Assignment:
Reflection Essay
Write a Reflection that includes the following below: Based on your work throughout your learning. Using APA style and references use in the course and other references.
Write 3 page: Reflection Essay that includes the following below:
1. Explain how your learning in this course might guide your learning in subsequent specialization courses and in your ongoing professional development as a literacy teacher.
2. Explain how you might identify ways to apply the concepts in this course to current or recent situations to influence the academic and personal lives of your students.
3. Summarize your growth in skills and understanding for working with the specific type of literacy learner (Intermediate, Advanced, or Transitional) that you identified, and provide specific examples from your literacy instruction.
4. Provide one or more insights about how you might share your knowledge and skills learned in this course related to literacy instruction and/or developing literacy learners and its importance with your colleagues.
Helpful References Use in this Learning
Dalton, B. (2013). Engaging children in close reading: Multimodal commentaries and illustration remix. The Reading Teacher, 66(8), 642-649.
Burke, B. (n.d.). A close look at close reading: Scaffolding students with complex texts.
Afflerbach, P., Cho, B.-Y., Kim, J.-Y., Crassas, M. E., & Doyle, B. (2013). Reading: What else matters besides strategies and skills? The Reading Teacher, 66(6), 440-448.
Hollenbeck, A. F., & Saternus, K. (2013). Mind the comprehension iceberg: Avoiding titanic mistakes with the CCSS. The Reading Teacher, 66(7), 558-568.
Tompkins, G. A. (2010). Literacy for the 21st century: A balanced approach (5th ed.). Upper Saddle River, NJ: Pearson.
•"Teaching the Reading and Writing Processes" (pp. 52-65)
Bottomley, D. M., Henk, W. A., & Melnick, S. A. (1997). Assessing children's views about themselves as writers using the Writer Self-Perception Scale. The Reading Teacher, 51(4), 286-296.
Cummins, S. (2013). Close reading of informational texts: Assessment-driven instruction in grades 3-8. New York, NY: The Guilford Press.
• "Determining Importance in a Text" (pp. 134-156)
Brabham, E., Buskist, C., Henderson, S. C., Paleologos, T., & Baugh, N. (2012). Flooding vocabulary gaps to accelerate word learning. The Reading Teacher, 65(8), 523-533.
Karchmer-Klein, R., & Shinas, V. H. (2012). Guiding principles for supporting new literacies in your classroom. Reading Teacher, 65(5), 288-293.
Hutchison, A., & Woodward, L. (2013). A planning cycle for integrating technology into literacy instruction. The Reading Teacher, 67(6), 455-46
Halladay, J. L., & Moses, L. (2013). Using the Common Core standards to meet the needs of diverse learners: Challenges and opportunities. New England Reading Association Journal, 49(1), 33-44.