# data[].attributes.body
Establishing a classroom environment and identifying principles, ideas, and practices is the key to a successful learning environment. A literacy learning environment looks like a healthy, supportive place for students to develop and grow their literacy and reading skills. Students should feel safe and confident when pursuing knowledge. According to Adachi (2019), in an article by The International Literacy Association, this environment is a priority for students to feel seen, heard, and validated.

# data[].attributes.body
Motivation and Engagement are key components to student retention but also greatly contribute to academic success (Caruth, 2018). These two components are key, because they help students to process and engage with information presented to them. If students are not engaged or motivated to listen, then they may miss information that is critical to future learning. I hope to model motivation and engagement by defining what they are, giving a reason to be motivated and engaged, and explain how they are assessed.

# data[].attributes.body
Phonological awareness is the ability to recognize and manipulate the sound structures in spoken language, including the awareness of sounds, syllables, and rhymes. It is also defined as the awareness or detection and manipulation of all levels of the sound system being the foundation for reading and spelling Vander Kolk, B. (2024, October 21) Phonemic Awareness [Lecture]. According to the International Literacy Association, phonological awareness is a collection of several skills, such as detecting rhyme, identifying syllables, and recognizing initial sounds in words. These skills are crucial for developing strong reading abilities and lay the foundation for phonics.

Phonological awareness develops in stages, typically moving from larger units of sound to smaller ones. The stages are:

1. Word Awareness – Recognizing that sentences are made up of individual words.

2. Syllable Awareness – Identifying and counting the syllables in words.

3. Onset-Rhyme Awareness – Recognizing the initial sound and the remaining part of the word.

4. Phonemic Awareness – Involves the ability to manipulate individual phonemes or sounds in words.

# data[].attributes.body
Sight words are high-frequency words that students should be able to recognize automatically without thinking through them or puzzling them out Vander Kolk, B. (2024, October 28) Sight Word [Lecture]. These words are essential for building fluency because they are very common words that the student will encounter. According to the Dolch Sight Word List, there are over 220 common sight words (Dolch, 1948), while the Instant Word List expands on this with an additional 1,000 high-frequency sight words. Both lists aim to help students quickly recognize words to improve their reading fluency and comprehension.

# data[].attributes.body
Print concepts is the understanding of how print works and the rules governing written language. It is often interchanged with Print Awareness and both are defined as knowing the forms and functions of print Vander Kolk, B. (2024, October 16) Concepts of Print [Lecture]. According to the National Association for the Education of Young Children (NAEYC), print concepts include recognizing that print carries meaning, understanding how to hold a book, knowing that we read from left to right and top to bottom, and recognizing letters and words on a page. These skills are essential for learning to read and write, as they help children understand the mechanics of reading.

# data[].attributes.body
I will promote a literacy learning environment by establishing classroom management skills in students to promote and check their behavior. I will also nurture a positive learning environment through structured routine. This routine will involve rules set in place to keep myself and students in check.

I will promote critical thinking by teaching deep-level thinking and discussion that is grade appropriate. This will give students the opportunity to discuss, analyze, and break down ideas, which promotes critical thinking and understanding.

I will build student relationships and including all students so that they feel welcome and valued. All students will be encouraged and invited to participate with each other, in the hope this will build relationships with each other and myself.

# data[].attributes.body
In establishing these principles into the classroom, students will be challenged and nurtured to grow academically and thus foster a positive literacy learning environment.

# data[].attributes.body
Literacy motivation is a student’s desire to engage in tasks and utilize their best capabilities to develop skills and knowledge Vander Kolk (2024).

# data[].attributes.body
Motivation can be built when rewards and encouragement are set in place. I can reward students when they stay on task and giving positive encouragement can help them build and keep motivation.

# data[].attributes.body
Motivation can be assessed and examined through students' progress when working on assignments. If a student is motivated to work, then they will be diligent in completing their assignment. I plan to assess motivation everyday and make private notes on which students were and weren’t motivated.

# data[].attributes.body
Motivation can be demonstrated through modeling. If I demonstrate motivation and encourage motivation in my classroom, students will be encouraged to do the same.

# data[].attributes.body
Literacy Engagement involves students who are active in contributing to literacy learning.

# data[].attributes.body
Engagement is built between the student and the teacher and is used to hook students' attention towards a subject, idea, or concept. It can be built using an anticipatory set before introducing a topic. I can use videos, games, movement, stories, or props to grab the students’ attention and then direct that attention to engage them in the lesson.

# data[].attributes.body
Engagement is assessed by gauging students’ participation in discussions, active listening, and comprehension of the lesson presented. If a student seems to be zoning out, cognitively absent, or focused on something else, then you have lost a student's attention and will have to re-engage them. It can also be assessed through projects. If a student is not engaged, then their lack of knowledge to create a project using that information will be noticeable. I plan to assess engagement everyday, like I will motivation, and make private notes on which students were and weren’t motivated. If a student continues to not be engaged then I will talk with them to understand the root of the problem in hopes to re-engage them in the classroom.

# data[].attributes.body
Engagement can be taught and practiced through a number of methods, one of which is modeling. I will demonstrate engagement through teaching and actively listening to students, which will encourage students to interact. When they are engaged and participating, everyone can have the chance to be heard.

# data[].attributes.body
Vocabulary is a long list of words that we must know in order to communicate effectively and efficiently. Vocabulary should be frequent, extensive, and varied language experience Vander Kolk (2024) According to Literacy Information and Communication System, vocabulary can be broken down into four sections: listening vocabulary, speaking vocabulary, reading vocabulary, and writing vocabulary. Vocabulary is gathered and built upon through everyday interactions, conversations, and instruction. These lists may be very close to the same but focus on different areas of comprehension and speech.

# data[].attributes.body
Vocabulary develops through three different stages. In these three stages we can see where a student is at in their vocabulary skills. The three stages are:

1. Basic Words - These are common words that are used in everyday conversations.

2. High Frequency Words - These are used a little less commonly but help to extend a particular subject area.

3. Subject Related Words - These are words that are only used or heard in specific environments regarding very specific topics.

# data[].attributes.body
I will assess vocabulary through tests and quizzes. Students will be tested on their spelling of words or knowledge of words and their definitions. Assessment can also be assessed orally. I can listen to students' pronunciation and word usage to assess their vocabulary. Oral assessment may be the best and most efficient  form of assessment because it allows me to actively listen to students and hear different things that may be not observable on written assessments. I will assess students weekly through a simple quiz testing their knowledge and understanding of the vocabulary. I will not just assess their ability to recall the vocabulary but apply it in sentences using fill in the blank questions.

# data[].attributes.body
I will teach vocabulary in a number of ways. It will be taught through word lists that students will work on memorizing every week or I can also teach it through modeling. Modeling words that students may not understand yet can be effective because it gives them examples of the word and context and how it can be used in a sentence. I will also integrate their vocabulary words into different subjects through the books we are reading, the vocabulary used during instruction, or vocabulary words included in stories on worksheets.

# data[].attributes.body
Speaking and listening are foundational skills that build effective communication and dialogue is the interactive exchange of ideas between individuals. According to the Common Core State Standards, speaking and listening involve more than just talking and hearing; they include engaging in discussions, interpreting messages, and conveying thoughts clearly. Dialogue is defined as a true negotiation of meaning Vander Kolk, B. (2024, October 1) Teaching Dialogue [Lecture]. It encourages back-and-forth conversation where students take turns actively listening, responding, arguing, and building upon each other’s ideas.

# data[].attributes.body
Speaking, listening, and dialogue skills develop through interaction and practice. Students start by engaging in simple conversations as their vocabulary and discussion skills are still growing and eventually develop. Dialogue helps deepen their understanding as they practice responding thoughtfully, asking questions, and considering different ideas and perspectives. As the students continue to learn and grow, they learn to take turns in conversations, clarify ideas, and use dialogue to reach an understanding.

# data[].attributes.body
Assessment of speaking, listening, and dialogue skills can be both formal and informal. I can observe students during discussions, evaluating their ability to listen actively, express their ideas and thoughts, and respond to others. Speaking and listening may be assessed through presentations of their discussion. Dialogue is often assessed through participation in group discussions where students are expected to build on each other’s ideas and engage respectfully. I will assess students everyday during their discussions and group activities.

# data[].attributes.body
These skills are taught through activities like group discussions, role-playing, debates, and partner dialogues. I will model active listening techniques such as eye contact and providing feedback and encourage students to practice these skills during classroom conversations.

# data[].attributes.body
Print concepts develop as children are exposed to books and other forms of written words. I will teach print concepts to students to help them learn basic ideas such as turning pages in a book, recognizing the difference between pictures and words, and knowing that words are made up of letters.

# data[].attributes.body
I plan to assess print concepts by observing children as they interact with books and written words. I will ask students to point out where to start reading on a page, identify capital and lowercase letters, or show how to move their finger under words as they read. I will do this weekly or biweekly to ensure that students do not fall behind in their ability to identify print.

# data[].attributes.body
I will teach print concepts through shared reading, interactive read-alouds, and visual aid all throughout the classroom. I will model how to handle books, point out letters and words during reading, and discuss how print works during lessons.

# data[].attributes.headline
How/When Phonological Awareness is Assessed

# data[].attributes.subject
How/When Phonological Awareness is Assessed

# data[].attributes.body
I will use activities such as asking students to clap out syllables, identify words that rhyme, or isolate the beginning sound in words to assess their phonological awareness. Other formal assessments include measuring specific skills like blending sounds or segmenting words into individual phonemes. I plan to assess students biweekly in this area. My reasoning is that it is important to ensure students understand how to read efficiency if they want to grow in their literacy skills in other areas.

# data[].attributes.body
I will teach phonological awareness through direct instruction and practice in the classroom. There are a variety of activities I will use, such as rhyming games and syllable clapping to help students develop these skills. Integrating phonological awareness into reading and word play activities makes learning engaging and helps solidify the skills in students’ minds. I will assess students either weekly or biweekly when I assess their print concepts.

# data[].attributes.body
Sight words are learned beginning in early childhood when students first encounter basic words like “the,” “and,” or “is.” As they grow, students work on recognizing more complex sight words that frequently appear in texts or in everyday conversations. Repeated exposure through reading and practice helps students commit these words to memory.

# data[].attributes.body
Sight words are taught using a combination of strategies, such as word walls, flashcard drills, and interactive games. Students should have repeated exposure to sight words in different contexts, such as books, worksheets, or classroom activities. Repeated exposure reinforces learning.

# data[].attributes.body
I will assess sight word knowledge using flashcards, written assessments, oral assessments or reading passages. I can ask students to quickly identify or read a set of sight words using a list on a page or flashcards to gauge their fluency. Students can also read texts aloud so that I might observe whether they can recognize high-frequency words. I will assess students' knowledge and comprehension of sight words daily. Once students master a set of sight words, I will begin working on another set with them.

# data[].attributes.body
Culturally responsive teaching is the use of cultural knowledge, background experiences, frames of references, and performance styles of culturally diverse students in order to create learning opportunities that are more relevant and effective for them Vander Kolk, B. (2024, November 13) Culturally Responsive Teaching of Literacy [Lecture]. Culturally responsive practices involve teaching approaches that recognize and value students’ cultural backgrounds in the learning process. According to a post published by Education Week, these practices seek to incorporate students’ cultural identities and lived experiences into the classroom as tools for effective instruction. This approach acknowledges diversity and fosters an inclusive environment that respects and celebrates all students’ identities.

# data[].attributes.headline
What does Culturally Responsive Practices accomplish

# data[].attributes.subject
What does Culturally Responsive Practices accomplish

# data[].attributes.body
Implementing culturally responsive teaching practices can significantly benefit students. It builds motivation by showing students that their culture and traditions are valued in the classroom. It also taps into students’ funds of knowledge and skills which come from their cultural and life experiences. This allows them to connect learning to their own lives and it helps to create a sense of belonging by making them feel part of the learning community. This teaching method can increase engagement and academic success.

# data[].attributes.headline
What are some strategies for implementation 

# data[].attributes.subject
What are some strategies for implementation 

# data[].attributes.body
Some of the strategies that I would use to build culturally responsive teaching and learning is providing diverse books and worksheets that include stories that provide perspective and shine light on other cultures. I will also incorporate the cultures of students into my lesson by finding ways to connect the knowledge with their traditions or prior knowledge. Also fostering an environment where students feel respected and safe to talk about their culture to other students and discuss their differences is a get way to promote this type of classroom culture.

# data[].attributes.body
Fluency is the ability to read smoothly, effortlessly, and expressively. It is a combination of skills such as concepts of print, phonetic awareness, phonics, and sight word recognition Vander Kolk, B. (2024, October 30) Fluency [Lecture]. According to Rasinski (2010), fluency serves as a bridge between decoding and comprehension, allowing readers to focus on making meaning rather than struggling to identify words. Fluent readers can read smoothly and effortlessly, making reading more enjoyable.

# data[].attributes.body
Fluency develops through consistent practice and exposure to reading. Early readers begin by decoding individual and smaller words, gradually improving their speed and accuracy. As they continue to work on their fluency, they gain familiarity with high-frequency words and patterns and as a result their reading becomes more automatic. Listening to fluent reading, engaging in repeated readings, and practicing with texts at an appropriate level all contribute to developing fluency.

# data[].attributes.body
Fluency is taught through strategies such as modeling fluent reading, using repeated reading exercises, and incorporating partner reading activities. I will model fluent reading by reading aloud, emphasizing expression, and pacing when I read in front of the class. Students benefit from repeated practice with texts that are at their independent reading level, as this reinforces automatic word recognition.

# data[].attributes.body
I will assess fluency through oral reading activities, where I will evaluate student’s reading speed, accuracy, and expression. I will also use timed readings to measure words per minute and identify areas where students may need additional support. I also plan to listen to students as they discuss and read aloud in class. I plan to assess students’ fluency weekly to ensure that students are on track and do not fall behind.

# data[].attributes.body
Comprehension refers to the ability to intentionally think through and construct meaning of a text. Reading Comprehension is also defined as the ability to engage with, understand, and respond to a text Vander Kolk, B. (2024, November 4) Reading Comprehension [Lecture]. It involves not just decoding words but also connecting them to prior knowledge, making inferences, and critically analyzing the text. According to Duke and Pearson (2002), reading comprehension is a process where readers actively construct meaning through their engagement with the text and the use of various cognitive strategies.

# data[].attributes.body
Reading comprehension develops as students gain proficiency in reading skills such as decoding and fluency. Early comprehension begins with understanding simple sentences and stories, and as students grow, they learn to analyze more complex texts and stories. Reading comprehension is fostered through activities that encourage questioning, summarizing, predicting, and making connections between the text and their own experiences or other knowledge.

# data[].attributes.body
I will teach reading comprehension through summarizing, visualizing, and questioning. I can model these strategies by thinking aloud while reading, demonstrating how to analyze and interpret text. Reading groups and discussions can also help students practice comprehension skills collaboratively while also helping them to reflect on the discussion.

# data[].attributes.headline
How/When Reading Comprehension is Assessed

# data[].attributes.subject
How/When Reading Comprehension is Assessed

# data[].attributes.body
I will assess reading comprehension through various methods. Some assessments I will use include asking students to summarize a text, retell a story, or answer questions that reveal their ability to infer meaning or identify the main idea of the story they are reading. Observations during discussions or reading activities also provide insights into students’ comprehension skills. I plan to assess students in this area whenever we have a book or text we are working through. Students are encouraged to read everyday so I could offer worksheets for students to write down what they read at home and use those worksheets to work towards a reading goal of some sort.

# data[].attributes.body
Phonics is defined as the instruction in the sound-letter relationships used in reading and writing Vander Kolk, B. (2024, October 28) Sight Words[Lecture]. Phonics is a system that tells us which grapheme spell which phoneme Vander Kolk, B. (2024, October 23) Phonics Instruction [Lecture]. According to Mesmer (2020), phonics instruction means offering instruction that may be both qualitatively and quantitatively different. Qualitatively different instruction is decoding different types of words based on the students current level. However, developmentally responsive instruction incldues more repetition, practice, modeling, and time to advance toward essential developmental milestones.

# data[].attributes.body
Phonics develops as students learn the alphabet and begin to understand that letters represent sounds in language. This process starts in early childhood with letter recognition and blending sounds to form words. As students grow, they learn to recognize more complex patterns, such as digraphs and long vowel combinations.

# data[].attributes.body
Phonics is taught using instruction that introduces letter-sound relationships in a sequence. I plan to use activities like word building, sorting, and blending exercises to reinforce these concepts. I will also use phonics games and interactive tools to engage students and provide opportunities for students to apply their phonics skills in reading situations.

# data[].attributes.body
I will assess phonics through various tools, such as letter-sound tests and word-reading tests. The goal of these is to assess where students' knowledge is at and discover areas that may need improvement or if they are ready to continue on to harder material. I will also evaluate students’ ability to decode words, which will require them to apply their phonics skills without relying on memorized word recognition. Observing students during reading activities provides insight into how well they can apply their phonics knowledge. I will assess students weekly using these methods in order to ensure students do not fall behind.

# data[].attributes.body
Caruth, G. (2018, June). Student Engagement, Retention, and Motivation: Assessing Academic Success in Today’s College Students. Participatory Educational Research. https://files.eric.ed.gov/fulltext/ED585863.pdf

Vander Kolk, B. (2024, September 16) Literacy Motivation & Engagement [Lecture].

# data[].attributes.body
Armbruster, B., Lehr, F., & Osborn, J. (2001, September). Put Reading First. The Literacy Information and Communication System LINCS. https://lincs.ed.gov/publications/html/prfteachers/reading_first1vocab.html

Vander Kolk, B. (2024, October 9) Vocabulary Instruction [Lecture]

# data[].attributes.body
Vander Kolk, B. (2024, October 1) Teaching Dialogue [Lecture]

# data[].attributes.body
Unknown. (2022, August). Read together to support early literacy. NAEYC. https://www.naeyc.org/our-work/families/read-together-support-early-literacy#:~:text=Learning%20the%20conventions%20of%20print,the%20page%20in%20vertical%20columns.

Vander Kolk, B. (2024, October 16) Concepts of Print [Lecture]

# data[].attributes.body
International Literacy Association. (2019). Phonological awareness in early childhood literacy development [Position statement and research brief]. Newark, DE: Author.

Vander Kolk, B. (2024, October 21) Phonemic Awareness [Lecture]

# data[].attributes.body
Vander Kolk, B. (2024, November 13) Culturally Responsive Teaching of Literacy [Lecture]

Will, M., & Najarro, I. (2023, March 24). What is culturally responsive teaching?. Education Week. https://www.edweek.org/teaching-learning/culturally-responsive-teaching-culturally-responsive-pedagogy/2022/04

# data[].attributes.body
Dolch. (2023b). Dolch word list by grade (frequency). IXL Math Practice. https://dolchword.net/by-grade-frequency/

Vander Kolk, B. (2024, October 28) Sight Word [Lecture]

# data[].attributes.body
Rasinski, T. V. (2010). The Fluent Reader: Oral and Silent Reading Strategies for Building Word Recognition, Fluency, and Comprehension (2nd Edition). New York: Scholastic.

Vander Kolk, B. (2024, October 30) Fluency [Lecture]

# data[].attributes.body
Duke, N., Pearson, P. (2002, January). Effective Practices for Developing Reading Comprehension. Scholastic red. https://faculty.washington.edu/smithant/DukeandPearson.pdf

Vander Kolk, B. (2024, November 4) Reading Comprehension [Lecture]

# data[].attributes.body
Mesmer, H. (2020, January). Developmentally responsive phonics instruction: A research-based approach. Heinemann. https://blog.heinemann.com/developmentally-responsive-phonics-instruction-research-based-approach

Vander Kolk, B. (2024, October 23) Phonics Instruction [Lecture]

Vander Kolk, B. (2024, October 28) Sight Words[Lecture]