we discussed the reading instruction cycle. I gained knowledge about the cycle of reading instructions and the four components, including; read-aloud, shared reading, guided reading, and independent reading. I also learned that reading instruction is typically found in most elementary schools' classrooms. I used the component of reading aloud in kindergarten when talking about covid and utilizing the book “Covid Helpers” by Rebecca Baggett. This book allowed me to discuss the difficult topic of Covid in a way that was interesting for children and allowed them to relate to their own experiences. Prior to reading the book to the children, I practiced the book before in order to become familiar with it and decided how I wanted to take this approach since I understood it is a sensitive topic. While reading the book I paused on certain papers to allow for the student's input which demonstrated the skills of think-aloud. After reading, I helped the children to connect to the book by sharing my personal strategies and expanded on the text by saying, “I remember when I wore a mask in my house”. Doing this allowed for the children to reflect and expand on my personal experience.

Textbook Thoughts

Week 5:

The author of the text discussed the subject of language and literacy dimensions. Reading about the studies that have been conducted on the topic of how to teach reading is interesting. "Utilize every chance to bring reading, writing, and listening together so that each feeds off and feeds into the other," (Bainbridge & Heydon, 2017). Some children have trouble liking reading and writing, but as a teacher, I think it's essential to encourage reading and writing. This might be demonstrated, for instance, by gathering observations on the students' interests and displaying books that reflect those interests. Additionally, I think it's crucial to have different standards for every student in consideration of their various learning preferences and capabilities.

Constructing Meaning Textbook; by Joyce Bainbridge and Rachel Heydon

In-Class Connections

In this week's class, we discussed reading instruction: reading comprehension and fluency. The factors of reading comprehension were implemented within my years of studying and affected me positively during school because it allowed me to gain knowledge from my peers and also engage in book discussions within small groups. I will implement reading comprehension within my teaching practice because it is a great strategy that allows for the students to think critically about what they are reading and share their knowledge. For instance, in class we spoke about reading comprehension skills. Implementing reading comprehension skills such as literal thinking and higher-level skills/evaluation can prompt students learning by having discussions with the class about a book and asking questions to recall details and notice any similarities and differences. For example,I would use reading comprehension skills for 1st graders by reading a book to the students and as a group asking the students questions, answering questions they may have related to the story and throughout the book, I can make predictions to the story by saying “Do you think Kelly will win the soccer tournament”. Guided reading was also explained by group 5 when they read a book to the classroom and covered certain words with a sticky note. This presentation demonstrated that often students guess the next word or phrase of a book based on rhythming words and what they already know. I found this a beneficial exercise because it allowed us as teacher candidates to understand students from a different standpoint and put ourselves in their shoes.

Textbook Thoughts

Week 6:

In the text the authors spoke about the structures of Wendy's teaching to support strategic reading. Wendy spoke about planning effectively for her learners so they may have strategies to make meaning from a variety of texts (Bainbridge & Heydon, 2017). It is important as educators that we understand our students' level of academic language, their levels of skills and what we will need to support them. For example, as a teacher when creating activities for students I will ensure to add jot notes for myself on the activity worksheet so that I can modify and adapt the activity to ensure all students are provided with the experience and are successful. Wendy also spoke about the variety of formative assessments that were implemented within the class (Bainbridge & Heydon, 2017). From my experience, I believe that using running records to assess students reading behaviours is beneficial because it keeps the progress of the students reading behaviours and progress.

Constructing Meaning Textbook; by Joyce Bainbridge and Rachel Heydon

In-Class Connections

In this week's class, we discussed reading instruction: assessment. I learned about the different types of assessments, including diagnostic assessment, formative assessment, and summative assessment. Throughout my years in university and working in the field of education, I have not yet completed a lesson plan like the one provided by Lakehead university. More specifically, we discussed the three types of assessments and when they took place without the lesson plan. For example, I learned formative assessment as an example of AS assessment. In my math lesson plan, I implemented AS assessment learning because the visual observation I focused on was observing the students throughout the experience. I found it beneficial to learn about these types of assessments because it is important as teacher candidates that we learn to practice these lesson plan tools and also provides us with an understanding of what we want our students to learn and when the learning assessment will take place. I also learned about the important parts of students becoming independent learners and setting goals. For example, I remember when I worked in an after school program and I implemented meaningful activities and goals for the students. However, I believe with the observations I made the students were able to come up with their own goals and modify activities accordingly; building a car instead of a bus.

Textbook Thoughts

Week 7:

In my experience within teaching it is important to talk to students about what they have read after they have selected books themselves for independent work or circle reading. In the textbook, it explains some other pointers for educators working with a textbook. In the afterschool program, I had an experience where I worked with a student in grade 3 and the assignment was to read the chapter and write about the main idea. To ensure the student felt understood I created a mind web and asked the student questions about the chapter to provide him with the opportunity to gather his thoughts. In my opinion, it is important that as teachers we teach students how to pick out the main ideas and details within paragraphs to prepare them for writing (Bainbridge & Heydon, 2017).

Constructing Meaning Textbook; by Joyce Bainbridge and Rachel Heydon

In-Class Connections

In this week's class, we discussed writing instruction. I learned about the power of writing for students and how students use writing to express their thoughts and feelings about what they have read, seen or experienced. For example, I learned about how I can implement independent writing within my classroom. I learned that I can integrate independent writing in literacy by asking the students to write about anything that interests them (their weekend, favourite memory etc). As a teacher I will provide the students with revision and editing depending on the students abilities and I will do this with the students to give them feedback and a better understanding of my expectations. During my most recent field experience, the instructor had the students complete independent writing in the classroom while also assigning an optional project about something they were grateful for. When I spoke with the teacher, she stated that in addition to giving students a platform to express themselves, personal writing also gives them time to reflect and work through their emotions. After hearing her decision and rationale, I was able to think about it because university projects are frequently focused on research, and we often find it challenging to gather material and connect our opinions, etc. But when given a chance to write freely about a subject of our choosing, I believe I am more successful because it is a subject I am familiar with.

Week 8:

Textbook Thoughts

In my experience within teaching it is important to teach students about the different forms of writing and allow for their voices to be heard and their purpose within writing. In the textbook, it explains some of the different forms of writing including letters, poems, reports or journals (Bainbridge & Heydon, 2017). I had an experience where I worked with students in grade one that completed assignments using poems. From my experience, poems for students motivate their learning because it is a writing that rhythms. It is important as teachers that we allow for the students' voice to be heard throughout the writing process and allow for students to express their ideas, questions and knowledge.

Constructing Meaning Textbook; by Joyce Bainbridge and Rachel Heydon