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The teacher is successful because her methods allow students to engage with the six C’s: choice, challenge, control, collaboration, constructive comprehension, and consequences. I plan to implement similar strategies in my future classroom to foster a love of reading and writing.

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The teacher uses various strategies to create excitement around reading and writing, making it something students want to engage in rather than a punishment. One idea is a “Please Read” bin, where students can contribute books, they want the class to read. This approach allows students to have their choices honored rather than being turned down if they ask for a book at an inconvenient time. Another strategy is employing positive peer pressure or having students write book recommendations so others can discover new titles. Additionally, activities like flashlight reading, pajama day reading, or buddy class reading provide fun, engaging ways to promote literacy.

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The teacher motivates and engages students by allowing them to have their own book bins, choosing where to read in the classroom, providing broad writing topics that will interest them, and offering homework assignments with choices.

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Choice is crucial to students' literacy development because it enables them to select what they find interesting or enjoyable. This empowerment keeps them motivated to learn, rather than completing tasks simply because they must.

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Brazelton implements a few strategies to get her kindergarten class engaged in reading and writing. She starts by sharing her own excitement about reading with her students and encouraging them to view reading as a reward. For example, she reads "Elephant and Piggy" if the students are finished with work, and it's something her class looks forward to. She has a bin for students to put books they would like read aloud, called the "Please Read" bin.

Case encourages her students to choose books they are interested in, and prompts them to try new ones as well. She does this by introducing new books that come into her classroom or the school. She tells her students what the book entails and why they might be interested in it.

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Brazelton is successful in engaging her students in meaningful literary experiences. She engages her students by providing them with choices, catering to their interests, and building their intrinsic motivation to read.

Case focuses on her students' interests and gets her students excited by introducing books in a meaningful way.

I will be implementing a few of their strategies to engage and motivate my students. Specifically, having a place for students to voice books they would like read/or to read and introducing new books to students.

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Brazelton uses choice to motivate her students by providing them with an organized library and personalized reading bins. The students can choose what they read, which motivates and engages them.

She also created an interactive play center, which often switches themes to keep her students engaged. The students have many activities to choose from, allowing them to build their literacy skills in a way that is meaningful to them.

DeCoster uses choice to motivate her students to write. She allows them to write about things that are meaningful to them, while staying under a broad topic. For example, she told them to persuade others to go to their favorite place, and to come to their town. However, they could write about what was important to them.

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Choice is important to students' literacy development because when students have autonomy to read and write what they choose, they are more motivated and engaged. They aborb concepts and are able to create connections between content and text. When students have a choice in what they read, they are more likely to read for enjoyment and build intrinsic motivation.

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The teacher generates excitement about reading and writing by giving students real choices in the texts they read and the topics they write about, using high-interest materials connected to their lives, and making literacy a social activity through partner reading, discussions, and sharing time. She also celebrates student work with displays and “publishing parties,” reads aloud expressively to draw students in, and sets achievable goals so children can see their progress. These strategies help students feel ownership, pride, and enthusiasm for developing their reading and writing skills.

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I think she is successful because she makes reading and writing meaningful, social, and student-centered. By giving students choice, connecting texts to their interests, and celebrating their work, she builds ownership and excitement for literacy. I would use similar strategies in my future classroom by offering a diverse library, letting students pick where and what to read, using partner discussions and author’s chair to make literacy collaborative, and regularly displaying or publishing student writing so they feel proud of their growth. These approaches create a positive environment where students want to read and write.

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The teacher motivates and engages students by giving them authentic choices in both reading and writing. Instead of assigning the same text or prompt to everyone, she offers a range of books at different levels and on varied topics so each child can pick something that interests them. In writing, students can select their own topics or formats, which helps them feel ownership of their work. By allowing students to make decisions about what they read, what they write, and sometimes where they sit to do it, the teacher taps into their interests and sense of control, increasing their enthusiasm and persistence with literacy tasks.

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Choice is important to students’ literacy development because it gives them ownership of their learning. When children can pick books and writing topics that match their interests and reading levels, they’re more motivated to read and write and more likely to stick with challenging tasks. This increases the amount of time they spend practicing, which in turn builds fluency, vocabulary, and comprehension. Choice also helps students see reading and writing as enjoyable, personal activities rather than just assignments, which nurtures a lifelong positive attitude toward literacy.

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Choice, a motivational factor for students. Why is it motivational? Choice is motivational specifically in the video we watched because she allows her students the freedom to choose books that interests them. She allows her students to have their own book bins that they can fill. The teacher does a great job at providing a variety of books for her students to explore and engage with. She stated how she thinks in her kindergarten classroom that the freedom of choice in their literacy sparks a "new level of excitement" for them, in which I can not agree more. It encourages independence and makes the learning more fun and enjoyable when they choose things that interest them. The teacher Megan said that she thinks her students produce higher quality work when given a choice. I agree, I think it is much easier and much more fun to do work on something you enjoy doing. All in all, teachers use choice as a way for students to express their ideas and to give them some sort of independence and student-led ways of learning.

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Choice is important in literacy development because when given the freedom to be "in charge" of your own learning, students tend to excel in what they are doing. Choice initiates an independence and allows students to have their own creative freedom when getting into a topic. Whether it is a full range freedom to choose or a directed choice by giving a select set of books for example, that "choice" is only expanding their literacy development. When they choose the things they are interested in and get to expand on the things they enjoy picking up to read, you can see a whole world of change and expansion in literacy. Students tend to absorb more an be more concentrated and engaged when it is a topic they enjoy researching or learning about. Most definitely an important factor to keep in mind going into my (our) teaching career(s).

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The teacher uses a couple different strategies. Highlighting one of the specific themes is they both use reading and writing as encouragement, not punishments. What I mean by this is they gave examples like they don't use writing or reading as a punishment during times they would receive recess or other free choices of the day. The teachers use excitement methods like talking about the new books that came into the school or class and then reading them together! They build the excitement for reading and writing and made it a sacred time. I really liked the idea of the "please read bin", allowing students to make a choice to read a book as a class but during the appropriate time encourages anticipation and excitement to share that book with the teacher and their fellow peers.

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I think they are successful in their classrooms because they don't "think" or "present" like most teachers do. They think how their students would want to learn, and although that isn't directly said, I could infer it because of every point they made throughout both videos. Allowing things like dramatic play stations, making post cards to make literacy fun, allowing choice in their reads, doing a "please read bin". All of these concepts, and everything else they are doing not only set up their classroom for success, but most importantly their students. They incorporated fun and learning and made the aspect of learning more enjoyable. I know I would enjoy coming to school if I had fun things like this in my classroom. It will be my inspiration to incorporate things such as these concepts throughout my future classroom!

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The teacher has many ways she generates excitement about reading and writing. She uses positive peer pressure where she shares her excitement about getting new books in and explains the parts of the books she thinks her students will like. She has a recommendations wall that students can submit some of their favorite books to that can help other students find a book to read. Reading and writing is not used as a punishment and is often a reward with different ways a student can read. They have flashlight reading parties, pajama reading parties, and peer reading with another class. Another teacher used a read aloud bin where students can submit books that they want the teacher to read.

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I think she is successful because she is presenting reading in an appealing way to students rather than making it a requirement that students don't enjoy. She genuinely shows her excitement about reading. She allows them to make their own choices about what books they would like to read and even has suggestions if students are struggling. I have not seen the please read bin before and think that is a great idea. I love that instead of telling the student no because it's not an appropriate time, she created another way to make sure student's choices are being listened to. I definitely will be using that in my future classroom. I also want to make sure I share my love of reading with the class and let them know it's not something you just do in school, it can be a hobby too. Having different reading rewards is a good idea too. I think it would be really enjoyable to change up reading party themes.

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The students have a variety of choices they can make throughout the day. They are able to choose what book clubs they are in, what books they read, where they want to play during free choice, they are given a broad topic for writing and then can choose a specific topic within that, and even have a choice for their homework on what they would like to do. Having these choices helps students not feel like it's not something they are required to do. They still have some freedom of what they do throughout the day.

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Choice is important for student's literacy because it gives them some sense of power and control over their learning. It helps students to be more engaged with what they are learning and the work they are doing. If they are constantly reading and writing about topics they have no interest in, it can create a negative relationship with reading and writing. Having choices helps students have positive relationships with literacy in and out of school

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Marlo Stewart

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Choice is special because it is a look inside who a student is and how they think they learn best. Choices allow students to follow their feelings on what they think will work best for them. It is much more enjoyable to complete a task because you choose to, than because you have to. This promotes literacy development because it makes the student look deeper into why they have preferences or why their choices fall one way. It makes them think about their options deeply to make a smart choice for them.

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The teacher allows a lot of freedom and creative outlets for the students as far as choices go. The options flow from where to read, what to read, homework questions, book bins. These options allow students to follow their choices and be more engaged with the assignments they are tasked with. It is important for an educator to guide, but also allow room for student choice as this teacher does very well. I personally really like the personalized book bins, and will be using this in my classroom one day!

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The teacher does a wonderful job of making reading seem exciting, engaging, fun. By sharing their own excitements about a new story, it makes it that much more interesting to students. It is important to allow the students to share about their favorite books, which is encouraged here. I really enjoyed the idea of making reading and writing a social event for students with things like discussions or partner readings. These students are often left with what I would call guided choices, where it is up to them to chose what they are interested in but also are part of discussion of other books while also seeing suggested readings by the teacher. Lots of great tools to generate excitement here!

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I see success in a lot of these strategies and things I can and will use in the future. I think the idea of making reading appear as exciting is not easy for educators. The students having choices, allowing suggestions for read aloud books, allowing time for discussion and interaction of ones favorite books, suggestion on new reads but not pressure on new reads, etc. These tactics I find to be easily something I see in my classroom and will hope to have success as well. The success comes when student interaction is high. When they are excited for a read aloud or they are excited to discuss their own readings that is when you know our methods are working.

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V1 - Q1

The teacher generates excitement for reading and writing to her students by being open and honest with her love for reading and writing during her personal time. She also gives students a chance of ownership for read-aloud times where they can choose a book by inserting in the "please read" bin. When the teacher gets new books, she gets excited and in a way hypes up the book to her students to get them and keep them excited about a particular read. She gives some extra time for reading like: flashlight reading, buddy reading, pajama reading. Giving the students a reading reward to get excited about. The teacher also allows for a share to fellow students something fun about the book that they just got reading. In hopes that it would get students excited about potentially reading the same book. The students also offer the "need a book" station. This spot allows the students to offer a book up to their classmates that can help build lifelong readers.

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I think she was successful because she was also passionate about sharing her love with her students. She thought of various different ways that may connect better with the different sets of learners. This looks like partner reading, offering the read next wall, hearing a favorite from a classmate etc. She doesn't make it so content focused or attached to the standards that teachers have to focus on but she adds a friendly connection and almost builds a reading community within her class. I would something like these ideas within my classroom because I want my students to also become lifelong readers. I don't want them to feel forced to read. I would offer the read next wall for my students. This is offering them an opportunity to build their list of books to read and add to their shelf. Building the positive and healthy environment of understanding and connection for my students during reading time is important for me. Especially when I can see just how much of a struggle reading can be for so many students.

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The teacher offers students a chance to join the book club that they want to be a part of. Focusing on one particular topic. The students also get an individual book bin where they can choose various different books that might interest them. This gives them the choice in books that they read. The teacher offers free choice time. This is a time for students to choose what they would like to do for their free time. In the free choice time. She loves to focus on their dramatic play area. She talked about how the current dramatic play is at the post office. This allows students to write letters and words. The second teacher offers a free choice in writing. She notices that she got a higher quality of work. Noticing that if she was choosing what they were writing. The motivation level was very low. But on the other side, they got the chance to write about their choice, it changed the motivation level, and they took charge in their work. Instead of reading or writing homework. The teacher gave them a choice on whether it was an educational website, or interviewing a family member, reading, or a short story.

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Having a choice is so important for students literacy development because they get a variety of different things. Not one students interests and likes are the same. So giving them the option to choose, allows them to show who they are as a person and connect on a different level.