Standard 2.4 Literacy Strategies
Candidates collaborate with classroom teachers to reinforce a wide variety of reading instructional strategies to ensure P-12 students are able to create meaning from text. |
Reflection
"The more that you read, the more things you will know. The more you learn, the more places you'll go." — Dr. Seuss
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My years as a fourth and second grade teacher in MCPS will certainly help me teach students to create meaning from text as a media specialist. I am familiar with using a wide range of instructional strategies, graphic organizers and questioning techniques to support students’ reading development. I also have experience working with students with diverse developmental, academic and linguistic needs within my reading block. SLM503 Children’s Literature and SLM504 Young Adult Literature helped me apply my experiences to the library and expand on my existing knowledge base.
In Children’s Literature, I explored the instructional strategies of anticipation guides and “Prove It!” discussion groups. Both of these strategies encourage students to monitor their own understanding, support their ideas with details from the text and comprehend what they are reading. I will also be able to use these strategies in the library with print or digital resources to support teachers’ instruction in the classroom.
In Children’s Literature, I explored the instructional strategies of anticipation guides and “Prove It!” discussion groups. Both of these strategies encourage students to monitor their own understanding, support their ideas with details from the text and comprehend what they are reading. I will also be able to use these strategies in the library with print or digital resources to support teachers’ instruction in the classroom.
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I explored the instructional strategy of book clubs in Young Adult Literature. I learned that the relaxed format of a book club helps many reluctant readers step out of their comfort zones. Book clubs also create an environment in which students can understand the deeper meaning of a text after discussing it with their peers. By collaborating with classroom teachers, media specialists can target specific students for book clubs to address various academic, social or emotional needs within the school community.
I also discovered Google Lit Trips during Young Adult Literature, which is a wonderful digital tool to support specific novel studies occurring in the elementary and secondary classroom. These Lit Trips integrate Google Maps and other multi-media tools to guide students through the setting of a novel. This is especially helpful in supporting students’ comprehension when the novel requires background knowledge about a specific time period or place.
All of these instructional strategies are most effective when they are used to support classroom teachers’ instruction. Therefore, I plan to be proactive in presenting these strategies to teachers. Then, I can collaborate with them to put these strategies and my experience as a reading teacher to good use in the library.
I also discovered Google Lit Trips during Young Adult Literature, which is a wonderful digital tool to support specific novel studies occurring in the elementary and secondary classroom. These Lit Trips integrate Google Maps and other multi-media tools to guide students through the setting of a novel. This is especially helpful in supporting students’ comprehension when the novel requires background knowledge about a specific time period or place.
All of these instructional strategies are most effective when they are used to support classroom teachers’ instruction. Therefore, I plan to be proactive in presenting these strategies to teachers. Then, I can collaborate with them to put these strategies and my experience as a reading teacher to good use in the library.