Here you will find a comprehensive plan to develop-

ing literacy for a host of students. My plan was cre-

ated in a way that enables educators and parents
alike to easily access information. I define literacy,
and reinforce the many benefits associated with
competent literacy skills. I discuss methods and
strategies I utilize to support the diverse learners
present in a class. I provide crucial reading and writ-
ing benchmarks as well as conceptual frameworks
for language and literacy, and I explain my literacy
curriculum.

This artifact demonstrates my content knowledge of
literacy in multiple ways. The information throughout
this plan combine to form a literacy plan that is ap-
plicable to any student, in any grade. I utilized theo-
ries such as social development (Vyogtsky, 1978),
second language acquisition practices (Krashen,
1981), writing and reading workshops (Calkins,
1994), and some of the most up to date reading and
writing activities (Cunningham and Allington, 2011)
to guide my action plan. Through the creation of this
plan, I compiled my knowledge of quality literacy de-
velopment and also created a valuable resource to
reference throughout my career.
Language is our method of
communication. Through
language, we covey ideas,
concerns, advice, and so
much more. As such, lan-
guage may very well be con-
sidered the most important
development of humankind.
Similarly, is literacy, the proc-
ess of reading and writing.
Like language, we use literacy
to express all sorts of mes-
sages.

Language and literacy are
powerful tools that afford us
the opportunity to accomplish
otherwise immeasurable
feats. Due to the potentials
of these tools, it goes without
saying that they are essential
to not only adults, but chil-
dren as well. Our youngsters
have unbelievable brains that
are ripe for learning. If we
begin developing their lan-
guage and literacy proficien-
cies early on, and continue to
foster this development, then
our children will have the
foundational tools to succeed.
By providing children of all
ages with language and liter-
acy development, they will be
able to speak their mind, con-
struct and comprehend
knowledge, and excel in all
areas of life.

As an elementary school
teacher, it is my job to guide
this process. Providing multi-
ple opportunities to speak,
read, and write will serve as
the starting point, regardless
of age. With practice, comes
proficiency. However, as the
teacher, it is my job to facili-
tate this process, start to
finish. With my guidance, all
of my students will become
adept speakers, readers,
writers, and thinkers.
LANGUAGE & LI TERACY: WHAT
ARE WE TALKI NG ABOUT?
Literacy is at the heart of
sustainable
development...Acquiring literacy
is an empowering process,
enabling millions to enjoy
access to knowledge and
information which broadens
horizons, increases
opportunities, and creates
alternatives for building a better
life.

-Kofi Annan, 2001 Nobel Peace
Prize Winner

WHA T KA REN- BURMES E S TUDENTS TAUGHT ME
One of my most beneficial experiences was during the summer of 2013. I was granted
a tremendous opportunity to work at a summer academy with Karen and Burmese refugee stu-
dents. I spent half a week teaching and supporting 2nd and 3rd grade students in an English
language learners class. Throughout my time at the summer academy, I supported my students
as they learned emotional vocabulary, space terminology, descriptive words in respect to plan-
ets, and orbiting patterns of the moon.

My time at Beverly J. Martins summer academy was easily one of the most eye-opening
experiences I have taken part in. It shattered my pre-conceived notions of diverse students, and
helped me better understand the resiliency, intelligence, and talents of English Language Learn-
ers. Furthermore, this experience helped shape me as a future educator. I saw the power and
importance of relating what is being learned to the learner. By connecting content with Funds of
Knowledge, my practice further developed in that it forced me to consider the importance of
teacher-student connections. As I grew to know my students in their entirety, I was able to tailor
my lessons accordingly. For example, I had students who were extremely active, and loved
sports, so I structured activities that permitted movement. I had other students who were more
reserved due to limited English proficiencies, so I implemented visuals and independent work
that would permit one-to-one instruction.

In all, my work with the Karen-Burmese students at the Beverly J. Martin summer academy was
an unbelievable experience. Not only did I learn a tremendous amount about English language
learners, but I also discovered a lot about myself as an educator. This experience had a pro-
found effect on my professional commitments, and I will carry what I learned during those short
weeks in the years to come.
Space Memory Matching Game
Students used descriptive language
to describe the different planets.
An Action Plan for Literacy
12/13/2013

By: Ryan Conkl i n
Second Language Acquisition (SLA): SLA is when a student must learn a
new, dominant language. Many factors exist that influence this process
such as racist and classicist views, student expectations and attitudes
toward the new language, and even cultural dissonance within each
language. Despite these challenges, SLA is an important process that
promotes success in culturally and linguistically diverse children.
Bilingual Education: SLA and bilingualism go hand in hand. It is impor-
tant to maintain the childs native or primary language for a number of
reasons. Research has shown that children who excel in their native
language often perform much better in their second language as well.
With this in mind, it becomes obvious that bilingual instruction is a ne-
cessity: maintain language one, benefit language two. More impor-
tantly, language is a cultural identifier. It is not my goal to replace the
language, merely expand it.
THE 21 S T CENTURY
LEARNER. . .
The 21st Century Learner is just a fancy way of saying to-
days learners. Every single person, regardless of age, gender,
race, ethnicity, and culture is a 21st century learner.
Unique Needs: Todays learners have a unique set of needs.
Some students have learning disabilities, some have very
specific learning styles, some need extra challenges, some are
rich and some are poor. The fact is, all of our learners come
with their own set of needs, and it is imperative that educators
address these needs.
Literacy Challenges Requiring my Support: Writing weak-
nesses, fine motor inabilities, reading comprehension weak-
nesses, fluency struggles, inabilities to deconstruct words,
dyslexia, choosing too hard and/or too easy reading materials,
selective muteism, second language acquisition, no support
outside of school, lack of reading/writing materials
Literacy Benefits to Celebrate: Increased ability to access
information, self-advocacy, ability to deconstruct new words to
decipher meanings, ability to persuade and inform through
writing and speaking, a general ability to make sense of the
world as an intellectual.
S UPPORTI NG CULTURALLY &
LI NGUI S TI CALLY DI VERS E
CHI L DREN
Emotional Concerns Academic Challenges
Culture Shock
Post Traumatic Stress Disor-
der
High Anxiety
Self Isolation due to Resis-
tance of a new culture
Acquisition of Second Lan-
guage
Re-correction of Lan-
guage/Literacy Habits
Bilingual Education
The Plyler Decision
In the 1982 case Plyler vs. Doe, the Su-
preme Court ruled that states and school
districts could not deny education to ille-
gal alien children residing within their bor-
ders. (Plyler vs. Doe, 1982)
Why is collaboration important?
To meet the needs of all students, collaboration is key. Working
with other specialists in the field opens up countless doors and
insights that positively influence the learning experience for the
child. Keeping in contact is the first step, but learning from them
and utilizing your colleagues strengths is the goal.

What does collaboration look like?
-Constant phone calls ,e-mails and in-person conferences with
families.
-Daily meetings with specialists to discuss strengths, weak-
nesses and interests of the child.
-Professional development conferences to learn the newest
research on teaching
-Community outreach to draw on local resources.

Who can I collaborate with?
Family, other teachers, professional organizations, translators,
social workers, administrators, guidance counselors, therapists,
community members, college and university personnel, mu-
seum faculty, successful refugees, motivational speakers, life
coaches, community organizers, advocates.
What theory implies, quite simply, is that language
acquisition, first or second, occurs when comprehension
of real messages occurs, and when the acquirer is not 'on
the defensive -Stephen Krashen, 1982
THE CLAS S ROOM
CULTI VATI NG SUCCES S I N THE
CLAS SROOM: PRI NCI PLES OF MY PRACTI CE
Building on students prior knowl-
edge to promote their success in
the classroom. Scholar Luis C. Moll
specifies this as capitalizing on
household and other community
resources to establish more bene-
ficial instruction. (Moll, 1982)
Scaffolded Instruction
Dear Parents,
You are your childs first teacher!
Parents know their child best, and can pro-
vide unparalleled learning opportunities at
all ages. Utilize this relationship by engaging
your child in reading and writing activities,
that your child enjoys. Continue to foster
their learning by being an involved parent
and collaborating with all of their teachers.

I look forward to working with you in the
coming years!
I model my classroom after
the thoughts of educational
theorist Lev Vygotsky. Vygot-
sky (1978) believed that some
of the best learning occurred
through social interactions. As
such, I have constructed my
classroom to promote peer-
peer relationships in the hope
that my students will develop
positive social behaviors, and
begin practicing basic collabo-
ration skills.
What children can do with the
assistance of others might be in
some sense even more
indicative of their mental
development than what they
can do alone. -Lev Vyogtsky,
Mind in Society, 1978
THE CLAS S ROOM
CONS TI TUTI ON
S UGGES TED LI TERATURE
This is just a small sample of the numerous books I will include in my class-
room library. These books, along with the rest of my collection, teach vari-
ous life skills and morals. Some of these books guide children through un-
derstanding difficult experiences such as loss, grieving divorce, and other
hardships.

My students will engage in an extraordinary
amount of reading in this print-rich environment.
Everything from informational pamphlets to sport
star autobiographies will be included to make sure
students have a wide variety of choices.

They will practice critical thinking skills as they
meet in book groups, they will keep writing jour-
nals on topics of their choice, and they will con-
stantly be editing, peer-editing, and revising their
writing samples.

Anyone can be successful in my classroom. The
only pre-requisites are a thirsty brain, a willingness
to learn, and a strong work ethic.
Our Classroom Constitution is a document,
created by the students, for the students in
the first week of school. In my classroom, the
students create the environment that they
want to learn in, and the entire class must
agree. Once Classroom Rights and Responsi-
bilities have been established, each student
signs the document, and it is hung front and
center in the classroom.
SUCCESFUL READING
CONCEPTUALIZING
LANGUAGE AND LITERACY
Beginner
Learn to
Read, Write and Speak
Proficient
Read and speak to learn
Speak and write to inform
Language and literacy can be seen as a constantly evolving continuum. Students enter
school at early ages, and we teach them how to read, how to write, and how to put
thoughts into words and words into sentences. We continue this teaching throughout
the years until we cross a point where the student is no longer learning to read, write
and speak...rather they are reading and speaking to learn, and writing to inform. The
process is different for every student, but the goal is to move students along this contin-
uum and push them further into the realm of proficiency.
Stages
Reading Writing
Emerging Pretend reading
Picture story telling
Echo sounds
Some letter recogni-
tion
Word rhyming
Understands book
mechanics
Name some letters
Begin recognizing
printed letters (own
name)
Fantasy writing with
drawing and symbols that
mimic writing
Early
Recognize sight words
Differentiate letters and
words
Match sounds and let-
ters

Retell stories
Know most letter
sounds
Combine letter sounds
to form words
Write own name
Inventive spelling be-
gins
Know the alphabet
Write letter sounds
Understand and begin
writing basic sentences
Read own writing
Transitional
Begin using context to
solve unknown words
More extensive sight
word knowledge
Retell grade level stories
Sound out words
Begin reading early
reader books
Spell simple words, but
still use inventive spell-
ing
Begin punctuating
Basic grammar skills
(capitalization, periods)
Some phonetic spelling
Write in full sentences
Fluent
Begin reading chapter
books
Begin silent reading to
self
Recognize beginning,
middle and end of a
story
Concrete understand-
ing of many sight
words
Consistently use lan-
guage and context to
comprehend the text
Write larger pieces
(paragraphs)
More competent un-
derstanding of gram-
mar
Use of some descrip-
tive language
Logical sequencing in
writing begins
Less inventive spelling,
more phonemic spelling

Sophisticated
Read silently
Understand major ideas
in a book
Begin reading non-fiction
Begin understanding
prefixes, suffixes and
word parts
Competently retell sto-
ries, plot, setting, and
characters
Use word patterns to
spell difficult words
More proper grammati-
cal use
Begin and practice
editing writing
Use descriptive language
Generate and support
main ideas in long pieces
Write larger pieces
THE CURRICULUM
FORMAL I NS TRUMENTS TO
AS S ES S I NG MY S TUDENTS

PALS (phonological awareness literacy screening): A liter-
acy assessment administered 3 times a year to K-2 stu-
dents.

DRA2 (development reading assessment): A literacy as-
sessment administered to 1st and 2nd grade three times a
year.

ICSD 3-5 Reading Assessment: Administered three times a
year to all students grades 3-5.

PEEL (point, evidence, explanation, link): PEEL writing sam-
ples are submitted for evaluation three times a year by all
students grades 3-5

NYS ELA Exam: This state exam is administered yearly for
students in grades 3-8.
ACTI VI TI ES OF A BALANCED
LI TERACY PROGRAM
Writers Workshop

Word Walls

Reading Groups and
Book Clubs

Choral Reading

Picture Walks

Authors Chair

Writing Conferences

Peer Editing and Edi-
tors Checklists

Question the Author
(QTA)

Oprah Interviews

Think Alouds

KWL Charts (Know,
Want to Know,
Learned)

Story Maps

Readers Theater

Anticipation Guides

Think Writes
CULTURAL SENS I TI VI TY

My classroom will be established
around a central idea: A Safe Haven
for Learning. This safe haven, will
be a place where students can be
themselves, be proud of their heri-
tage, and engage in active learning
that is rooted in their interests and
cultures.






How Will I Develop Cultural Sensitivity?
Journalist of the Month:
Each month, a number of students
will be selected to star as the Jour-
nalist of the Month. These students
will research a peers culture, create
a brief writing piece, and complete a
read aloud to the class.
In NYS, our curriculum has been de-
signed to follow the latest research on
literacy development. Each activity
and instructional approach has been
fine-tuned to address the Common
Core reading and writing standards. A
website I use to learn more about the
Common Core is
http://www.corestandards.org
For more information on yearly literacy assessments, please visit:
http://old.icsd.k12.ny.us/
1. Click District
2. Staff Development
3. Literacy
BLENDI NG CONTENT
AND LI TERACY

Reading, writing and speaking are crucial elements to any
content area. Without strong literacy skills, understanding
additional content is difficult. Blending the two fosters the
development of both content and literacy, and also permits
unique and authentic engagement.

Math: Number Riddles Students create short riddles
that can only be solved by using operations and number
facts.

Social Studies: Who Am I? Students write a short bio
describing different facts/stories about historical fig-
ures/events.

Phys. Ed: My Game Students create and write out
rules and regulations to their own invented game.

Science: A Day in the Life Students pick a plant or
animal, and write about what its like to live as that ani-
mal/plant for a day.

Art: Poetry Book Students write and illustrate
themed poetry books with an emphasis on alliteration and
consonance.

Music Do, Re, Mi Remix Students re-write the Do, Re,
Mi song focusing on a specific theme.
THE READI NG PROCES S

Reading is a difficult process to master. That is why I dedicate
so much time and effort to creating a comprehensive program
that will develop literacy proficiencies. The first step to becom-
ing a reader however, is language acquisition. This occurs natu-
rally during the earliest of years. Afterwards, comes learning the
alphabet.

Learning the alphabet seems like an easy task, but it is much
more involved then reciting letters A-Z. Learning the alphabet
means associating specific phonemes with symbols, and recog-
nizing letter-sounds like blends (st) and diagraphs, (th).
Word games, rhyming, letter-sound connection drills, repetition,
inventive spelling and even singing songs all move this process
along.

Once the alphabet has been mastered, the student now must
tackle actual words. This long, and arduous process takes years
of dedicated practice to learn. At this stage, the student must
wrestle with phonics (how words are sounded out) and phono-
grams (linguistic patterns). Activities such as rapping, tongue
twisters, utilizing Basal Reader books, and lots of visual-audio
repetitions will help build these skills.

As phonics, phonemes, and phonograms are being mastered,
the student must take on the challenge of understanding the
text. All of this may seem difficult, but it is possible and the work
easily pays off in the long run.
NEEDS OF A BEGI NNI NG
READER
BE GI NNI NG R E ADE R S NE E D P R I NT
R I C H HOMES A ND C L A S S ROOMS .

THE Y NE ED R EA DI NG T O B E
MODE L E D.

THE Y NE E D T O B E R E A D T O.

THE Y NE E D T O R E P E AT E DLY
E NGAGE I N P HONE MI C AC T I V I T I E S .

THE Y NE E D T O I MI TAT E R E A DI NG.

THE Y NE E D T O WANT T O R E A D.
COMP REHENS I ON A ND FL UENC Y

These are elements together, define reading; comprehension, and
fluency. In order to become a strong, competent reader, these areas
must be well-developed.

Comprehension: Comprehension is the ability to understand what you
read. This means understanding the meaning behind the words. Diffi-
culty of text, insufficient background knowledge, and poor decoding
skills all impact comprehension.

Developing comprehension:

Oprah Interviews QTA KWL Charts
Readers Theater Guided Reading

Fluency: Fluency is the ability to read in context quickly and accurately,
with appropriate expression. It is the ability to read naturally, as if
speaking. This is measured through phonemic awareness, reading
speed, vocabulary assessments, and prosody (rhythm, stress and into-
nation of speech).

Developing Fluency:

Choral and Echo Reading Model Reading Lots of Easy Text
Whisper Phones Word Walls
WORDS, WORDS, WORDS
Words are the bread and butter of literacy. Words enable us to articulate specific meaning in an effi-
cient manner. Speech, reading and writing are possible because of our ability to recognize and un-
derstand words. As new terms and vocabulary is learned, both comprehension and fluency compe-
tencies increase. As words become more and more familiar to readers writers and speakers, the
meaning becomes more familiar as well. Word exposure and utilization promote deeper understand-
ings of terminology and thus improving comprehension.

Fluency is also directly linked to word competency. When a student can efficiently identify and rec-
ognize a word, they can read the word smoothly, thus promoting a sense of flow and ease as they
read. Furthermore, as students become familiar with different phrases and terminology they can as-
sign proper tone, attitude and inflexions to the text they are reading.

English is a difficult language to master. In English, we have identical words that have a multitude of
meanings. There are abstract words such as the, as and but that hold no concrete meaning,
but are necessary to connect thoughts. There are certain phrases that given the context can mean
any number of things. The bottom line is that English is a complicated, contextual language. The
question now, is how do you learn new words in a way that promotes accuracy and understanding?

Developing Words & Vocabulary

Learning and becoming familiar with words is a critical piece of
literacy. In my literacy program, I will implement a number of en-
gaging activities that promote word play, study, and exploration.

Nifty-ThriftyWords: Words have transferable chunks in them
that help decode other words of similar structure. The Nifty-Thrifty
-Words list, is a comprehensive list that focuses on common suf-
fixes, prefixes and roots of words.

Sight Words: Sight words are extremely common words we see
everyday. Students can gradually create a word wall of abstract
words such as the, as, a, and continue to fill the word wall
with common words.

Guess the Covered Word: Students insert words at empty places
in a sentence to complete the sentence in a way that makes
sense.

Making Words: Students are given a small number of letters, and
they must create words from the letter bank.

Glossary Notebooks: Students keep a list of interesting words and
definitions in their personal Glossary Notebooks.

Decoding Words

Ever encounter a new word? Try these
strategies to uncover its meaning!

Compare known words

Look for familiar morphemes
and word parts (phonics
knowledge)

Trial and error with potential
pronunciations

Utilize context clues

Replace with synonyms and
antonyms
MAKING SENSE OF WHAT YOU
READ
Text structure refers to how a text is organized, but it goes beyond visual aesthetics. When con-
sidering literacy, there are two types of textual structure: fiction and informational.

Understanding what it being read is an important skill in terms of comprehension. Reading fic-
tion and informational texts require different modes of thinking. Being aware of this while en-
gaging in reading will promote appropriate reader-text connections, and deeper understandings.
PRE-READING, READING,
AND POST-READING
Fiction Informational
A fictional text structure, is best characterized
as a story-based book. They are creative, fun,
tell some type of story, and are written to en-
tertain.
An informational text structure is best charac-
terize as a piece of writing that literally informs
you. It is factual, and is written with the pur-
pose of teaching and learning in mind.
Key Features:
Characters
Setting
Conflict
Attempts at resolution
Resolution
Key Features:
Description
Sequence
Comparing and contrasting
Cause and effect
Problem and solution
Reading for the sake of reading is always encouraged and should be done in comfort. However, as students are
learning to read, the act of reading can take on a much more pivotal role then it has in the past. By engaging stu-
dents in pre-reading, during reading, and post-reading strategies, I can improve the reading experiences of my stu-
dents and help students develop stronger comprehension and fluency skills.
Pre-Reading: The pre-reading process occurs prior to the reading seg-
ment. The goal is to tap into students funds of knowledge so they
can better connect to the reading.

Activities:


Post-Reading: The post-reading process occurs after the reading, but
not necessarily after the book has been completed. Post-reading ac-
tivities can be implemented at key intervals depending on the focus.
The post-reading process improves student comprehension, and pro-
vides an opportunity to assess the students as well.

Activities:
During Reading: The goal of this
process, is to actively engage stu-
dents in the reading. By doing this,
the students connect with the reading
in a more concrete way. As a result,
comprehension of the text increases.

Activities:
Listing Impor-
tant Vocabulary
Choral/Echo
Reading
Predictions Quote Analysis
Examining Char-
acter Motives
Visualizing and
Drawing Scenes
Analyzing the Book Cover Predictions
Guided Question and Answer Sharing Personal Stories
Examining Character Motives Read About the Author
Readers Theater Summarizations
Presenting Key Information Think Writes
Book Talks Fan-Fiction
A GLANCE AT THE COMMON CORE
READING ANCHORS
Reading Anchor Overview Example
1) Reading Closely This anchor focuses on the develop-
ment of critical thinking in regards to
reading, then supporting that thinking
with evidence from the text.
Flagging Predictions: Students will find specific evidence to
questions while they read, and will flag it. They will use
this evidence to develop and support a prediction of what
happens next.
2) Determining Central Ideas
and Themes
This reading anchor focuses on the stu-
dents ability to recognize and under-
stand big ideas, and themes in a text or
story.
Theme Walls: Students will fill a wall with different themes
present in their favorite books and movies. Following, stu-
dents will create a story that focuses on a selected theme.
3) Individual, Event and Idea
Development
The focus of this reading anchor, is for
students to begin deconstructing ele-
ments of text in an attempt to under-
stand relationships between them.
Story Webs: Students will create a web that links charac-
ters, events, and major themes and ideas together. The
students will have to defend the links between each bubble
in the web once they finish and present their product to the
class.
4) Meaning of Words and
Phrases
This anchor focuses on the words and
vocabulary used in reading; the seman-
tics of the text.
Synonym Substitutes: Students will develop different syno-
nyms for words in a text, re-read the texts with the synonym
to a partner, and decide if the new word fits in the context
of the text, then provide definitions for the original word
given the context.
5) Structure of Text This anchor is rooted in challenging
students to tackle and understand com-
plex text, and the relationships between
text structures (sentences & para-
graphs)
Story Jigsaw: In small groups, students create stories by
taking turns writing, sentence-by sentence. The challenge
is for students to maintain a logical sequence with each
sentence, and paragraph.
6) Point of View
This reading anchor requires students to
assess the role perspective plays in regards
to the content of a text.
What Really Happened?: Pairs of students will read classic sto-
ries/myths/legends and write journal entries about the major
events from the perspective of the hero and villain.
7) Diverse Media and Formats This anchor focuses on the students
ability to comprehend multiple modes
of informational sources.
Video Summaries: Students watch an informational video
or a story, and summarize the content in a thought out writ-
ten piece. The video can easily be substituted for different
forms of media, and the students can do cross compari-
sons such as movie-novel.
8) Opinions, Reasons and
Evidence
This anchor is based on rhetoric. Stu-
dents are expected to be able to com-
prehend the position a text takes, then
use that understanding to form a rele-
vant argument.
In-Class Debates: Students will be given articles on controversial
topics. They will analyze their article, and argue for or against the
assigned topic. Written persuasive essays will couple the debate.
9) Compare/Contrast Themes
and Topics
This anchor is centered around the abil-
ity for students to be able to cross-
reference texts from different authors.
Theme Analysis: Students will extract themes from differ-
ent books, and compare the strategies used to portray
similar and different themes.
10) Text Complexity
This anchor focuses on the students ability
to understand different forms of complex
text without any additional guidance or fa-
cilitation.
Peer Teaching: Students are given a narrative or informa-
tional text to read. After they finish reading their text, they
turn to a peer and teach them what they learned.
MY APPROACH TO DYNAMIC ASSESSMENT
Assessment is crucial to the success of any reading program. Without assessing student performance, there is no
way of knowing strengths or weaknesses, and you are essentially teaching in the dark. In order to avoid this trav-
esty, I implement a process known as Dynamic Assessment.

Dynamic Assessment is using multiple assessment techniques to gauge student learning. Throughout the year, I
will regularly utilize:

Formative Assessments: These are assessments that guide further instruction. These give insight to where the stu-
dent currently is academically, which allows me to plan and teach with more precision. An example of a formative
assessment in my classroom would be KWL Charts and Think Writes

Summative Assessments: These are assessments that evaluate what the student should know at certain points.
These provide quantitative data which is useful when contemplating instructional approaches, and act as summa-
ries of student knowledge.

Authentic Assessments: I plan to fill my entire curriculum with authentic assessments. These are tasks that have
a real-world application, and are meaningful to the students. Writing letters to the mayor to make changes in the
community, and setting up pen-pal assignments are just two examples of authentic assessments that will be imple-
mented in my class.

Informal Assessments: Informal assessments are what I consider, on the go check ins. These are mini-
assessments that give a quick glimpse of general student learning. Observations, student reflections, exit tickets,
and finger-fives are all examples of informal assessments.
SOCIAL JUSTICE
It is my sincere belief that the goal of education is not only to educate, but also to pro-
duce young minds that are reflective, critical, and morally sound. As I enter the field, I
hope to instill positive principles and ethics in my students that
will serve as their guiding compass as they take on the chal-
lenges of life. Furthermore, I hope that these ideals will help my
students promote and spread social justice everywhere they go.
I believe that language and literacy development is the founda-
tional backbone to this ambitious goal.

Educational theorist Paulo Freire (1970) advocated for an educa-
tional system that would create a positive change for the less for-
tunate. He was a strong believer in the idea that words held
power. I agree with this notion. Words, thus literacy, hold an un-
believable amount of influence. They hold the power to inform,
persuade, and advise. A tool such as this, when utilized appro-
priately can change the world in drastic ways. It is my hope, that my practices will gen-
erate competent readers, writers, and speakers who will utilize their skills to create nec-
essary changes throughout the world.
The function of education is to
teach one to think intensively and
to think critically. Intelligence plus
character - that is the goal of true
education.
-Martin Luther King, 1947
REFERENCES


Cunningham, P. M., & Allington, R. L. (2011). Classrooms That Work: The Can All Read and Write. Boston, MA: Pearson Education
Inc.

Freire, P. (1970). Pedagogy of the Oppressed . New York, NY: Herder and Herder.

King, M. L. (1948). The Purpose of Education. Morehouse College.

Krashen, S. (1981). Principles and Practices in Second Language Acquisition. London: Prentice-Hall International.

McLaughlin, M., & Overturf, B. J. (2013). The Common Core: Teaching K-5 Students to Meet the Reading Standards. Newark, DE:
International Reading Association.

Moll, L. C., Amanti, C., Neff, D., & Gonzalez, N. (1992). Funds of Knowledge for Teaching: Using a Qualitative Approach to Connect
Homes and Classrooms. Theory into Practice , 132-141.

Plyler vs. Doe, 457 U.S. 202, 223 (1982).

The International School. (2014). Teacher Resources. Retrieved from The International School.

Vygotsky, L. S. (1978). Mind in Society: The Development of Higher Pyschological Processes. Cambridge, MA: Harvard University
Press.