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At the beginning of the course, I thought literacy only pertained to English Language Arts or History classes.  However, I quickly learned that literacy was just as important in my chemistry class.  From analyzing the Relationships and Convergences Among the Mathematics, Science, and ELA practices Venn diagram, I was able to visualize the significance of literacy in all of these classes and how I already incorporated literacy into my science classroom.  Some examples included having students analyze and interpret their data and developing and using models.  From examining this Venn diagram, I also found it interesting how there was a significant overlap of literacy skills in all these subjects.

Caption: Representation of what I thought literacy meant at the start of this course

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From completing the Fieldwork assignment, I learned how crucial it is to teach students academic vocabulary.  Some strategies I found effective were vocabulary cards, vocabulary charts, and providing context clues.  I will incorporate these strategies into my classroom by having students create vocabulary cards or fill in vocabulary charts with a definition, picture, and an example of the key term for unfamiliar words.  These strategies are effective because they embody many of the significant principles of vocabulary learning, such as repeated exposure to multiple textual (definitions, sentence) and actively involving students in developing their understanding of the words” (Brozo, 2017, p. 243; p, 81; Echevarria et al., 2017, p. 99).

Caption: Image of Vocabulary Card with definition, image, and example.

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From completing the Fieldwork assignment, I learned how crucial it is to teach students academic vocabulary.  Some strategies I found effective were vocabulary cards, vocabulary charts, and providing context clues.  I will incorporate these strategies into my classroom by having students create vocabulary cards or fill in vocabulary charts with a definition, picture, and an example of the key term for unfamiliar words.  These strategies are effective because they embody many of the significant principles of vocabulary learning, such as repeated exposure to multiple textual (definitions, sentence) and actively involving students in developing their understanding of the words” (Brozo, 2017, p. 243; p, 81; Echevarria et al., 2017, p. 99).

Caption: Here, I am demonstrating my Funds of Knowledge as a Gymnast.

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21st Century Literacy Skills and Incorporating Technology in the Classroom

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21st Century Literacy Skills and Incorporating Technology in the Classroom

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From completing the Digital WebQuests, reading about the different technology frameworks (SAMR, 4Cs, TPAK, or ISTE frameworks), and taking this course and ETC 444, I have learned the significance of teaching 21st-century literacy skills to my students and incorporating technology into the classroom.  This class has shown me various strategies to include technology in my classroom, such as WebQuests, pooling software, and pre-recorded lecture videos.  As a teacher, I will also teach my students how to find credible sources and use software such as Microsoft Excel.

Caption: Example of how I will integrate technology into my classroom.

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I also feel more confident and prepared to teach English Language Learners (ELL).  I have a stronger understanding of how to differentiate my lessons for various levels of English language learners and have seen the importance of having an asset-based mindset. Some differentiation strategies I will incorporate in my classroom are graphic organizers, visuals, and think-aloud. I however recognize that I need to continue to study and research effective methods to effectively teach these English language learners.

Caption: Photo of me studying trying to learn more about differentiation strategies

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Brozo, W. (2017). Disciplinary and Content Literary for Today’s Adolescents (6th ed.). The Guilford Press.

Check, T. (2013). Relationships and convergences among the mathematics, sciences and ELA practices. Refined version of diagram created by Understanding Language Initiative for ELP Standards. Palo Alto, CA: Stanford University

Echevarria, J., Vogt, M., and Short, D. (2017). Making content comprehensible for secondary English learners (3rd ed.).  Pearson.

Moll, L., Amanti, C., Neff, D., & Gonzalez, N. (1992). Funds of knowledge for teaching: Using a qualitative approach to connect homes and classrooms. Theory Into Practice, XXXI(2), 132-141.