If it has not already been taught, I would like to know how best to teach this to upper elementary (3-5) students. How do we unteach bad reading habits after they have been ingrained in the students for so long? I love that the Science of Reading has taken over literacy instruction because it is based on science and will help students more in the long term than just phonics or whole-word reading literacy instruction.

The science of reading means using evidence gained from research to guide effective classroom instruction (Science of reading, 2024). The research explains how children learn to read, write, and spell. It has been worked on for over the past 50+ years (Science of reading, 2024). However, the science of reading encompasses many aspects that play a factor into learning how to read. One example is how students recognize the patterns of reading and how explicit instruction is best when teaching how to read.

Learning Patterns to spell

            Spelling is an important factor in learning how to read (Joshi, Treiman, Carreker, Moats, 2009). However, mere memorization is needed when learning to spell and understand the meaning of words. Its about recognizing the patterns within the English language to acquire skills to decode the meaning of the words (Joshi, Treiman, Carreker, Moats, 2009). This is what advance word study is essentially. Advance is the analysis of complex word structures including the words prefix, suffix, and its roots (Hougen, Smartt, 2020). Once students learn the patterns, they will have the skills decipher words they are not used to seeing. There are also other patterns in the English language students can use. For example, there are six different syllable types that students will need to be able to recognize being able to read. They all come with their own rules and students should be able to master all types by the end of the third grade.

            Another aspect of advance word study is the origins of the words (Hougen, Smartt, 2020). There are three different language origins we derived English from. The first is the Anglo-Saxon language or “Old English.” These words typically involve single syllable words like head, bed, and mother. The next origin is center around Latin. Latin is responsible for the words that contain the roots, prefix, and suffix. The final origin the English language pulls from is Greek. Greek influenced our science, mathematics, and philosophy terms.

Explicit instruction

            Explicit instruction is a practice used by educators which is a form of teaching (Surles, 2024). It has several components to it. The first component has to do with explanation. The teacher’s explanation during instruction needs to be short and concise for the students to be able to respond to the information. The next component is teacher modeling. The model shows what exactly when students should be respond. This is sound cues and think time as examples. Another component is giving the students multiple opportunities to respond. The final component is quick error correction for any misunderstandings. These are just a few examples of explicit instruction. It is more teacher guided lesson with some time for reflection. Studies have show it is more effective in teaching students to learn how to read than implicit instruction (Surles, 2024).

Conclusion

            There are many different research studies conducted based on the science of reading. It goes over all aspects of learning and teaching. Educators who use their instruction alongside with the science of reading should include the development of oral language skills, alphabet knowledge, phonemic awareness, phonics, reading fluency, vocabulary, and reading comprehension strategies (science of reading, 2024). It all correlates to the best way for students to learn how to read. This is what the science of reading entails and there are thousands of research studies out their to examine.

References

Joshi, M., Treiman, R., Carreker, S., & Moats, L. (2009). How words cast their spell Spelling Is an Integral Part of Learning the Language, Not a Matter of Memorization [Review of How words cast their spell Spelling Is an Integral Part of Learning the Language, Not a Matter of Memorization]. American Educator, 6–16 and 42–43.

Hougen, M. C.  & Smartt, S. M. (2020). Fundamentals of literacy instruction & assessment, pre-K-6. Paul H. Brookes Publishing Co.

Science of Reading | Reading Rockets. (n.d.). Www.readingrockets.org. https://www.readingrockets.org/classroom/evidence-based-instruction/science-reading

Surles, J (2024). What are the characteristics of effective literacy instruction? National Center on Improving Literacy. https://improvingliteracy.org/ask-an-expert/what-are-characteristics-effective-literacy-instruction

In our class discussions and reading, I have realized that the teaching methods I grew up with and my son's teachers use, do not really match up with the Science of Reading. For example, the article "The Science of Reading: What Teachers Need to Know" mentioned that making students memorize lists of common words is not that great. I was suprised by this becayse I remember doing a lot of memorization when I was younger, and my son has words to memorize week too. The idea here is that just memorizing words does not help with remembering them in the long run. I want to know how to incorporate vocabulary into my future curriculum to ensure that I am succesfully following the Science of Reading. I believe it is important for students to understand the meaning of words, but one article I read frowns upon having students look up the definition in the dictionary. As an educator how do I make sure that my students are learning new vocabulary and also understanding the meaning of the vocabulary they are learning?

Discoveries in reading science offers a pathway to more effecctive and lasting literacy skills. As education evolves, incorporating these insights into clasroom practices will enhance how reading is not only learned, but taught. With education constantly revoling it is important that educators stay up to date on their knowledge and skills to provide the best support for their students.

References:

published, E. O. (2024, March 25). The Science of Reading: What Teachers Need to Know. TechLearningMagazine. https://www.techlearning.com/news/the-science-of-reading-what-teachers-need-to-know

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What Is the Science of Reading? | Reading Rockets. (n.d.). Www.readingrockets.org. https://www.readingrockets.org/blogs/shanahan-on-literacy/what-science-reading

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From what I learned in class, the science of reading is almost the complete opposite of what most of us were taught growing up. Memorizing the way words are spelled and using a dictionary is looked down upon now, which I remember doing up until high school. I feel like the way I learned was effective, but students and children's minds are different now, and I feel students do not learn the same way I did.

https://www.weareteachers.com/what-is-the-science-of-reading/

Quote in my picture desciption

The Simple View of Reading: What You Need to Know - Waterford.org

While many people do not like the science of reading, I find that I do like the science of reading. I think that this approach works a lot better than how I was taught in school. I also really like the simple view of reading LCxD=R. Its a lot easier to look at it that way when teaching students how to read. What I like about the science of reading is that it dives into how students learn to read and what really goes on in their minds.

National Center on Improving Literacy, The Science of Reading: The Basics, The Science of Reading: The Basics | National Center on Improving Literacy

Overall, from what I have learned, the science of reading is high-quality instruction that can test students and monitor students' progress through several forms, strategies, and skills taught by teachers that promote learning. It is continuously developing that there is no correct method for teaching skilled readers and how students take in what is being taught. "The science of reading means using evidence gleaned from rigorous research to guide effective classroom practices" (Reyna, 2004); we need to understand what the students need first and what is missing to guide them in the proper direction in forming skilled readers.

references:

Fundamentals of Literacy Instruction & Assessment, pre-k-6. (2020). BROOKES Publishing CO.

Jiban, C. (2024). The Science of Reading explained. Retrieved from https://www.nwea.org/blog/2024/the-science-of-reading-explained/

Science of reading. (n.d.). Retrieved from https://www.readingrockets.org/classroom/evidence-based-instruction/science-reading

The science of reading has many characteristics and not just one place to start when understanding it. The science of reading is research over time from many fields of study using methods and theories on how students best learn to read. The main structural components consist of phonemic awareness, phonics, fluency, vocabulary, and comprehension. It is important for students to understand these components because it builds strong readers, who can read to understand what they are learning beyond just finishing a passage and not retaining anything.

When learning about the science of reading, it has made me really contemplate the meaning when it comes to learning how to read. It reminds me of a curtain and how there is always so much going on behind the scenes but everyone else can only see what’s going on in front. I think what shocks me the most about the science of reading is how it is still so controversial. I don't believe I was taught how to read using the science of reading. However I do see it being used in my practicum. I even got to test some students on their phonemic awareness.

 https://ga.dyslexiaida.org/science-of-reading-resources/

Introduction

There are five essential components for reading comprehension are phonemic awareness, phonics, fluency, vocabulary, and comprehension. All these different components are required for students to have a success in reading, writing, speech, and listening skills. This all falls under the umbrella known as phonological awareness however, it is important to understand that each individual component has its own mastery requirements. When all has been mastered, only then we have skilled readers who have a high comprehension of the English language.

Phonemic Awareness

Hougen and Smartt states that “phonemic awareness is the ability to segment, blend, and manipulate phonemes.” Phonemes are the smallest unit of a sound (Hougen, Smartt. 2020). An example of this would the word “stop” has four individual phonemes within it which are s-t-o-p. While, the word shape has only three phonemes broken down as sh-a-pe with a long vowel /a/ sound. To have true phonemic awareness, you need to know how to manipulate each sound and how each sound works together to make-up the words. This is important for all emerging learners especially for both younger grades and English Language Learners (ELL). Both ELL’s and younger students are learning how to create all the 41 different types of phonemes of the English language. This is how we learn how to speak and is the beginning step into learning how to read (Hougen, Smartt. 2020).

Phonics

“Phonics is the relationship between the sounds (phonemes) of spoken language and the letters (graphemes) of written language, [essentially, the correspondences of phonemes and graphemes]” (Hougen, Smartt. 2020). Phonics often referred to as decoding words however, many people often forget it is also word analysis. If it is taught well, students can fully understand the relationships between letters, sounds, patterns of letters, and origins of a word. This is why morphemes, which are the smallest meaningful parts of the words, is so important in teaching phonics because they allow the students to be able to decode and analyze unfamiliar words and recognize spelling patterns. Morphological awareness is the key to phonics because the meaning of words can change based from its prefix, suffix, and root words origins. An example of this would be the origin of /ph/ is of Greek origins. It is often used to related scientific terms or practitioners of sciences in English such as photons, physician, or physics (Hougen, Smartt. 2020).

Fluency

            Fluency is the ability to read the text accurately, quickly, and easily (Antunez, 2023). It also entails using proper phrasing and stressing words to enhance the meaning of them (Hougen, Smartt. 2020). When children read out loud, they are more likely to comprehend and remember the material that is being taught rather than students struggling to read in an inefficient way (Antunez, 2023). There are two instructional ways to build up fluency. The first practice is oral reading out loud for the class then providing feedback based on how they performed. The second practice is encouraging the students to read quietly and independently in the classroom or at home (Antunez, 2023). This is important because fluency is a predictor for reading comprehension (Hougen, Smartt. 2020).

Vocabulary

            “Vocabulary development refers to the knowledge of stored information about the meanings and pronunciations of words necessary for communication (Antunez, 2023)”. If students do not know the meaning of words, then how are they going to comprehend any reading material. This is why vocabulary is important. We as educators need to help student’s build-up their word banks and use context clues to determine the meanings of unknown words (Antunez, 2023). One of the worst ways to teach students vocabulary is handing them a dictionary and telling them to look it up (Hougen, Smartt. 2020). There is no any meaningful learning in this method because students are not using the words in context.

Comprehension

            Reading comprehension is the culmination of all the skills previously mentioned (Antunez, 2023). It is only when phonemic awareness, phonics, fluency, and vocabulary become interwoven for students to become skilled readers. This is known as Scarborough’s rope. However, comprehension is the goal of reading. We are creating the foundation for future learners to use higher vocabulary for engaging conversations and higher critical function. If we did not give meaning to the symbols, letters and words, then effective communication would not exist.

References

Antunez, B. (2023). English Language Learners and the Five Essential Components of Reading Instruction | Reading Rockets. Www.readingrockets.org. https://www.readingrockets.org/topics/english-language-learners/articles/english-language-learners-and-five-essential-components

Hougen, M. C.  & Smartt, S. M. (2020). Fundamentals of literacy instruction & assessment, pre-K-6. Paul H. Brookes Publishing Co.

PHONEMIC AWARENESS

Phonemic awareness refers to the student's ability to focus on and manipulate phonemes (the smallest unit that makes up spoken language) in spoken syllables and words. Phonemic awareness is critical to overall literacy because letters represent sounds (or phonemes); without phonemic awareness, phonics will make little or no sense.

PHONICS

Phonics is the relationship between the letters (or letter combinations) in written language and the individual sounds in spoken language. Phonics is critical to overall literacy because phonics helps readers understand the link between letters (or letter combinations) and phonemes and will help students be able to read more fluently.

FLUENCY

Fluency is the ability to read as well as we speak and to make sense of the text without having to stop and decode each word. It is the ability to read a text accurately, quickly, and with inflection. Fluency is critical to overall literacy because when students read fluently, they are able to decode more automatically and, therefore, comprehend more difficult texts.

VOCABULARY

Vocabulary is a set of familiar words that a person knows. Vocabulary can come in four different varieties: listening, speaking, reading, and writing. Vocabulary is critical to overall literacy because a person cannot understand what they are reading if they do not know what most of the words mean.

COMPREHENSION

Comprehension is the complex cognitive process readers use to understand what they have read. Comprehension is critical to overall literacy because comprehension is understanding written words and what you have read. Without comprehension, a person is just reading words and not understanding the overall meaning of a text.

References:

Basics: Fluency | Reading Rockets. (n.d.). Reading Rockets. https://www.readingrockets.org/reading-101/reading-and-writing-basics/fluency

Basics: Vocabulary | Reading Rockets. (n.d.). Reading Rockets. https://www.readingrockets.org/reading-101/reading-and-writing-basics/vocabulary

Five (5) components of reading :: Read Naturally, Inc. (n.d.). https://www.readnaturally.com/research/5-components-of-reading

Phonics Instruction | Reading Rockets. (n.d.). Reading Rockets. https://www.readingrockets.org/topics/phonics-and-decoding/articles/phonics-instruction

University of Oregon Center on Teaching and Learning. (n.d.). Phonemic Awareness: Concepts and research. http://reading.uoregon.edu/big_ideas/pa/pa_what.php

What research tells us about reading, comprehension, and comprehension instruction | Reading Rockets. (n.d.). Reading Rockets. https://www.readingrockets.org/topics/comprehension/articles/what-research-tells-us-about-reading-comprehension-and-comprehension

Phonemic awareness is the skill that allows a student to pay attention to and alter the sounds, or phonemes, in spoken words and syllables. This skill is extremely important in early literacy development as it provides an understanding that spoken words are composed of distinct sounds, which shows the representation of these sounds through letters.

Phonics:

Phonics is the connection between the letters or combination of letters found in written language and the corresponding individual sounds present in spoken language. Understanding the connection between the 26 letters of the written alphabet and the 44 letters in our spoken language will empower students to decode written language effectively. Phonics instruction equips students with the skills to utilize these relationships proficiently in both reading and spelling.

Reading Fluency:

Reading fluency is the ability to read smoothly and naturally while being able to comprehend the text without the need to pause and decipher individual words. When a reader can effortlessly transform written words into spoken language, they have effectively translated the written code back into oral communication which validates reading comprehension.

Vocabulary:

A child's vocabulary consists of words they already know and are familiar with. When a reader comes across a written word they have heard before, it is easier for them to use their phonics knowledge to read it out loud.

Comprehension:

Comprehension is the cognitive process in which readers grasp the meaning of a text they have read. Comprehension allows readers to remember and analyze information.

In summary, the five components of reading comprehension are all needed to become successful readers. Phonemic awareness is the foundation, allowing readers to recognize and manipulate individual sounds within words. Phonics instruction builds on this foundation by teaching readers the relationship between letters and sounds, which in turn facilitates the decoding of written language. Fluency then enhances comprehension by enabling readers to read smoothly and naturally, without struggling over individual words. Finally, comprehension represents the height of these processes, as readers use their understanding of vocabulary and decoding to get meaning from the text. Each component contributes to the development of reading comprehension, reinforcing and building upon one another.

References:

Reading Instruction at Your Child’s School | Reading Rockets. (n.d.). Www.readingrockets.org. https://www.readingrockets.org/literacy-home/reading-101-guide-parents/reading-instruction-your-childs-school

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Read Naturally. (2019). Five (5) Components of Reading :: Read Naturally, Inc. Readnaturally.com. https://www.readnaturally.com/research/5-components-of-reading

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To get a deep understanding and comprehension, a student will need the five components of reading instruction to become an effective reader. A good question is to why these components work is because they hit all the critical areas of reading. To provide further context these five areas were also incorporated into the No Child Left Behind Act and Reading First initiative because of them being essential components of effective reading instruction (Learning Point Associates, 2004). These Components consist of phonemic awareness, phonics, fluency, vocabulary, and comprehension.

Phonemic awareness

The surface level of phonemic awareness consists of the spoken words that are made up of separate units of sound that blend together when words are pronounced. Beyond the surface we see the skill of hearing and producing the separate sounds in words, while dividing or segmenting words into their component sounds. It is also referred to as the focus on manipulating phonemes in spoken words. Phonemic awareness is crucial within literacy development because it represents the understanding of how sounds work in language.

Phonics

The method behind phonics is to show the correlations between sounds (phonemes) and their written symbols. We get a deeper understanding of the systematic relationship between letters and their sounds within the English language because of phonics. Which then ties into literacy because we learn decoding skills, spelling, word recognition, reading fluency, comprehension, and the support of independence in reading. Phonics sets a foundation for literacy in education through the provided skills they need to become proficient readers and writers.

Fluency

Fluency refers to the comprehension of a message in the text with proper speed, accuracy, and expression. Emphasizing the speed and accuracy, fluency is important in the aspect readers can comprehend the text at full capacity rather than the decoding. Fluency is crucial because it facilitates reding comprehension from the retention of information along with providing the enjoyment of reading.

Vocabulary

When referencing vocabulary some things that are consistently referred to are key terms and words. However, vocabulary has to do with the collection of words we need to know to communicate with others. There are four types of vocabulary, listening, speaking, reading, and writing. Readers need vocabulary because it supports word recognition. Vocabulary has a role in literacy development and to comprehension. This is because when readers encounter unfamiliar words there is often an interference with comprehension because the focus is now on how the word supports the text.

Comprehension

Comprehension has the do with the ability to understand and draw meaning from written text. We not only need to understand the words on the page but what they are trying to depict and convey. Comprehension provides a connection with the ideas in a text to one’s experiences and knowledge.  Readers who can decipher what a text is conveying is in response in why comprehension is important in literacy.

Pillars of Early Literacy https://www.azed.gov/sites/default/files/2017/11/5%20pillars%20infographic%20Poster.pdf?id=5a1c969e3217e10144257f54#:~:text=The%20National%20Reading%20Panel%20identified,Fluency%2C%20Vocabulary%2C%20and%20Comprehension.

A Closer Look at the Five Essential Components of Effective Reading Instruction: A Review of Scientifically Based Reading Research for Teachers https://files.eric.ed.gov/fulltext/ED512569.pdf

The National Reading Panel and The Big Five https://ortongillinghamonlinetutor.com/the-national-reading-panel-and-the-big-five/

Science of Reading: Evidence-based, Road-tested Programs Enable All Children to Learn to Read

https://www.children-rising.org/2022/09/21/science-of-reading-evidence-based-road-tested-programs-enable-all-children-to-learn-to-read/?keyword=components%20of%20reading&creative=659507432106&gad_source=1&gclid=Cj0KCQjw2uiwBhCXARIsACMvIU1WoyBSaF58Wj4OpPXc2NZaNG9Ue2QkQ1eIgDkYcBRnawM9_DaljbsaAkkuEALw_wcB

Phonemic awareness is the ability to manipulate separate phonemes in spoken words. The development of phonemic awareness is important for literacy. It involves being able to identify and work with particular phonemes, or sounds, in spoken words. This ability helps students comprehend how letters and sounds relate to one another, which helps the decoding and encoding processes necessary for reading and spelling. People can improve their phonological processing skills and understanding by successfully breaking down words into their constituent sounds through the development of phonemic awareness. Additionally, phonemic awareness promotes correctness and fluency in writing and reading assignments, setting the stage for future academic success and successful acquisition of literacy.

Phonics is the relationship between the sounds that are heard from words and the letters. Phonics teaches us how sounds are represented by letters and how those sounds combine to form words. Readers can more successfully comprehend unknown words, spot patterns, and expand their vocabulary by grasping phonics. It's similar to having an arsenal of techniques at your disposal to handle any word that arises. Reading without phonics would be like attempting to solve a puzzle without understanding the meaning of the individual pieces. It's a crucial ability that sets the stage for success in literacy overall, comprehension, and fluent reading.

Fluency is reading with accuracy, speed, and expression. Fluent readers can process text more quickly and accurately, freeing up more time to concentrate on comprehending the message rather than trying to figure out what the words mean. Fluency makes it possible for readers to pick up words on their own, which improves comprehension and makes reading more enjoyable overall. It's similar to finding the fast lane on the reading highway, where comprehension increases and words flow naturally. Reading without fluency can be like trudging through mud, which hinders comprehension and the growth of advanced literacy abilities. Fluency is therefore a key component in the process of developing into a skilled and passionate reader.

Comprehension is being able to understand and interpret what was read. Comprehension is the key that unlocks knowledge, allowing people to take in information, assess ideas critically, and develop their own viewpoints. It involves more than just decoding words; it also involves understanding their meaning, encouraging empathy, and nourishing a passion of learning that lasts a lifetime. Comprehension enabling people to confidently and intelligently negotiate the complexity of the outside world.

Vocabulary is words that need to be known while reading. Reading experiences are enhanced by vocabulary because it makes it easier for readers to delve into difficult texts and derive deeper meanings. Additionally, it improves writing abilities, allowing people to express themselves more clearly and convincingly. Vocabulary proficiency is a crucial predictor of future prospects and academic achievement, independent of literacy. It promotes empathy and cross-cultural understanding by opening doors to novel ideas, experiences, and civilizations.

References:

What are the five pillars of reading?. Really Great Reading. (n.d.). https://www.reallygreatreading.com/what-are-five-pillars-reading

Next is phonics, this is where students can make the connection and understanding of the relationship between phonemes and graphemes. This component is important as students will now be able to understand and use the alphabetic principle.

Vocabulary development is where students are now able to store information about the meanings and pronunciations of words. This component is important because it allows the reader to determine if the word makes sense in the text that they are reading. Even if they can sound out the word, they must know the meaning. They need to understand the individual vocabulary to comprehend the whole text.

Next is fluency, which is the ability to read words accurately and quickly. Students who are fluent readers can read at a natural speed with accuracy. It is important that students can read fluently as this allows the students to be more likely to comprehend the text.

Lastly is reading comprehension. This component is the combination of the other 4 components. To have reading comprehension students must master phonemic awareness, phonics, vocabulary development, and reading fluency. Good comprehenders are able to use a wide range of strategies to help their comprehension.

Antunez, B. (n.d.). English Language Learners and the Five Essential Components of Reading Instruction. Reading Rockets. Retrieved April 13, 2024, from https://www.readingrockets.org/topics/english-language-learners/articles/english-language-learners-and-five-essential-components

A Closer Look at the Five Essential Components of Effective Reading Instruction: A Review of Scientifically Based Reading Research for Teachers. (2004). ERIC. Retrieved April 13, 2024, from https://files.eric.ed.gov/fulltext/ED512569.pdf

Definition: Phonemic awareness refers to the ability to focus on and manipulate phonemes, which are the smallest units of sound in spoken language. Phonemic awareness involves the understanding that spoken words are made up of individual sounds, or phonemes, and the ability to manipulate these sounds within spoken language. It includes skills such as blending, segmenting, and manipulating phonemes to create new words or recognize existing ones.

Contribution to Overall Literacy: Phonemic awareness is crucial to developing literacy. By recognizing and manipulating phonemes, students can understand the relationship between letters and sounds, essential for decoding written words. Phonemic awareness instruction helps students develop phonological processing skills necessary for accurate and fluent reading. With phonemic awareness, students may be able to comprehend words, leading to reading fluency and comprehension difficulties.

Source: Read Naturally. (n.d.). Phonemic Awareness. Retrieved from https://www.readnaturally.com/research/5-components-of-reading

PHONICS

Definition: Phonics is the understanding of a relationship between phonemes and graphemes. It involves teaching students how to recognize and decode words by matching the sounds of spoken language with the letters and letter patterns used in written language.

Contribution to Overall Literacy: Phonics instruction is a central component of reading development as it provides students with the necessary tools to decode and understand written text. By learning phonics, students develop the skills to recognize familiar words and decode unfamiliar ones, which is essential for reading fluency and comprehension. Understanding that letters represent sounds systematically and predictably allows students to connect spoken and written language, enabling them to read and spell words accurately. 

Source: Reading Rockets. (n.d.). English Language Learners and the Five Essential Components of Reading Instruction. Retrieved from https://www.readingrockets.org/topics/english-language-learners/articles/english-language-learners-and-five-essential-components

FLUENCY

Definition: Reading fluency refers to the ability to read text accurately, smoothly, and with expression. It involves reading at an appropriate rate and with prosody that reflects the meaning and structure of the text. Fluent readers can recognize words automatically, allowing them to focus on comprehension rather than decoding.

Contribution to Overall Literacy: Reading fluency is critical to literacy development, enabling readers to comprehend text efficiently and effectively. When students can read fluently, they can devote more cognitive resources to understanding the meaning of the text rather than struggling with word recognition. Fluent reading is essential for comprehension because it allows readers to easily connect words, phrases, and sentences, leading to a better understanding of the text's overall meaning. 

Source: Voyager Sopris Learning. (n.d.). The Five Essential Components of Reading. Retrieved from https://www.voyagersopris.com/vsl/blog/five-essential-components-of-reading

VOCABULARY

Definition: Vocabulary encompasses the words students must know to communicate effectively through reading and writing. It includes understanding the meanings of words and how words are used in various contexts. Vocabulary knowledge extends beyond individual word definitions to include nuances of meaning, word relationships, and usage in different situations.

Contribution to Overall Literacy: Vocabulary is a fundamental aspect of literacy as it plays a crucial role in reading comprehension and writing proficiency. Vocabulary knowledge facilitates word recognition and decoding skills, as familiarity with words aids in fluent reading. In writing, a rich vocabulary allows students to express themselves more precisely and creatively, enhancing the quality of their compositions. Developing vocabulary skills is essential for building a strong foundation in literacy and supporting academic success.

Source: Lexia Learning. (n.d.). A Full Breakdown of the Science of Reading Components. Retrieved from https://www.lexialearning.com/blog/a-full-breakdown-of-the-science-of-reading-components

COMPREHENSION

Definition: Reading comprehension is the ability to understand and interpret written text. It involves actively engaging with the material, making connections, inferring meaning, and synthesizing information to construct a logical understanding of the text.

Contribution to Overall Literacy: Reading comprehension is the foundation of literacy as it allows individuals to derive meaning from text and engage critically with information. Proficient comprehension skills enable readers to understand the meaning of the words and grasp the deeper implications, inferential meanings, and author's intent. Comprehension extends beyond academic contexts, impacting a person's ability to navigate everyday situations, make informed decisions, and engage with the world around them.

Source: "Reading comprehension" (2016, June 10). Reading Eggs. Retrieved from https://readingeggs.com/articles/2016-06-10-five-components-of-reading/

Phonics is understanding the relationship between sounds spoken (phonemes) and the letters and spelling representing those sounds in written language (graphemes).

Vocabulary is the knowledge of stored information about the meanings and pronunciations of words. Vocabulary is necessary for students to understand the contexts of the texts they read.

Fluency is the ability to read words accurately and quickly by recognizing words and comprehending them simultaneously. Students who are fluent readers are more likely to comprehend the material they read.

Comprehension is an accumulation of all the reading skills and the ultimate goal of learning to read. Comprehension facilitates mastery of all the other four skills.

English Language Learners and the Five Essential Components of Reading Instruction | Colorín Colorado (colorincolorado.org)

To begin with, phonemic awareness is the capacity to manipulate and focus on phonemes, the smallest units of spoken language, within syllables and words. It is a key aspect of literacy, as the understanding of phonics hinges upon it; without phonemic awareness, the connection between letters and sounds would lack clarity. This is the first step that students learn to become fluent readers and it is important to comprehension because it is a foundational skill for literacy and comprehension. It enables individuals to decode words accurately, recognize familiar words efficiently, understand structured language, and acquire vocabulary; all of which are essential components of comprehension.

Moving over to phonics which involves the relationship between letters (graphemes) and the sounds (phonemes) they represent. A definition by Ehri (2004) states that phonics instruction teaches students the systematic and predictable relationships between written letters and spoken sounds. Phonics instruction helps students decode words and develop reading fluency by applying sound-symbol correspondences to reading and spelling. Phonics bridges the gap between spoken and written language, helping readers to decode text fluently. It is important for comprehension that without the two key pillars of the reader which are phonemic awareness and phonics readers will not be able to decode words accurately and efficiently, leading to improved reading fluency. When readers can decode words fluently, they can devote more cognitive resources to understanding the meaning of the text, rather than struggling with word recognition.

Next, there is fluency which is the rate students can read and decode words smoothly. Fluency refers to the ability to read text accurately, quickly, and with expression. According to the National Reading Panel "fluent readers read smoothly and automatically, without having to pause to decode words"(2000). Fluent reading is essential for comprehension because it allows readers to focus on understanding the meaning of the text rather than struggling with individual word recognition. fluency enhances comprehension by promoting automatic word recognition, facilitating phrasing and expression, maintaining pacing and rhythm, and freeing cognitive resources for higher-level processing. Fluent reading allows readers to focus on comprehending the meaning of the text, leading to improved overall comprehension skills.

Vocabulary is crucial as well in comprehension because if a student is reading well but does not understand the meaning of the words what will they retain from the reading? Vocabulary aids in word recognition and decoding abilities, fostering fluent reading. The context in which words or phrases are used and recognizing the subtle differences in their meanings; vocabulary proficiency extends to grasping word relationships and recognizing how words are employed in different scenarios helping with overall comprehension skills and a goal for each student to gain.

Lastly, As Reading Rockets says "Comprehension is the reason for reading"(2024). Meaning, the ability to understand, connect with, and derive meaning from text is what distinguishes proficient readers from those decoding words. Comprehension is the ultimate goal of reading and involves understanding the meaning of the text; the process of constructing meaning from the text, which includes understanding the main ideas, making inferences, and connecting the text to prior knowledge. Comprehension depends on successfully integrating phonemic awareness, phonics, fluency, and vocabulary skills. Simply recognizing words on a page isn't enough; true reading involves actively engaging with the text, comprehending its meaning, and internalizing it. Proficient readers are both intentional and involved, possessing the ability to not only absorb the text but also to analyze it, derive meaning from it, and integrate it into their understanding.

references:

Basics: Reading comprehension. Reading Rockets. (n.d.-b). https://www.readingrockets.org/reading-101/reading-and-writing-basics/reading-comprehension

National Reading Panel. (2000). Report of the National Reading Panel: Teaching children to read: An evidence-based assessment of the scientific research literature on reading and its implications for reading instruction. National Institute of Child Health and Human Development.

Ehri, L. C. (2004). Development of sight word reading: Phases and findings. In P. McCardle & V. Chhabra (Eds.), The voice of evidence in reading research (pp. 135–154). Brookes Publishing.

In terms of fostering a good environment for literacy across all content areas, I observed that classrooms with rich and diverse reading materials readily accessible to students encouraged a culture of literacy and inquiry. These classrooms often had well-organized classroom libraries with a wide range of books catering to various interests and reading levels. Teachers I have observed promote reading by incorporating literacy activities into their lessons across different subjects, making connections between reading and real-world applications. As an educator, I recognize the importance of creating an environment where literacy is valued and integrated seamlessly into all aspects of the curriculum.

Regarding classroom management strategies, I've witnessed a variety of approaches, but one that resonated with me was the use of positive reinforcement and proactive behavior management techniques. Teachers who establish clear expectations and routines from the beginning, with consistent praise and encouragement for desired behaviors, create a positive classroom climate where students feel respected and supported. These teachers implement strategies such as classroom transitions, redirection of off-task behavior, and relationship-building with students to prevent potential disruptions before they escalate. By focusing on building positive relationships and setting high expectations, these teachers effectively maintained a productive and orderly learning environment. As an educator, I aim to adopt similar classroom management strategies to establish a positive classroom culture where all students feel valued, respected, and motivated to learn.

When it comes to classroom environments, I tend to like spacious/cozy classrooms. Out of all my mentor teacher's classrooms, I haven't found one that I would like as my own. However, there is one teacher at the school where I work that has the perfect room arrangement and decor that I like. In her classroom, the students have tables instead of desks. This makes her arrangement have a lot more space, causing it to be easier to move around for both the students and her. It also makes group work easier to manage. Since they use tables instead of desks, she had cubbies and other storage for the students. It is very organized in the back of the classroom.

When it comes to different content my mentor teacher tends to make anchor charts that contain any vocabulary, phrases, picture's that students can reference to. I like this as throughout the lesson it allows the students to have something to reference if they are having a hard time understanding. For example, the class is currently working on poetry, so she has made an anchor chart showing the structures of poetry. She has the anchor charts hung based on what subject they are on, if they are working on math, she will pull out the math anchor charts same with ELA etc.

When it comes to classroom management strategies, I like a class dojo. I see some teachers use this as an individual reward system and a whole class reward system. I've seen one teacher who gets allows students to "cash out" their point for certain rewards such as chips, lunch with teacher, early recess etc. Another strategy that I have seen is the classroom jobs. I have seen multiple teacher who has classroom jobs for students however, I did not see it being used much except for one class. In this class the teacher as well as the students were very serious about their classroom jobs. Such as other students would remind the door holder to open the door for students. I think with the right implication's classroom jobs will work great in the classroom.

Each of my mentor teachers had similar classroom décor. It was very simple and most of the posters they had up were motivating. I did notice that the bulletin boards within the classroom were never changed during my time there. I know my classroom décor style will be a lot different than my mentor teachers. I see my classroom having some sort of theme and being simple yet appealing to the eye. I understand times can get busy, but I will do my best to update my bulletin boards to match the content we are learning. By updating the bulletin board to match the content I believe it will make students get more excited about the content. Classroom arrangements I have noticed can be difficult. In the middle school classroom, I was in the desks were lined up in rows and the students were moved very frequently due to disruptions. It seemed no matter where a teacher put the students they always found a way to speak to their friends hence the frequent seating chart changes. In the elementary classroom I am in the teacher has the students in table groups. This works great because they do a lot of group work. Each student is also assigned a number and on different days of the week they have a different job to do. I really like the idea of having table groups because in elementary and middle school I have seen that a lot of group work is done. There was not really a classroom flow in the middle school and maybe that’s why the teacher struggled with seating arrangements so much. In the elementary classroom I am in there is a procedure for everything. As tedious as it may be to have a procedure for everything I have seen how beneficial it is. Having a classroom flow and procedures lets the students know the expectations and that they are expected to follow the expectations, thus resulting in a smoother classroom. Some advice my mentor teacher this practicum gave me is to start those expectations on day one and hold them accountable on day one. I will employ this practice in my future classroom because it makes a world of difference.

Although I have done my practicum in middle and elementary school they both share the same things that make a good environment for learning literacy. Both classrooms had an enormous classroom library and students were encouraged to read a book from the classroom library if they completed an assignment early. Additionally, these teachers chose books for the students (for whole class reading) that they knew their students could relate to. This is extremely important to keep students engaged in reading and wanting to read more. I noticed that each classroom focused on literacy elements. In middle school this was done through worksheets and class activities and in elementary school this was done through anchor charts. Each way was beneficial for the classroom. In elementary school my mentor teacher did not specifically have a time in the day that was dedicated to ELA. At first I found this odd until I noticed that she incorporated ELA into each subject. This is a great idea because in subjects like math, science, and social students it can help relate reading to the real world.

As a future educator I have learned many things throughout my practicum thus far. I have learned different classroom management strategies, the importance of classroom arrangements and procedures, and how important it is to foster a positive literacy environment. I want my classroom to be a fun and safe learning environment and I will do whatever I can to ensure it is t

When teaching younger students, a classroom must have a more colorful décor. Kids love color and pictures; they also learn from posters and pictures within the room. Posters and charts are examples of visual aids. Some important aspects of a kindergarten classroom wall include the ABC’s, 123’s, sight words, and most importantly their work. That is one part of a classroom that I love. Having their work decorate the classroom shows students that what they are doing within the class is important. It shows them they matter, and they should be proud of what they do. Classroom themes are also important in providing a put together look. A classroom should flow together and be appealing to the eye for not only the students but to anyone that comes in.

As for the room arrangement, I prefer the ones that support mobility within the classroom. Materials should be easy to access for teachers. I also like classrooms that support students in their independence. One thing that really stresses me out is clutter. I have ADHD and a messy classroom or desk makes it harder for me to focus let alone the students.

The first thing to support students in literacy would be for a teacher to have a library within the classroom. A more personal touch would be to incorporate a reading area. Students love having an area designated for them. They also feel as if they have free time to read what they want and become more involved in the literature around them. Within my practicums and work I have only encountered two reading areas but have seen how much more engaged students are. Even the students who are often more discouraged from reading love reading in the reading areas. Another element that can provide literacy incorporation would be to have interactive learning opportunities, such as read alouds. Read alouds provide opportunities for students to critically think and reach a deeper meaning of the text. This allows teachers to have guided questions as well for students to get a better understanding.

I recently learned in my practicum that kindergarten dedicates a good portion of the beginning of the year to procedures and classroom management strategies. Partially because this is the first experience they have with school but also because of how important it is within the classroom. Sometimes I feel as if my students can sense when I am unsure of a rule or procedure. When they sense I’m off they push boundaries and see how far they can get away with things. This is partially because of the lack of classroom management set for them. The first one that I prefer is to vividly explain what is wanted. When students are left to think what’s next or have to fill in the blank, they will often do the opposite of what you want.

The classrooms I have done my practicum in have been simple with minimal decor, but I do agree too much decor can be distracting. Most classrooms seem to be arranged in groups which I would prefer in my classroom as well.

I have learned more about literacy and other content areas such as math and science in my courses that have been reinforced in my practicum such as explicit literacy instruction and fun and interactive gamification.

When teaching new content I have observed my mentor relate information to students background and prior knowledge. How much teachers learn about their students in a single school year is amazing.

The classroom management skills I have seen that work best for me would be having clear expectations for students and holding students accountable. I would also want my students to have a classroom routine.

As of right now, in Bullhead middle school, I have seen the inside of 5 different classrooms. In every classroom, all the teachers had poster boards with information pertaining to their subjects. An example would be in an ELA classroom, they would have the elements of a story, comparing theme and central idea, and central idea posterboards on their walls. Some classrooms were more organized than others. Overall, every classroom had some information for the students presented to be looked at any time.

 Every classroom Each teacher had their own management styles for their own classrooms. My mentor teacher and her neighbor ran a tight ship. They worked with their students on procedures and expectations every day. The outcome was students were usually on task, not very disruptive, and very cooperative with both the teacher and other students. I have seen a few other classrooms where the students will either walk all over the teacher or just ignore them out right. Those classrooms were a little more chaotic with the teacher yelling very loudly attempting to regain control. I noticed this strategy does not really work.

The layout of the room consists of groups between 3-6 students each. The students are encouraged to work together while also ensuring they are all responsible for their own learning and teaching. Every group has a learning monitor, which ensures every student knows what they need to be doing. The faciliatory ensures all students has all materials needed. The rest of the students actively keep each other engaged in the lesson. It can work effectively for instruction; However, it does come with its faults. For example, if none of the students want to be on task or if none of them know what they should be doing. There are its benefits as it does have engagement from everyone involved.

Overall, students need structure, effective communication, and procedures. Every successful classroom has these three elements in common to create an effective learning environment. Students learn based on how you manage your classroom and how you set up procedures. I have learned how effective learning can be achieve by watching those who can manage their classrooms. The key was consistency from what they told me. Always be consistent and always follow through.

Classroom decor was one aspect that excited me when I first entered the classroom because it allows teachers to display students' work, key concepts, or reminders of what is happening in the classroom or at school. At a 3rd-grade level, I saw more students and guided practice, along with inspirational quotes. In junior high I saw more science-based posters and models of what the class teaches over the course of the year, this is a common concept in each classroom and the subject they teach. One thing I liked about my mentor teacher is she would have a quote of the day that makes students think and motivates them. Towards the end of this year, administration is changing the rules that limit teachers' posters on the wall and flammable objects in the classroom that teachers did not favor fondly because of how limited their freedom will be in their classroom.

Overall classroom arrangement is based on how the teacher wants their classroom environment to be, in elementary school, the studetns were arranged in groups and had everything other than their computer accessible at their desk. The flow of my 3rd-grade mentor was on timers and procedures. In junior high procured were similar but more direct and simple. Studetns were expected to have a pencil for class, upon entry given what they needed for the class period and then later given a packet that studetns were responsible for keeping. Both grades gave responsibility to studetns to keep track of their work turn in assignments where needed to be and understand the classroom expectations. I liked how strict my mentor teacher was at the middle school level because it prepares studetns for high school and their responsibility for their work. A takeback I took from both teachers is sitting students accordingly to make immediate changes when needed and having studetns know where and when to locate needed materials when permission is given.

What makes a great classroom environment is the energy of the teacher and I will stand by that. In 3rd grade, my teacher was helpful, friendly, and a second mother to her studetns the class worked together to bring each other up and it was noticeable how each studetns cared for the other. In Junior high school it is a lot different and each rotation of period in each class has its charm to it. I was explained that her first hour was her sleepy guinea pigs and would do her best to wake them up without overstimulating them academically and she did well. Her next two periods were her best performing because it was still before lunch and studetns enjoyed her classroom. After lunch is when studetns needed firm redirection she led with an iron first. The class would get out of hand but then she would use her momma-bear voice to gain the attention of the studetns. She interacted with each group after her brief lectures and made sure to wait and let studetns respond to class discussions; one thing she told me to take with me was to be patient and let the studetns answer because the more answer I give the studetns more they are likely to expect the teacher to must answer. Finally, what I learned from a neighboring teacher who teaches 7th grade is a huge lofi/music encourager for students to be proficient in independent practices, quiet rooms do not do well for some students to focus and students were allowed to wear headphones and play their music with GoGuardian as monitoring tool.

Classroom management strategies that have stuck with me are ques that teachers use to let studetns know either a transition or a certain time limit. Repeated instruction is key and noted that it takes more than three times repetition for studetns to fully understand what is expected. Before entering the classroom a pep talk with all studetns to set the energy of the classroom is key and if studetns do not meet the expectation repeat the same process as many times to prove a point. While the teacher is talking studetns should be listening and when it is a class discussion only one student should be speaking. Giving studetns time to reflect and the use of sticky notes is a key factor also that I plan to take with me in my future classroom. School rules are posted somewhere in the classroom that allow teachers to point to for a reminder and also classroom expectations can be posted as well.

Overall, my time in my mentor teacher's classroom has taught me that not every teacher is the same and we are all our own teachers with our likes and dislikes. Applying what I have learned from being kind-hearted to a strict papa bear has set me up to be an effective teacher and to work on my feet; a concept I did not understand at first but now am getting a rhythm of. Understand that the studetns needs come first and accommodating studetns does not mean teaching a whole new subject to the studetns but limiting questions and applying knowledge that is appropriate for them. pairing studetns is a great way to gain good connections and the more involved we are as teachers the more respect we get from our studetns.

My first priority is to make the classroom my classroom. I want to walk into the classroom and feel at home. I will be spending every day in the same room with probably over 20 students. I want to first make sure that not only me but my students feel comfortable. Another priority is to get a schedule going. I am someone who likes to have everything scheduled to the tea. Such as what time I want to wake up, what time I want to leave, what parking spot I want to park in etc. Lastly, is create meaningful relationships with my students.

What I will do to make sure to maintain a work/life balance is to create a schedule as stated before. I like to have a schedule and know what is expected. Rather than doing work on the weekend I would find it easier to stay and hour or two after work. That way I can keep the weekends for me.

As for the question, "How will you continue learning?", I will go on to get my masters. The masters will be in school psychology. After researching about different jobs in education I found that I really liked the role of a school psychologist. I looked more into it and decided that I wanted to do it. Instead of starting my schooling over, I thought that getting experience in a school and learning about the teacher role would give me the skills and background knowledge to become a great school psychologist.

1.        Balance time between school and my home life

2.        Ensure that my students feel like my classroom is a safe place for them that encourages questions and learning

3.        Realize that I do not know it all and that I will constantly be learning and be open to those opportunities

I will do my best not to bring work home to maintain a work/life balance. I will stay late no more than two days a week and try to come in only once during the weekend to complete classwork. When I am at home, I focus on my home life and those I share it with. When I am at school, I will focus on my classroom and those I share it with.

I will continue learning by being open to learning possibilities. I am not thinking about getting my master’s degree yet, as my oldest will be a senior in high school the year after we graduate, and I want to spend that year focused on her.  After that year, I will reevaluate whether or not I feel a master’s degree will be helpful to me as an educator. I realize there is a pay increase, but that is not the most important factor, as I want to be the best I can be, with or without specific degrees.

1. Making my classroom a safe and welcoming place: Creating a positive and inclusive environment is so important to me. I believe that when students feel safe, respected, and valued, they are more likely to engage in learning and thrive academically and socially. To make this happen, I'll focus on building strong relationships with my students, implementing clear and consistent expectations, and promoting mutual respect among classmates. By fostering a sense of belonging and acceptance, I aim to create a space where all students feel comfortable expressing themselves, taking risks, and participating actively in their education.

2. Maintaining a work/life balance and keeping time for myself: Teaching can be demanding, both physically and emotionally. It's essential for me to prioritize self-care and maintain a healthy balance between my professional responsibilities and personal well-being. To me, this means setting boundaries around work hours, prioritizing tasks effectively, and making time for activities that make me happy. I recognize the importance of maintaining my energy and preserving my mental and emotional health. By making self-care a priority, I can avoid burnout and sustain my passion for teaching in the long term.

3. Not being too hard on myself: Teaching is a challenging profession, and it's natural to encounter setbacks and challenges along the way. However, I understand the importance of maintaining a positive mindset and showing myself compassion and understanding, especially during difficult times. Instead of dwelling on mistakes, I'll focus on learning and growth, seeking feedback, and continuously striving to improve as an educator. By embracing a growth mindset and practicing self-compassion, I can navigate the ups and downs of teaching with resilience and optimism, ultimately becoming a more effective and fulfilled teacher.

How will you make sure to maintain a work/life balance to avoid burnout? Explain. To maintain a healthy work/life balance and prevent burnout as a teacher, I will prioritize setting clear boundaries between my professional and personal life, allocating specific time for work-related tasks while dedicating time for relaxation and self-care outside of work hours. By prioritizing tasks effectively, making self-care a non-negotiable part of my routine, and seeking support when needed, I aim to navigate the demands of teaching to ensure that I can support my passion and effectiveness in the classroom for a long time.

How will you continue learning? Explain.

I am open to various opportunities to continue learning, whether that means a Master's degree or obtaining National Board Certification; I will just have to wait and see what happens for that! I also value learning opportunities such as attending PDs, seeking mentorship from experienced educators, and staying up to date on new findings in the education world. I will remain proactive in seeking out opportunities for growth that align with my interests and goals as an educator.

To avoid burnout and maintain a healthy/Work life balance I will set a schedule and stick to it. There is no school on Fridays giving me an extra day to fulfill classroom and work duties and commit the rest of the weekend to myself and my family.

I will continue learning by reading and taking courses to better my teaching practices. Whether I take courses, attend seminars independently, through endorsements, or continue my professional education it is necessary to keep learning and keep up on the latest scientific research surrounding teaching practices. I have considered working towards an NBCT certificate or a master's, but I am unsure what direction I will take once I get settled into teaching. I do know, that I want to continuously learn and grow for myself and my students.

I have been thinking of ways to maintain a work-life balance for a while now. One thing that I will do is not stay past contract hours during the week. My children play sports, and they need me to be home for them. My last practicum teacher said she would go into her classroom for an hour or two on Sundays and create her weekly lesson plan and just make sure that her week is set up so she can go into Monday morning with everything planned. I may do something like this to make sure that my week is set up and I do not have to go to sleep Sunday night worried about having to wake up extra early on Monday and rush to get everything done. I believe by being better prepared and less stressed about preparation I will decrease my chances or burnout.

I am excited to continue my learning! After graduation, I know I want to get my NBCT certification as well as a master’s degree. I am in no rush to get either after I graduate, but it is something I will eventually complete. I am not sure what I want to get my masters in because I am not entirely sure where I will end up in the field of education. My original plan was to teach middle school or high school ELA, but I love elementary school. Wherever I end up, I know that education is always going to be changing and that I will need to stay up to date on professional development and the latest research.

When I first started having a job in managing school, I wasn't very good at providing myself with a good work/life balance. However, I believe over time I've slowly progressed in making that a priority. I have also learned some great ways to manage for instance, doing things that make me happy, that don't tie to the classroom. I really like to read and spend time outdoors. I feel like I can incorporate those activities for myself to avoid burnout. It will also be checking my vacation days frequently.

  At first, they didn't plan on furthering my education. However now being near graduation I do want to get my master’s degree and become NBCT certified. I believe someday I could either be a principal or professor and I would like to prepare for that sooner rather than later. I also have family in another state that our teachers, and I would love to go teach with them one day. Also, I really like the concept of not having to be stuck teaching in one state so even if I don't move with my family I really like the option in being able to teach anywhere in the United states.

            The first thing I want to do is find a healthy life balance for work, learning, and at home. I started the semester strong and trying to give an adequate amount of time to each part of my life. Then about 5 weeks in I felt the burnout. I still work full time, I had another baby girl (her name is Kamila, the 2-year-old Allyson), and still had college. I felt like I was missing out on my personal life as I do not really remember much of my daughters first 2-3 months. It breaks my heart thinking about it. So, I believe trying to make more time for my family is very important because they are part of the reasons why I am going to school to learn how to be a teacher.

      My second priority is to gain experience as a teacher. Right now, my lack of experience is my greatest issue when it comes to daily life within the classroom. Our students deserve our best and I am going to do everything in my power to ensure I am giving that to them. I also want to try to inspire students to do something with their lives. I believed I could never accomplish anything because I was poor. I did not know all the programs that could help people like me receive an education and a better life. I also want to observe what school life is like on a daily basis. I want to see everything our education system has to offer. One day, I aim to become principle and superintendent one day. To succeed in administration, I first need to observe its shortcomings and gain perspective as a teacher. I want to do my part and help fix current perceptions of our education system and fix it from within as well.

      My final goal is ever evolving as it is an accumulation of both my previous goals. One day, I will run for governor and president of the United States. I began telling everybody I know about my goals in life and why I chose education to start in. They first thought I was joking but I firmly believe I can accomplish these goals with hard work and perseverance. My goals in law making would have an emphasis on education and trying to recapture and instill values. There is to much hate and a great divide between people currently. I want to change it this country for the better.

      Overall, I am going to continue my academic career because it is what my goals entail. I want to do better for my family, community, and country. The only issue currently I have is finding a balance within my life.

In my classroom, I would like to achieve great lesson planning skills and ditch the procrastinating aspect I carry. I want to have great classroom procedures and make learning fun; yes, school is for academics but most learning occurs when studetns are having fun. To avoid burn out I will look forward to my weekends and breaks for myself and finally take my mother on trips. For the longest time, my mother has been my support system, now I would like to be hers. I understand that I need to find a hobby to avoid burnout and possibly coach sports and have my occasional adult beverage but I genuinely want to focus on my craft for the first years to develop a routine that suits me because I will be teaching for the rest of my life. For the first five years, I want to do as much training as possible and go to conferences that will continue to change my perspectives; this is my passion I want to succeed.

After I graduate with my bachelor's degree and have been teaching for at least a year or two I would like to obtain my master's degree in education and possibly further down the road a degree in administration; I see myself as a principal but not anytime soon. Other than obtaining my BA and Masters I do not see myself getting another degree likes medical or business; I would hope my future partner as a degree in one of the two. In conclusion, I hope to be the teacher I have always dreamt I will be and be truly effective to students. I hope to see good change in education and hopefully have a great run in my life time; its crazy to think how fast time passes by, but the memories last longer than us.