DRAFT: This module has unpublished changes.
5.2: Design a social environment that is low-risk, includes choice, motivation, and scaffolded support to optimize students’ opportunities for learning to read and write.
DRAFT: This module has unpublished changes.

Letter of Invitation

 

Context: 

This letter of invitation was written to Professor Jenny Tutten during EDLIT742. In this letter of invitation I wrote about my school and classroom context. Additionally, I explained the area of literacy I wanted to improve in based on my students' needs and interests. 

 

Reflection:

For this assignment, I decided to focus on differentiation in literacy. More specifically, I wanted to ensure that all of my students, regardless of their disability or reading level, had access to the mini lesson. When Jenny came in to observe me, she was very impressed by my lesson and how I used different tools and supports to engage my students. Right after my lesson, I pulled a guided reading group, which she also carefully observed. As I was teaching, I immediately realized where I really needed to improve, in order to optimize students' oppotunities for learning to read. Guided reading that day, and every day felt like a struggle. After my lesson, Jenny and I sat down and discussed some possible changes I could make and some areas that I could improve on. From that day forward, I researched different guided reading formats and supports that I could put in place to make my guided reading lessons more "sticky" and productive for my students. Now, I'm feeling much more confident as a guided reading teacher because I can see that my student's are benefitting from the changes I made. They are now more engaged in their reading and making improvements each day that overall have helped them grow as readers. 

DRAFT: This module has unpublished changes.