Candidates create a literate environment that fosters reading and writing by integrating foundational knowledge.
I have selected my kindergarten students' ocean research projects to demonstrate my ability to implement this descriptor. To begin the project, I determined which ocean creature each student was most interested in learning about. Next, I gathered as many print materials (representing multiple reading levels) on the selected creatures as I could find and made them available in my classroom. Students used a combination of these print materials as well as the online programs myOn Reader and PebbleGo to research their creature. Each day, I enthusiastically modeled my own research and how to use this information to create a book. Thus, embedding a mini-lesson on research and/or writing followed by independent practice every day. After the books were complete, every child created a "30 Hands" presentation on an ipad. This project created an engaging and authentic context for reading and writing with appropriate materials available for every child, even those with diverse cultural and linguistic backgrounds. Executing this project shows my ability to determine and use students' interests, abilities, and backgrounds as the foundation for reading and writing, make an adequate supply of appropriate reading materials available, use motivating instructional practices, and allocate adequate time for instruction and practice.
I have selected my kindergarten students' ocean research projects to demonstrate my ability to implement this descriptor. To begin the project, I determined which ocean creature each student was most interested in learning about. Next, I gathered as many print materials (representing multiple reading levels) on the selected creatures as I could find and made them available in my classroom. Students used a combination of these print materials as well as the online programs myOn Reader and PebbleGo to research their creature. Each day, I enthusiastically modeled my own research and how to use this information to create a book. Thus, embedding a mini-lesson on research and/or writing followed by independent practice every day. After the books were complete, every child created a "30 Hands" presentation on an ipad. This project created an engaging and authentic context for reading and writing with appropriate materials available for every child, even those with diverse cultural and linguistic backgrounds. Executing this project shows my ability to determine and use students' interests, abilities, and backgrounds as the foundation for reading and writing, make an adequate supply of appropriate reading materials available, use motivating instructional practices, and allocate adequate time for instruction and practice.