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Portion of Midterm Reflection

I have learned many ways to incorporate language arts into science and social studies. The first class reading that has helped me work toward my goals is “Sequencing and Graphic Novels with Primary Grade Students.” This article discusses incorporating graphic novels and comic strips into the classroom as a way to work on reading comprehension and writing (Chase. M., Son, E.H., & Steiner. S., 2014). This is a great tool I can use in my second-grade class. This activity would be a highly engaging way to integrate reading, writing, and science together.

In conjunction with learning about graphic novels, another reading that has helped me work toward my goals for this course is “Integrating Literacy and Engineering Instruction for Young Learners.” The article offers strategies to incorporate engineering into my science and literacy instruction (Wilson-Lopez. A. & Gregory S., 2015). This is something I have never done before but it would be a great way to develop critical thinking and literacy skills in my students.

The final reading that helped me work toward my goals is the “Social Justice Standards: The Teaching Tolerance Anti-Bias Framework.” Prior to this class, I had no idea these standards even existed. What I really enjoyed reading about the standards was how the standards are broken down by grade level and each section presents a scenario that is age appropriate. This gives me good examples of what I could include in my classroom. One standard in particular that really stood out to me was Justice 15, JU.K-2.15, which states, “ I know that life is easier for some people and harder for others and the reasons for that are not always fair” (Teaching Tolerance, 2016). I was able to use this standard as a focus standard in my Pay it Forward project which involves helping homeless children.

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(a) How have you grown as an author?
I have grown as an author because I feel like my transition sentences sounded very similier. I think I have learned to write different transition sentences since this post.
(b) What did you learn in relation to the writing/text-authoring process?
I learned as an author I need to think outside of the box and bring new phrases into my writing. This will help my writing sound less repetitive.
(c) How might you implement what you learned in language arts?
In my classroom, I can teach my students how to write different types of transition sentences between their thoughts. This language arts strategy would fit perfectly into an opinion writing unit when students are writing transitions between their paragraphs.

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This week I learned a few different things from the readings and other materials. First, in the 2014 ELA/ELD Framework Chapter 9, it states "it is important to continuously strive for equality in all classrooms, schools, and districts." This is very important to work towards because California is so diverse yet not equal. If you go to Manhattan Beach versus South Central there are significant inequalities between the classrooms, schools, and districts. There is also not the same opportunities in different areas. Further, I learned one way to strive for this equality is to teach in a culturally and linguistically responsive way. This requires teachers in every district, school, and classroom to be knowledgeable of the different cultural backgrounds and interests of their students. It also requires teachers to meet the linguistic needs of their students.

In Understanding Language by Hull and Moje, I learned about the Kamehameha Project. I found it interesting how the "the project demonstrated improved literacy learning among Hawaiian children when Hawaiian "talk story" practices were integrated into reading instruction." I did some additional research on this topic and found this link that describes the project in more detail. This is a strategy I would like to try because my students speak a combination of English, Hebrew, and Spanish. They also all come from various cultural and socio-economic backgrounds. I think by using the talk story practice my students would be highly engaged in the stories and learn from each other's backgrounds and perspectives.

http://apasseducation.com/talking-story-sharing-experiences-in-a-hawaiian-classroom/

Finally, I learned about the social justice standards. I didn't know they existed but I plan to use them now to guide my instruction when teaching my students about tolerance. Some of the standards that stood out to me are:

1."I will speak up or do something if people are being unfair, even if my friends do not."

2. "I know everyone has feelings, and I want to get along with people who are similar to and different from me."

These are two areas my particular class struggles with and I would like to address.

In conclusion, I think if we teach students to be more compassionate and empathetic they will grow up in a more tolerant, fair, equal, and just world. They will be more accepting of different cultures, different languages, and different perspectives.

Here is a TED talk about empathy. Maybe it will inspire you to teach your students to be more empathetic so your students can be more tolerant and accepting of ALL people in this world, regardless of race, culture, linguistic abilities, sex, and socio-economic background.

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The power of empathy: Helen Riess at TEDxMiddlebury

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(a) How have you grown as an author?
On this post, I included a few direct quotes from the articles. I have learned in APA format, I need to paraphrase what an author says instead of quoting.
(b) What did you learn in relation to the writing/text-authoring process?
I learned I need to take the time to put what the author is saying in my own words and then cite the author instead of just quoting the article.
(c) How might you implement what you learned in language arts?
I think teaching my students how to paraphrase or summarize what an author is saying is a great strategy to teach my second graders. I could implement this strategy anytime students are taking notes on literature. I think teaching them this skill at a young age will benefit them greatly as they move up through the grades. By the time, they get to high school they should be pretty good at it.

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I Am From

By Olivia White

I am from Valencia

I am from Bakersfield

I am from Simi Valley

I am from pasta and meatballs

I am from sushi

I am from steak and potatoes

I am from chicken and rice

I am from la familia

I am from always give 110%

I am from how you practice is how you play

I am from always lead by example

I am from my husband, Nick

I am from mother, Gina

I am from father, Mike

I am from my brothers, Branden & Preston

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(a) How have you grown as an author?
I have acquired a more positive outlook on writing poetry. I feel more confident in including poetry in my classroom and modeling the writing of it for my students.
(b) What did you learn in relation to the writing/text-authoring process?
I learned it takes a lot of reflection to write a poem about yourself. Poetry is a style of writing I didn't really ever enjoy because I always viewed it as hard to write. As an author writing the poem, it helped me to have a sentence structure to follow and insert my thoughts in certain areas.
(c) How might you implement what you learned in language arts?
Before this assignment, I had never done an "I am from" poem before. It allowed me to reflect on where I am from and my own life experiences. It also was a great way to learn about my classmates. In my classroom, I will implement this poem during our poetry unit. Since poetry can be challenging for second graders to write, providing them with a format to follow will make writing poetry easier.