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I believe I met objective 13.1 in a compelling way. I met this objective using the learning team activities for the week as well as the readings to guide me through the activity. My learning team partner and I created three sets of lessons for both comprehension and word solving. We choose our lessons from the book and picked the ones that stood out the most to us as well as the ones that we plan to use in our future classroom. The other learning team activity for this week was to write a formal lesson plan in either comprehension or word solving. We started our lesson plan but did not completely finish it since it is not due until next week.
The readings as well as the videos for this week helped me meet objective 13.2. After reading the readings for the week, I had a couple ideas in my head on how teaching comprehension and word solving would go. Then I watched the three videos and those really laid how out how those ideas should be taught. I really enjoyed the videos and it helped put reader’s workshop in to play in an actual classroom instead of having these ideas in my head on what should be happening. I also talked about these three videos in the discussion post for the week. I talked about what I noticed and what I thought was important.  I also tied the videos back to the readings and how they related to each other. I read about what my peers noticed, and they noticed a lot of different things than I did which I found interesting. I responded to two of them as well.
Objective 13.3 was met in a compelling way this week because of the portfolio of practice we had to do. Using the readings as guidance, I compiled a list of children’s books that would be beneficial to have to help teach reader’s workshop. The readings allowed me to understand how we use literature to teach reader’s workshop. I really enjoyed making a list of children’s literature as I have already started collecting books for my classroom library. It is helpful to find out what books are good examples to use while finding out which books are not the greatest selections.
Objective 13.4 was met in a compelling way because in all the objectives above, I talked about what helped me get to the point where I could meet each objective. I used a combination of the readings, the videos, the discussion posts, the learning team activity, and the portfolio of practice this week in order to meet the objectives. In many cases, I also described what I did in the activities and the discussion posts to help better understand why I met the objectives. Overall, I think this module went really well. I really enjoyed the videos this week. I always love seeing what we are learning about in class actually take place in a classroom. It helps me find meaning behind my work since I am currently not in a classroom student teaching. My partner and I definitely need more time next week to work on the full lesson plan. We focused on the learning team activities that were due this week in class and did not get much time to work on the full lesson plan. Something I learned that does not fit the objectives would have to be what I gained from the videos. The different strategies that we read about in the book for teaching comprehension and word solving were a little different from the strategies in the book. That was interesting. For the next module, I plan to have the learning team activity from this week done so we can review it in class. Other than that, I plan to continue to approach each module just like I have been. I think I found a strategy that works for this class!

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Objective 11.1 was met in a compelling way due to the learning team activity for the week. Prior to class on Thursday, my learning team partner and I made sure to have read all of the required readings and watched the required videos so that we could come up with two sets of ideas for revision in Writer’s Workshop and one set of ideas for teaching skills in Writer’s Workshop in our future classrooms. We worked through the assignment, bouncing ideas off of each other helping us to fully understand each concept.  We came up with a few different ideas on how we can teach revision and skills in Writer’s Workshop.

I believe I met objective 11.2 in a compelling way because of the learning team activity for the week. After reading all the chapters for this week as well as watching at the videos for this week, I worked with my learning team partner to come up with three crafts we can teach in our future classroom during Writer’s Workshop. We then came up with a few different lessons we can do to help teach these crafts to our students. We found multiple books that represent the craft being used so students will have a model to go off of. At the end of class on Thursday, we all came together and talked about some of the things we learned from our learning team activities this week and I shared how I learned that one book can be an example of multiple different crafts, but it is important to try and only teach one craft at a time, so students do not get confused.

I met objective 11.3 in a compelling way. I used the discussion posts as well as a couple of videos to meet the objective of demonstrating knowledge of the writing conference. In my discussion posts, I talked about some of the main ideas that stuck out to me in the writing conference video. One of the main things I pulled out from the video was how you should try and let your students talk through their writing with you so you can get the full message because it is hard for students to get all of their ideas down when they are new to writing. Also, it is important to just not tell your students what they did wrong. It is a conference, and you are supposed to talk through their writing together.

Because of the discussion post, learning team activity, readings, and videos for the week, I was able to meet objective 11.4 in a compelling way. Using information from the readings and the videos, I talked about how a mini lesson, independent writing, and shared writing can all be assessed in my discussion posts. In my learning team activity for the week, I also came up with an informal checklist I can use as a future teacher during each of these phases of Writer’s Workshop. We came up with the major items we should be looking for during each of these times. The reading chapters for the week really helped us with the learning team activity for the week.

Overall, each week I am getting a deeper understanding of why Writer’s Workshop is so important and what I should be doing when I am teaching. I appreciate you having us do assignments that I will actually use as a future teacher. I did think I could use more time on the revision and skills section. I found this challenging to complete on the learning team activity for the week. For module 12, I plan to continue checking in with my partner prior to class. I also plan to maybe try and start the learning team activity prior to class that way if I have any questions I can be prepared to ask them.

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I met objective 10.1 in a compelling way. With my learning team partner, we worked together to complete one lesson for Writer’s Workshop. We used the lesson structure effectively by making sure we included enough detail in each section, thought of multiple ideas, as well as used multiple reliable resources such as our Writers Workshop textbook. We talked through all of our ideas together while filling out the lesson plan template. We also followed the sample lesson plan provided to us by Dr. L which ensured we were filling it our correctly. Again, the objective of writing one lesson for Writer’s Workshop was met by doing the learning team activity for the week while using resources provided to us throughout the semester.

Objective 10.2 was met in a compelling by completing the readings for the week as well as by completing the discussion board, topic 1. During this discussion post, I talked about how Writer’s Workshop can be established in the classroom. I got all of my information out of the Writer’s Workshop textbook. I then read my peers responses as well and gained more insight on this topic. Many of us had different ideas as to what would make us a good teacher of writing which is always so interesting to me. There is not a right or wrong answer here either. Discussion posts always allow me to further my learning first by completing the original post then by getting to read what everyone else has to say.

I believe I met objective 10.3 in a compelling way by giving good feedback on one of my peers’ discussion posts. This discussion post was topic one where we were talking about establishing a Writer’s Workshop in our future classroom. I included what I thought was a good point they brought up. Then I included classroom examples of how I personally have struggled with writing as that is what one of my peers was referencing. I also recognized that the point they had brought up often goes unnoticed by teachers, so she is already one step ahead of the game.

Objective 10.4 was met in a compelling way when I created my lesson plan with my learning team partner. While this document is meant for a teacher to use, it can be shared with other teachers to give them ideas as well. I also used both of the discussion posts to help me meet this objective as well. After talking about some of the tips I found to be most helpful for teaching writing as well as talking about establishing a Writer’s Workshop in my classroom, I then read what some of my peers had to say about these ideas and learned even more.

Overall, I think this lesson went fairly well. The sample lesson plan really gave me an idea of what was expected. I learned a lot of tips from the reading and shared those in my discussion post topic 2 and that was not a straight objective to be met. I do think a document that can be shared with teachers that talks about workshop routines would be helpful as we did not have a portfolio of practice for the week. Next week, I am going to try and communicate with my learning team partner more before class as the past two weeks have been a little bit of a struggle and we have been getting a late start to the learning team activities.

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I met objective 9.1 in a compelling way. The writing workshop reading as well as the portfolio of practice for this week allowed me to meet this objective. For my portfolio of practice, I used the reading to create a table that shows the structure of Writer’s Workshop as well as describe its components. In my table, I included a description of what happens during each of the three sections, the mini lesson, independent writing and conferring, and sharing and reflection. I included what I should be doing as a teacher, what students might be doing during these times, and about how long each of these sections of the Writer’s Workshop should take.

Due to the readings, videos, and discussion posts for this week, I was able to meet objective 9.2 in a compelling way. The readings and the videos especially provided me with the resources I needed to understand what a classroom should look like during Writer’s Workshop. I then got to take some of my favorite aspects from both of these to talk about what I see myself having in my future classroom. For example, I loved the inclusive rug used in both the videos and in the readings. Here students have a place to gather when doing min lessons. I also read about great ideas from my peers. One of my peers talked about having free write paper around the room for students to use when they complete other assignments. I thought this was a great idea and I am going to use this in my future classroom as well. All of these ideas are applying to the physical environment needed to create a good workplace for students during Writer’s Workshop.

Objective 9.3 was met in a compelling way because of the readings as well as the learning team activity for the week. The readings provided me with background information that allowed me to complete the learning team activity for the week. For the learning team activity, I used the three expectations provided for us as well as choose two more between myself and my learning team partner. Then using the expectations, we talked about how we would best manage our space in our classroom to implement the expectation, what students would need material wise to complete the activity, as well as any materials we would need as the teachers, and then we explained the teaching practices being used. The learning team activity is the main tool I used to meet this objective; the Writer’s Workshop book just provided me with background knowledge.

Objective 9.4 was met in a compelling way due to the fact that I completed all of the necessary items in this module. I used the readings and the videos to complete the discussion posts as well as the leaning team activity for this week. I talked about how I used the readings, videos, activities, and discussions to meet the objectives. This module taught me a lot about how a Writer’s Workshop should be running in an elementary classroom. One of the biggest things I gained from this module is that even though we can have an idea of how a Writer’s Workshop should be ran, it is going to be different in every classroom depending on your students. Your students are what a Writer’s Workshop revolve around from mini lessons, time spent on activities, and how far along students are.

I really enjoyed this module as I plan to teach lower elementary. Writer’s Workshops are going to be so essential for these students to succeed. I think I did a great job understanding this module on my own and I have no further questions or concerns. Next module I plan to take just as much out of the module, if not more since I know it is going to be relating to Writer’s Workshop again.

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I met objective 8.1 in a compelling way due to the readings and the learning team activity for the week. First, I read the reading about Gentry’s spelling stages to get a better understanding of what these are and how they work. Then, I applied what I learned to the learning team activity where we had to look at the spelling of a first grader and assign his words to one of Gentry’s stages of spelling. I got to collaborate with my learning team partner during this to discuss the best possible option.

I believe I met objective 8.2 in a compelling way, again, because of the readings and because of the learning team activity for the week. To prepare myself, I first read the 6 traits of writing article and then looked over the rubric for the 6 traits. With my learning team partner, I then assessed a first graders work on how well he applied these 6 traits to his own writing. Again, I got to talk with my learning team partner to come up with the best possible assessment for the first graders work.

Objective 8.3 was met in a compelling way due to the learning team activity for the week. The first section of the guide we used for the parent teacher conference was all about concepts of print. Using my knowledge, as well as my learning team partners knowledge, we assessed a first graders writing by looking at his directionality of print, left to right, up to down, spaces in between words, etc., his use of punctuation, and commas. My partner and I talked through each of these concepts and explained why or why not the student met the concept of print. For the most part, he did a great job. His work was super neat, he used spaces between his words, he went from left to right and up to down. He just needs a little bit more practice on his capitalization as well as the proper use of punctuation.

Again, I met objective 8.4 in a compelling way this week in my learning team. Here I completed the learning team activity which was to fill out an assessment guide for a student’s writing. We did this together and then I got to practice having a parent teacher conference with my learning team partner. First, I was the teacher and then I explained how or how not “her student” was meeting expectations for writing. I used the guide provided by Dr. L during my conference to make sure I hit all the key points. I answered any questions the “parent” had about her son. We then flipped places so she could practice being the teacher. This was a great experience.

Overall, I really enjoyed this module. While the parent teacher conference was not exactly how it is going to be in the future, it was still nice to know I was spending my time this week on something that is going to be important as a future teacher. I am not sure if it would need more time, but it would be interesting to see an actual parent teacher on this content. What types of things did a teacher actually bring up with a parent and how did the teacher go about expressing his or her concerns with parents? As I approach the next module, I am going to try and get everything done prior to the due date. I am really looking forward to the reading day and I want to treat it as an actual day off for my own mental health. We are halfway through the semester, but it just keeps feeling like everything is building up and I cannot catch a break. I hope this strategy will help me keep pushing through.

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I believe I met objective 7.1 in a compelling way. The readings allowed me to reflect through my discussion posts what I believe were the key features of reading and writing development. Not only did I get to reflect on what I found were key features of reading and writing development, I also got to read what some of my peers believed. I loved reading about questions so of my peers had about reading development in their classroom. How do we know what stage each student is in? How to we balance having readers at all different stages in their reading development? Through the discussion posts, I was able to share the key features of reading and writing development because of the readings for the week.

Thinking back to the beginning of the semester, I remember we thought and or wrote about what we believe reading and writing development were to us. Prior to this module, I did not know reading had different stages that we classify students under. I knew there were different books for better readers, and we had higher expectations for them. I would have never thought about the meaning behind scribbles. Thinking back to this I believe I met objective 7.2 in a compelling way. After reading the assigned readings for this week, I now have such a better understanding of what reading and writing development is. I learned about how reading development comes in stages and how you can have students at every stage in the same classroom. I learned that with writing, scribbles can have so much meaning behind them.

I met objective 7.3 in a compelling way. The learning team activity for the week as well as the readings allowed me to meet this objective. Before I did any assignments and read the readings for the week, I learned so much from observing children’s written artifacts and then reading the true explanation of their piece. Then, with my learning team partner, we dove deep into two specific written artifacts and learn even more. Overall, the main point I took out from this part of the module was to ask your students questions about their work, because either behind those drawings or behind those words, there is a deeper story they do not know how to represent on paper. Finally, I got to listen to my peer’s presentations on the written artifacts they chose to interpret which gave me so many more new insights as well.

Due to the readings and learning team activity, I met objective 7.4 in a compelling way. Through the readings, I learned that behind every students either writings or drawings there is a deeper meaning. Dr. L emphasized the point of pointing out things in students work and trying to get them to explain more about it either to you verbally or to even write it. You do not want to assume what a child is drawing about or writing about, you want to talk to them about it based on observations you can come to from what they have already done. The readings did a fabulous job of providing examples of this and how teachers go about making these observations in the classroom.

In order to meet all of these objectives, I used a combination of the readings, my peer’s responses, discussions, my learning team partner, and insight from Dr. L. I had the readings done first so I could have a full understanding of the module. I talked with my learning team partner prior to class so we could be prepared. The readings their self-had so many helpful topics to consider as a future teacher, but I feel like everything fell under one of the objectives. For the next module, I am going to try and read more of my peers’ responses to gain more insights. After hearing everyone share their presentations, I really enjoyed hearing certain things from different perspectives.  The only thing I need your help with might be to make sure everything is posted at the beginning of the week. I did not know we had a portfolio of practice for this week until Thursday or Friday. Also, the discussion posts were not uploaded when I checked the module the first time after completing the prerequisites. Thank you for the helpful videos!

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I believe I met objective 6.1 in a compelling way. This was done in two different ways. First, using the readings and the videos, I completed the discussion post that involved talking about what shared writing and interactive writing is. We then went on to talk about how they were similar and how they were different and in what ways. I also gained a lot of knowledge simply from reading me peers’ responses to this discussion and leaving feedback on some of my peer’s posts. I also met this objective through the learning activity for this week. For my portfolio of practice, I listed their purposes, what students do, what teachers do, and the learning materials needed. Again, I used the readings and the videos to help me completed this portfolio of practice.

I met objective 6.2 in a compelling way through the learning activity for the week. I first had to watch the teaching videos to gain knowledge about what each one of these learning activities were. I then used what I noticed to come up with main ideas for each of these. For the portfolio of practice, I listed what the purposes for interactive and shared writing are. I talked about what students and teachers do in this type of activity. I then went on the talk about their similarities and differences. This was included in the chart for my portfolio of practice.

Objective 6.3 was met in a compelling way on Thursday in my learning team. We spent the majority of our class time in our learning team practicing teaching interactive writing and shared writing. Here I got to gain insight from one of my peers on how to make my work better. I also got to collaborate with her on how to make this assignments run as smoothly as possible. After discussing the assignment, one of us acted as the teacher while the other was the student and then flipped roles. It was challenging to come up with kid appropriate answers to each activity and we found ourselves working together on some of them. I also gained great ideas for how to improve my methods of teaching for shared writing when Dr. L worked with us one on one. Here I learned that it is okay to stretch out our shared writing assignments out over a couple of days. Let students do research on the topic and really be able to contribute to the class discussion when it is time.

Objective 6.4 was definitely met in a compelling way due to my responses above. Every objective includes proof of how I met it by either the readings, videos, discussions, in person class, or learning activities. I did find the learning team activity challenging to do by teaching since we do not have a group of students. Assuming is the only thing we can do and in reality, we all know what we assume to happen is not always the case for what actually happens. My learning team partner and I did have a nice discussion on these activities, and we collaborated really well for this assignments. I loved having feedback from Dr. L during our leaning team meeting. This was very helpful, and I definitely took the most information out of this lesson due to that conversation we had. The readings were super easy to comprehend this lesson and the videos were extremely helpful as well!

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I believe I met objective 5.1 in a compelling way. The portfolio of practice for this week helped me meet this objective. Not only did the portfolio of practice help me understand and develop teaching methods for language experiences, shared reading, and interactive read aloud, it also helped me compare and contrast the three topics. I could see what specifically made each activity different, but also how they all relate to one another. I liked this chart better than how we have done the previous portfolio of practices because it allows me to have all of my information in one place and lets me see what type of learning method would work better for a specific activity. The readings and the videos posted in Brightspace helped me complete each section of the chart. 
	I met objective 5.2 in a compelling way because of the video we had to watch on language experience. First, I watched the video to fully understand what language experience was and here I learned that this can be culturally relevant and anti-racist. I then watched the video a second time, pausing the video as needed to fill out my portfolio of practice chart. Prior to meeting with my learning team, I did separate research on what culturally relevant language experiences are and came up with a couple of scenarios we could possibly use for our you try it teaching practice.  With my learning team partner, we discussed through what a culturally relevant and anti-racist practice with a language experience would look like and then together we wrote our reflection for what activity we would have done if we were actually teaching. 
	I definitely met objective 5.3 in a compelling way due to our learning team activities for the week. I came to my learning team with a lesson plan already written and then discussed how I could improve my lesson plan with my partner and then we did the same thing for her lesson plan. We used the same book for our interactive read aloud which helped a lot so we both knew what to expect. The comprehension activity was a little challenging without an actual group of students, but it was still good to talk through the lesson and practice speaking to an audience. It was also good to practice being the student for when Sammie gave her lesson. This allowed me to see if what she was teaching would make sense to a little student. It was also good to see someone else’s teaching strategies to see what I might practice using as well. Overall, this was my favorite assignment for the week. 
	After completing the learning team activities as well as all of the readings and videos, some of them more than once, I would say I exemplified the key components and purposes of interactive read aloud and shared readings in a compelling way. The portfolio of practice really allowed me to see why we do shared readings, interactive read aloud, and language experiences. I mentioned that above. Knowing what my role as a teacher and what I should expect from my students was also very important information to learn that I definitely expanded on until I had a good understanding myself. Because of these activities, I was able to teach through my lesson plans very smoothly and observe a classmate teach through them. I was able to provide her with feedback because these activities prepared me for that. 
	I really enjoyed this lesson and I feel like the readings, and videos especially, really helped me fully understand these lessons. I do not think it is needed, but I think it might be helpful to see what one of the teachers that we watch what her full lesson plan looks like. What are items she makes note of that I failed to include in my lesson plans? I just feel like this would be helpful, but not needed. My outlook on this week for not stressing out over everything until it is actually time really helped me. I took my time through this module and did not feel rushed. Watching the videos as I complete the learning activities also helped me a lot. Before I would read everything and watch the videos for the discussion post and then when it was time for the learning activities, I had forgotten some of the bits and pieces. Overall, I really enjoyed this module. 

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I believe I met objective 4.1 in a very compelling way. What helped me achieve this objective was the portfolio of practice for this week. I got to make three separate entry pages, one for vocabulary, fluency, and comprehension. In my portfolio of practice, I defined each of these terms and what this meant to elementary school students. I then listed the different ways you can go about teaching each of these pillars. I used information from our readings, videos, the internet, as well as pictures to come up with appropriate tasks or methods of teaching. This is going to be a great tool to reference in the near future in my own classroom. 

I met objective 4.2 in a compelling way. For our discussion post this week, I got to break down videos and talk about what stood out to me when teaching fluency, vocabulary, and comprehension. This week we did something new that I believed encouraged more discussion. While we were not posting on individual posts, we read through all of our classmates post and then talked about to main take always we gained from reading each other’s responses. This not only engaged myself, but my peers as well by seeing it from different points of view and why certain things stuck out to different people. 

I met objective 4.3 in a compelling way during class time on Thursday. My partner and I both came to class prepared to go straight into our teaching methods for fluency, vocabulary, and comprehension. We spent well of 30 minutes of going back and forth teaching instructional practices and even lost track of time because we were so engaged. We took turns being the student and the teacher and afterwards commented on what we thought went well from each other’s lessons. It was interesting to me to see how we both attacked certain concepts at different ways. We also collaborated on the word wall to help us fully understand the importance of it. 

I fully met objective 4.4 because above I have included either examples from the readings, videos, discussions, or learning activities, or a combination of these. My portfolio of practice really engaged me in understanding vocabulary, fluency, and comprehension as a teacher. I reflected on appropriate teaching methods for these topics as well. Through online discussion, I engaged others in thinking about the teaching of the concepts listed above. Finally, in class I got to practice teaching these concepts with a partner who gave me valuable feedback. 

After having such a similar set up as last week, I do not feel like I need more time on any of the concepts we practiced this time. I definitely see time to practice the concepts we learn throughout the week as more helpful than treating our class time as a lecture. Since we have more time on next week’s assignments, I am going to try not to stress myself out from the get-go. I plan to just tackle them as I come across them and before the deadline of course. 

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I would say I met objective 3.1 in a compelling way due to two activities. First, the introduction video by Dr. L introduced me to what the 7 pillars were. There was a brief definition for all the pillars, phonemic awareness, phonics, vocabulary, fluency, comprehension, concepts of print, and letter naming, and this helped me at least have an idea of what each pillar consisted of. Then we had to compete reading 1 to help us on our portfolio of practice. Here, I got to dive deeper into phonemic awareness, phonics, and concept of print. This activity really helped me fully understand these three pillars, but I still know what the other 4 are and what they mean.

I would say I met objective 3.2 all the way due to discussion between myself and my partner for our group project as well as through the formal discussion post online. When working with my partner on the predictable chart, we took into account some of the pillars such as vocabulary. After discussing, we decided to make our predictable chart include alliteration. The first letter of the student’s name would also be the first letter of the student’s favorite food. When we practiced saying our morning message, we talked about concepts of print. We pointed out punctuation, spaces between words, capital letters and so much more.  I also went more in depth through discussion with my peers while participating in the actual discussion post. Again, many students and I included vocabulary when talking about lessons from the reading and focusing lessons on alliteration as well as other elements. Some of us also talked about concepts of print with ideas such as sharing the pen. Here students would notice there is a space between words for us to fill in. Here we could also talk about reading from left to right as well as writing left to right. From the readings, some people talked about phonics activities teachers could include in their classrooms for students. These are just a few of the 7 pillars that I read and talked about through discussion.

I believe I met objective 3.4 completely due to my work with my partner for our predictable chart. Here, not only did we get to complete a predictable chart with other activists such as a word wall and covering the word, we also got to take turns teaching these concepts as well as acting like a student learning these concepts. For our morning message, we focused on concepts of print mainly through directionality of words and sentences as well as the difference between letters, numbers, symbols, and punctuation. Letter names were practiced in the activity where students would have another student's name on a card and then we would break up the student’s name letter by letter. Here students would see letter names as well as the difference between capital letters and lowercase letters. Phonemic awareness was practiced multiple times. When we completed our word wall, we would have had students sound out the word when adding it to our list. Here students would have to sound out the word letter by letter. Phonics was used in one of our students' names we picked. We had the name Chad as one of our names and this would be a great time to explain to students about CH. When we hear this sound, we know it is ch. These are just a few examples of how we practice instruction with these elements.

I definitely met objective 3.4 in a compelling way because all of my objectives above include examples of how I met them through videos, readings, class discussions, and learning activities. My predictable chart really helped me fully meet the objectives of practicing instruction with some of the pillars. The portfolio of practice helped me really focus on 3 of the 7 pillars and how I can include these pillars in my future class. The discussion post helped me see points of view from my peers and helped me see why certain activities stuck out to them and how they would use those activities in their future classrooms. The readings and videos are what inspired my responses to the learning activities and discussions.

I know next week we are going to focus on the rest of the pillars. I believe this is what I still need to spend more time on. If I had to pick something from this lesson to spend more time on, it would be the thoughts from Dr. L on the reading from Phonics they Use. What do you think we’re the most useful activities from reading? Have you used any of these in your own classroom? What seems to work well and what seems to not go as planned? Overall, maybe just some advice on how these lessons typically go. I really enjoyed this lesson getting some helpful tips, activities, and teaching references for my future classroom.

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I would say I met objective 2.1 in a compelling way. I compared and contrasted learning theories through peer discussion in two ways. One was through verbally talking in my breakout room during class on Thursday, and the second way was through our discussion post for the week. When I met in a breakout room with my partner, we were getting to know each other and ended up figuring out we have another class together. We talked about our professors and tas and talked about how they either met our needs or did not meet our needs according to Cambourne’s learning theories. On my discussion board, I compared and contrasted Dewey and Vygotsky. The two main points I got from Dewey had to deal with a child- centered curriculum and teacher observation while Vygotsky talked a lot about social interaction. 

I believe I met objective 2.2 in a compelling way. I came to our Thursday class with an outline of my Theory in Practice activity and contributed to our class discussion as well as peer discussion in breakout rooms. For some of Cambourne’s learning theories, I was able to relate The Dot to ways this story incorporated his theories. For other theories, such as engagement, I was able to use previous experience from my TIP placements to come up with personal experiences. For some of the learning theories, I also added my personal thoughts, not necessarily personal experiences. 

I met objective 2.3 in a compelling way. I excelled in this module because I completed the three readings that involved information on culturally relevant and anti-racist pedagogy as well as the webinar. After reading each reading, I then reflected on what stood out the most to me in my discussion post. I also got to read other peers discussion posts to see why certain things stuck out to them in the reading and changed my perspective on some things. In my discussion post, I also got to talk about how I want to teach in an underprivilege school district where cultural diversity is more likely to be found. I got to talk about information form the readings that I will be incorporating into my future classroom because of my passion for making every student feel included and welcomed. 

I am rating myself as I met objective 2.4 in a very compelling way. In every objective above, I talk about relating the objective back to either a reading, in class discussion, or discussion form. Due to the readings used in module 2, I now have an understanding of Dewey’s theory, Vygotsky’s theory, as well as an even deeper understanding of Cambourne’s theory. The activity “Theory in Practice” helped me relate Cambourne’s theories to either personal experiences, or actions I was able to see through the book we read. The readings also helped me have a better understanding of how I can make my future classroom culturally inclusive. My peer’s responses to this discussion also expanded my knowledge and ideas. 

I learned a lot about what to do as a teacher to have a culturally inclusive classroom. This was not a straightforward objective, but it was implied a little. I do not think it necessarily needs more time, but I would have enjoyed talking a little more on the readings we had to complete in person. I feel like they contained so much information and I was learning so much just from reading discussion posts, that I could have benefitted from talking about this as a group. Next module, I plan to reflect on the objectives as I meet them instead of reflecting on all of my objectives at the end of the module. As we move forward, I am having a hard time finding where to find my feedback. I know you made an announcement that you left feedback on our first exit quiz, but I cannot find that feedback. I also cannot find feedback on my lesson quizzes. I know you said these are not for a grade, but I was wondering there is any way you can allow us to see how we are doing as well as yourself. Thanks for a great week!  

# data[].attributes.body
This module really allowed me to focus in on my past when it comes to literacy. I learned about the importance of reading aloud, accepting the fact every student is going to be on a different level when it comes to reading, and the importance of finding motivation for your students when it comes to reading. Between this class and my Media for Children class, I learned a lot about phenomics awareness, and I was able to make connections between the two different readings.  This was not in the course objectives though.

I fulfilled the objective of connecting with others by sharing and responding to video introductions by doing this immediately after I completed the introduction video from the professor. This way I had an understanding of who I would be working with prior to our first meeting. I also took the time to watch more videos than what we were required to do.

The biggest thing I took out from identifying important aspects of early literacy learning and engaging others in thinking about them was reading aloud to students more than what most teachers do. We talked about this a lot in our group discussions when we went into breakout rooms. This was also brought up in the reading we had to complete.

I completed the objective of identifying aspects of my literacy learning experiences that fostered or inhibited that learning by completing a Prezi on my literacy history. I got to think back to when I was learning how to read and prior to that to think about what got me to the point where I could read on my own. Some of the learning experiences that helped me included drawing pictures and then sounding out the words of what my picture entailed. The teacher would then write what I was really trying to say. Reading aloud was another big part of my history.

When we met in small groups to discuss our literacy history, I reflected on the importance of my literacy learning experiences for my future teaching. I got to hear about what others experienced to broaden my ideas on what I can do in my future classroom. Before my literacy history assignment, I never really thought about my experiences in the classroom at the ages when I was learning to read. I got to look back and reflect on how some things teachers did made me enjoying reading and some things made me dread it.

I wish I learned more about what should be expected of educators when it comes to teaching reading. I believe we will learn more about that as the semester goes on and I am looking forward to that. I am also looking forward to the feedback on my literacy history. Is what I remembered from learning how to read common? What else should I have remembered? These are questions I have been thinking about that I am looking forward to hearing the responses for.

For the next module, I think I am going to spend more time reflecting on the reading and taking detailed notes to help me. Moving forward, I am just looking forward to your feedback on my work. I know we have not had a chance for you to do that yet, but I find constructive feedback very helpful.