Digital Story Literacy Development 6706LSchloesser
This digital story discusses topics on:
I. Getting to Know Literacy Learners (Slide #3-5)
II. Selecting Texts (Slide #6-7)
III. Emergent Literacy Learner Lesson (Slide #8-9)
IV. Beginning Literacy Learner Lesson (Slide #10-11)
V. Reflection (Slide #12)
VI. Insight Gained (Slide #13)
VII. Tell your digital story (Slide #14)
VIII. Reference (Slide #15-16)
Digital Story Literacy Development 6706LSchloesser
Story Content:
1. Getting to Know Literacy Learners (Slide #3-5)
II. Selecting Texts (Slide #6-7)
III. Emergent Literacy Learner Lesson (Slide #8-9)
IV. Beginning Literacy Learner Lesson (Slide #10-11)
V. Reflection (Slide #12)
VI. Insight Gained (Slide #13)
VII. Tell your digital story (Slide #14)
VIII. Reference (Slide #15-16)
Digital Story Literacy Development 6706LSchloesser
This digital story discusses topics on:
I. Getting to Know Literacy Learners (Slide #3-5)
II. Selecting Texts (Slide #6-7)
III. Emergent Literacy Learner Lesson (Slide #8-9)
IV. Beginning Literacy Learner Lesson (Slide #10-11)
V. Reflection (Slide #12)
VI. Insight Gained (Slide #13)
VII. Tell your digital story (Slide #14)
VIII. Reference (Slide #15-16)
Digital Story Literacy Development 6706LSchloesser
Story Content:
1. Getting to Know Literacy Learners (Slide #3-5)
II. Selecting Texts (Slide #6-7)
III. Emergent Literacy Learner Lesson (Slide #8-9)
IV. Beginning Literacy Learner Lesson (Slide #10-11)
V. Reflection (Slide #12)
VI. Insight Gained (Slide #13)
VII. Tell your digital story (Slide #14)
VIII. Reference (Slide #15-16)
Section 1 Lesson PreparationTeacher Candidate Name Susan Dar.docxjeffsrosalyn
Section 1: Lesson Preparation
Teacher Candidate Name:
Susan Darling
Grade Level:
First Grade
Date:
Nov 20, 2019
Unit/Subject:
Reading/writing
Instructional Plan Title:
Fact or opinion
Lesson Summary and Focus:
Facts and opinions will be the subject of the day. Students will talk about the two words just as utilizing key vocabularies to decide whether it is an opinion or fact. This exercise will allow students to become good writers and readers. This unit acts as an introductory lesson for students to start writing an opinion paper.
Classroom and Student Factors/Grouping:
During the group activity, students will work with pre-determined partners. The reason being some behavioral students perform better with their peers. Student’s comprehension is enhanced when the teacher makes sure all students are involved and focused. The instructor will move around the classroom to manage the classroom while students are working in a group of two.
National/State Learning Standards:
1.RF.4, 1.RL.5, 1.W.1, 1.W.2, 1.SL.1, 1.L.4, CCSS.ELA-LITERACY.W.1.1,
CCSS.ELA-LITERACY.W.1.2
Specific Learning Target(s)/Objectives:
Through context clues, students will be able to differentiate fact and opinion by describing why a story is a fact or an opinion.
Agenda:
· Teacher will open with the anticipatory set.
· The educator will start the lesson.
· Student’s participation will be highly focused.
· Lesson closure will end the class to measure mastery.
Academic Language
Key vocabulary:
Informative
Fact
Falsehood
Opinion
Function:
I will help my students understand and explain the meaning of each vocabulary so that every learner comprehends the types of passages. For instance, students should decide if the passage is an opinion piece or is an informative one.
Form:
Pupils must understand that everything they hear or say is not a fact. They should as well as listen to their ideas and determine whether it is a fact or an opinion.
Resources, Materials, Equipment, and Technology:
Sticky notes, pencil, projector, paper, website for fact and opinion game, crayons, fact or opinion worksheet, whiteboard, computer tablet, markers, and coloring sheet.
Section 2: Instructional Planning
Prior knowledge connection: The educator will open the class discussion about facts or opinions by asking students whether they have ever heard about the two words. Students will be given enough time to read and answer.
Anticipatory Set: There will be two sentences written on the board. The teacher will explain the sentence that is a fact and one that is an opinion. Fact: I went to my friend’s place twice this week. Opinion: the best dish in the world is spaghetti. Every pupil will be given two sticky notes and opinions on each of them. Pupils are allowed to select the written sentence and determine which one is a fact and opinion. To help students understand why they labeled each sentence and its meaning, the teacher will initiate a discussion to transpire that. Subsequently, st.
İyi bir dinleyici olmak, dil öğrenimi sırasında çok önemlidir. Eğer öğrencilerimizi iyi bir dinleyici olmaları konusunda cesaretlendirebilirsek, sadece iyi bir dinleyici değil, aynı zamanda daha aktif öğrenci olmalarına yardım etmiş oluruz.
How to Split Bills in the Odoo 17 POS ModuleCeline George
Bills have a main role in point of sale procedure. It will help to track sales, handling payments and giving receipts to customers. Bill splitting also has an important role in POS. For example, If some friends come together for dinner and if they want to divide the bill then it is possible by POS bill splitting. This slide will show how to split bills in odoo 17 POS.
We all have good and bad thoughts from time to time and situation to situation. We are bombarded daily with spiraling thoughts(both negative and positive) creating all-consuming feel , making us difficult to manage with associated suffering. Good thoughts are like our Mob Signal (Positive thought) amidst noise(negative thought) in the atmosphere. Negative thoughts like noise outweigh positive thoughts. These thoughts often create unwanted confusion, trouble, stress and frustration in our mind as well as chaos in our physical world. Negative thoughts are also known as “distorted thinking”.
How to Make a Field invisible in Odoo 17Celine George
It is possible to hide or invisible some fields in odoo. Commonly using “invisible” attribute in the field definition to invisible the fields. This slide will show how to make a field invisible in odoo 17.
Welcome to TechSoup New Member Orientation and Q&A (May 2024).pdfTechSoup
In this webinar you will learn how your organization can access TechSoup's wide variety of product discount and donation programs. From hardware to software, we'll give you a tour of the tools available to help your nonprofit with productivity, collaboration, financial management, donor tracking, security, and more.
Instructions for Submissions thorugh G- Classroom.pptxJheel Barad
This presentation provides a briefing on how to upload submissions and documents in Google Classroom. It was prepared as part of an orientation for new Sainik School in-service teacher trainees. As a training officer, my goal is to ensure that you are comfortable and proficient with this essential tool for managing assignments and fostering student engagement.
Students, digital devices and success - Andreas Schleicher - 27 May 2024..pptxEduSkills OECD
Andreas Schleicher presents at the OECD webinar ‘Digital devices in schools: detrimental distraction or secret to success?’ on 27 May 2024. The presentation was based on findings from PISA 2022 results and the webinar helped launch the PISA in Focus ‘Managing screen time: How to protect and equip students against distraction’ https://www.oecd-ilibrary.org/education/managing-screen-time_7c225af4-en and the OECD Education Policy Perspective ‘Students, digital devices and success’ can be found here - https://oe.cd/il/5yV
Model Attribute Check Company Auto PropertyCeline George
In Odoo, the multi-company feature allows you to manage multiple companies within a single Odoo database instance. Each company can have its own configurations while still sharing common resources such as products, customers, and suppliers.
Synthetic Fiber Construction in lab .pptxPavel ( NSTU)
Synthetic fiber production is a fascinating and complex field that blends chemistry, engineering, and environmental science. By understanding these aspects, students can gain a comprehensive view of synthetic fiber production, its impact on society and the environment, and the potential for future innovations. Synthetic fibers play a crucial role in modern society, impacting various aspects of daily life, industry, and the environment. ynthetic fibers are integral to modern life, offering a range of benefits from cost-effectiveness and versatility to innovative applications and performance characteristics. While they pose environmental challenges, ongoing research and development aim to create more sustainable and eco-friendly alternatives. Understanding the importance of synthetic fibers helps in appreciating their role in the economy, industry, and daily life, while also emphasizing the need for sustainable practices and innovation.
The French Revolution, which began in 1789, was a period of radical social and political upheaval in France. It marked the decline of absolute monarchies, the rise of secular and democratic republics, and the eventual rise of Napoleon Bonaparte. This revolutionary period is crucial in understanding the transition from feudalism to modernity in Europe.
For more information, visit-www.vavaclasses.com
The French Revolution Class 9 Study Material pdf free download
Educ 6706 presentation
1. Creating a Literate Environment
Liz Schreiber
Walden University
EDUC 6706:The Beginning Reader PK-3 Dr. Orth
2. Getting to Know Literacy
Learners
The better you know your students, the better you can
connect them with texts that will impact them in
profound ways. –”Getting to Know Your Students” video
(Laureate Education Inc., 2010a)
Cognitive testing: IRLA: Independent Reading Level Assessment
Framework (Hileman & Zorzi Cline, 2012)
Non-cognitive testing: Reading interest Survey (Hildebrandt,
2001)
Share asssessment results from three students
“It is not about what we are teaching but who we are
teaching that is most important” –Dr. Janice
Almasi(Laureate Education Inc., 2010a)
3. Selecting Texts
It is important to choose a balance of linguistic, semiotic,
narrative, and informational texts that are part of the
literacy matrix discussed in the video “Analyzing and
Selecting Texts” (Laureate Education Inc., 2010b).
4. Selecting Texts
Guided Reading: Students self-selected texts at their level from a unit on
bugs and insects
-Emergent reader: Bugs and More Bugs by Trace Taylor and Gina Zorzi (Taylor & Zorzi,
2006)
-Beginning reader: Where Do Bugs Live? By Jerald Halpern (Halpern, 1999)
-Transitional Reader: Butterfly by Louise Spilsbury (Spilsbury, 2005)
Whole group reading activities
-Online book Bug Out! The World’s Creepiest, Crawliest Critters by Ginjer L. Clarke, an
informational, semiotic text from “We Give Books” (Combining the joy, 2013) website.
-The Very Hungry Caterpillar by Eric Carle (Carle,1986),
narrative story
5. Literacy Lesson: Interactive
Perspective p.1
Teaching students to learn through an interactive
perspective is an important job of all teachers. We
need our students to learn specific literacy skills, and
also learn how to be strategic and metacognitive so that
they can control their own learning.
In the video “Strategic Processing”, Dr. Janice Almasi
says that strategic processing must be interwoven
through all five pillars of literacy instruction (Laureate
Education Inc., 2010c), which is something, we, as
teachers, need to always keep in mind.
7. Literacy Lesson: Interactive
Perspective p.3
LESSON PLAN
Teacher: Ms. Elizabeth Schreiber
Date: August 1, 2013
Age/Grade Range; Developmental Level(s): Summer
reading class of 26 pre-kindergarten through entering
second grade students. Special focus on: YR: 4 years
old, pre-kindergarten, emergent reader ZZ: 6 years
old, entering first grade, beginning reader HT: 6 years
old, entering first grade, transitional reader
Anticipated Lesson Duration: 30 minutes
8. Literacy Lesson: Interactive
Perspective p.4
Lesson Foundations
Pre-assessment (including cognitive and noncognitive measures): Prior to
this lesson, I assessed all the students using my Independent Reading Level
Assessment Framework (Hileman & Zorzi Cline, 2012) as a cognitive
assessment to determine what reading level each child is in. I used the
“Reading Interest Survey” (Hildebrandt, 2001) as a non-cognitive assessment
with these students.
Curricular Focus, Theme, or Subject Area: Bugs and Insects
Stae/District Standards: CCSS.ELA-Literacy.RI.K.4 With prompting and support,
ask and answer questions about unknown words in a text (Common Core
Standards Initiative, 2012).
CCSS.ELA-Literacy.RI.K.1 With prompting and support, ask and answer questions
about key details in a text(Common Core Standards Initiative, 2012).
CCSS.ELA-Literacy.RF.K.3c Read common high-frequency words by sight (Common
Core Standards Initiative, 2012).
9. Literacy Lesson: Interactive
Perspective p.5
Learning Objectives: The students will be able to identify facts they already know about a
topic. The students will be able to identify words they do not know in a text and learn what
they mean. The students will be able to identify facts they learned about a topic after
reading a text. The students will be able to build sight words from a text they read using
letter cards.
Adaptations for ELLs, Students with Special Needs, and/or Struggling Readers: I used word
cards accompanied with pictures of key words from the text to help my ELL student’s
vocabulary development. Also I had my ELL student and my two other emergent readers
dictate their answers to me and I recorded them rather than having the students write them
themselves.
Perspective(s) addressed in this lesson (Interactive, Critical, and/or Response): Interactive
Perspective
Texts: Butterfly by Louise Spilsbury (2005), Where Do Bugs Live? By Jared Halpern (1999),
Bugs and More Bugs by Trace Taylor and Gina Zorzi (2006)
Other Materials/Technology/Equipment/Resources: Chart paper, blank paper and pencils for
students, class set of “thinking hats”, vocabulary picture cards, letter cards
Grouping structures (one-on-one, small group, whole class): Whole class and small group
10. Literacy Lesson: Interactive
Perspective p.6
Lesson Sequence
Introduction/Anticipatory Set:
I will begin the lesson by telling the students that we are going to be wearing
three different “thinking hats” today while we talk about butterflies. I will explain
how there are different ways you can think about a text. I will first pass out the
“What I Know” paper hats to the students and have them put them on. I will also
give them each a piece of blank paper and instruct them to write down three facts
they already know about butterflies as a way to activate their schema. While the rest
of the class works on this, I will go around to my ELL student and my two other
emergent readers and ask them dictate their answers to me and I will write them on
the paper for them.
Next, the students will each share their facts with me and I will record them on a
piece of chart paper in the “What I Know” column. Any answers that overlap I will
put a tally mark by so that each student’s facts are represented.
Then, I will give them each a “What I Wonder” hat and ask them to think about if
there is anything they wonder about butterflies or would like to learn about them.
After I have given them time to think, I will ask them to raise their hand if they
would like to share something they wonder about butterflies and I will record their
responses on the chart in the “What I Wonder” column.
11. Literacy Lesson: Interactive
Perspective p.7
Building/Applying Knowledge and Skills:
Next, I will tell the students that they are going to have their “What I Know”
and “What I Wonder” hats ready while I read the book Butterfly (Spilsbury,
2005). I will instruct them to simply put on the appropriate hat each time they
hear something we had recorded in the “What I Know” or “What I Wonder”
column of our chart. When I see them put on their hats I will acknowledge it
and draw a star next to that fact or question on the chart.
After I complete the book, we will reflect on which items from our chart we
found in the book and which items we did not find. We will talk about where we
could find answers to the questions we were not able to answer from this text.
Assessment Opportunity: I will informally assess their participation and if they
are putting on the appropriate hats at the appropriate times.
12. Literacy Lesson: Interactive
Perspective p.8
Synthesis/Closure
Finally, I will give each student a “What I Know
Now” hat and have him or her wear it as I read Butterfly
(Spilsbury, 2005) a second time. I will tell them that each
time they hear a new fact that we had not recorded they
should raise their hand. I will also tell them to listen for
words that they did not know prior to hearing this book. I
will call on students to tell me the new fact or word and I
will then record it in the “What I Know Now” column of
our chart. Lastly, we will celebrate our new knowledge by
giving ourselves a big round of applause.
Assessment Opportunity: I will informally assess their
listening and comprehension skills.
13. Literacy Lesson: Interactive
Perspective p.9
Extension/Enrichment/Transfer of Generalization of Knowledge:
After the whole group lesson, I will meet with my guided reading groups. The
students are grouped with other students who are in the same stage of their
literacy development and are also in their same level of the 100 Book Challenge
(2013) program. I will use the text Bugs and More Bugs by Trace Taylor and Gina
Zorzi (2006) with my emergent readers in the 1Y level, Where Do Bugs Live? By
Jared Halpern (1999) with my beginning readers in the 2G level, and Butterfly by
Louise Spilsbury (2005) with my transitional readers in the 2R level.
With each group, I will do a mini-lesson with the “thinking hats” that is similar
to the whole group lesson I taught. Instead of recording all of their response on
chart paper, it will just be more of a discussion. I will discuss with them in more
depth about how activating their prior knowledge makes them better readers.
Next, we will use the same texts to do a “Making Words” lesson which is a
teacher directed activity where students use letter cards to make words
(Tompkins, 2010). In each guided reading group, we will go on a “word hunt”
through the books to find power words, or sight words at their independent
reading levels and then the students will need to build the words with their letter
cards.
15. Literacy Lesson: Critical &
Response Perspectives p. 1
It is imperative that teachers provide opportunities for
their students to think critically and responsively about
texts. In the video “Critical Perspective”, Dr. Janice
Almasi says that students need to examine texts from
multiple perspectives, critically evaluate text, and
judge the accuracy of text in order to be critical
thinkers (Laureate Education Inc., 2010d).
Dr. Almasi also says, in the video “Response
Perspective”, that we need to give our students time
and space to read and reflect on texts that change how
they may feel about a particular topic in order to be
responsive readers (Laureate Education Inc., 2010e).
17. Literacy Lesson: Critical &
Response Perspectives p. 3
LESSON PLAN
Teacher: Ms. Elizabeth Schreiber
Date: August 6, 2013
Age/Grade Range; Developmental Level(s): Summer
reading class of 26 pre-kindergarten through entering
second grade students. Special focus on: YR: 4 years
old, pre-kindergarten, emergent reader ZZ: 6 years old,
entering first grade, beginning reader HT: 6 years old,
entering first grade, transitional reader
Anticipated Lesson Duration: 30 minutes
18. Literacy Lesson: Critical &
Response Perspectives p. 4
Lesson Foundations
• Pre-assessment (including cognitive and noncognitive measures): Prior
to this lesson, I assessed all the students using my Independent Reading
Level Assessment Framework (Hileman & Zorzi Cline, 2012) as a
cognitive assessment to determine what reading level each child is in. I
used the “Reading Interest Survey” (Hildebrandt, 2001) as a non-
cognitive assessment with these students.
• Curricular Focus, Theme, or Subject Area: “Back to School” Manners
• State/District Standards: CCSS.ELA-Literacy.RI.K.3 With prompting and
support, describe the connection between two individuals, events,
ideas, or pieces of information in a text.
CCSS.ELA-Literacy.RI.K.8 With prompting and support, identify the reasons
an author gives to support points in a text.
CCSS.ELA-Literacy.RI.K.10 Actively engage in group reading activities with
purpose and understanding.
19. Literacy Lesson: Critical &
Response Perspectives p. 5
Learning Objectives: The students will learn about what empathy means. The
students will think about situations from different perspectives. The students will
analyze the reasons why an author writes a text. The students will describe how
they would feel if they were in the same scenario as characters from a story. The
students will write about how they can help someone who feels a certain way.
Adaptations for ELLs, Students with Special Needs, and/or Struggling Readers:
My ELL student and other emergent readers will dictate sentences to me and I
will write them on their story paper. They will only have to draw a picture to go
with their sentence.
Perspective(s) addressed in this lesson (Interactive, Critical, and/or
Response): Critical and Response Perspectives
Texts: Stand in My Shoes: Kids Learning About Empathy By Bob Sornson
Other Materials/Technology/Equipment/Resources: 4 Shoes boxes and shoes,
story paper, pencils, crayons
Grouping structures (one-on-one, small group, whole class): Whole class and
small group
20. Literacy Lesson: Critical &
Response Perspectives p. 6
Lesson Sequence
Introduction/Anticipatory Set:
I will start off by asking my students to remind me some of the
things we have talked about this week during our theme of “Back
to School” manners. I will tell them that today we are going to be
talking about empathy and ask if anyone knows what that means.
I will tell them that empathy means putting yourself in someone
else’s shoes and thinking about how you would feel if you were in
someone else’s situation. I will ask the students for any examples
of how they have shown empathy before and tell them that we
will be reading a story about it.
Assessment Opportunities: I will informally assess my students’
responses to determine their background knowledge on this topic.
21. Literacy Lesson: Critical &
Response Perspectives p. 7
Building/Applying Knowledge and Skills
I will read the students the book Stand in My Shoes:
Kids Learning About Empathy (Sornson, 2013). While I
read, we will stop after each scenario and have grand
conversations (Tompkins, 2010) about how we would feel
if we were in the characters’ in the story’s shoes.
Assessment Opportunities: I will informally assess my
students’ responses to the scenarios in the story to see if
they understand what empathy means.
22. Literacy Lesson: Critical &
Response Perspectives p. 8
Synthesis/Closure
When I finish reading the story, we will do a questioning the author
(Tompkins, 2010) activity. I will ask the students the following
questions:
Why do you think the author wrote this book?
Was he trying to teach us something?
Do you think the author has ever shown empathy before?
Why do you think the author thinks it is important for us to show
empathy?
Assessment Opportunities: I will informally assess my students’
responses to determine if they are understanding the author’s purpose
for writing this story.
23. Literacy Lesson: Critical &
Response Perspectives p. 9
Extension/Enrichment/Transfer of Generalization of Knowledge:
After the whole group lesson, I will meet with small groups of five to do a follow up
activity. Each group will be comprised of students at the same reading development stage. I will have
five shoe boxes with different shoes inside and scenarios written on the lid of each shoe box’s lid. I
will ask each student to choose a shoebox and put on the shoes in that box to pretend to be that
person wearing those shoes. I will then read aloud the scenarios to my emergent reader and beginning
reader groups, but the transitional reader group will have to read the scenario aloud to the group. For
example, in one of the boxes is a pair of flip-flops and this is what I wrote on the lid: The girl wearing
these shoes was all ready to go to the beach when it started raining outside. How do you think she
feels? What could you do or say to make her better? Another box had a pair of boys tennis shoes in
them and this is what I wrote on the lid: The boy wearing these shoes wanted to play kick ball outside
at recess, but he did not speak much English. He brought the ball to a group of boys and said, “Play
ball?” The boys laughed at him and told him they did not want to play with him because he talks
funny and has dark skin. How do you think he feels? What could you do or say to make him feel better?
Each lid has a different scenario, but the same two questions are on every lid.
After each students has had a turn to read their scenario and answer the questions, they
will use story paper to write the answers to their questions and draw a picture to go with their
sentences. In my emergent group, I will ask the students to dictate their sentences to me and I will
write them on their story paper. They will just have to draw the picture. In my beginning group, the
students will have to write their sentences, but with guidance and support from me. I will give them a
sentence starter and they will need to complete it. In the transitional group the students will have to
write their sentences independently.
Assessment Opportunity: I will use this student work to formally assess them on their understanding
of being empathetic.
24. Literacy Lesson: Critical &
Response Perspectives p. 10
Share reflection of lesson
Questions and comments about lesson
25. References
Carle, E. (1986). The very hungry caterpillar. New York, NY: Philomel Books.
Combining the joy of reading with the power of helping others. (2013). We Give Books. Retrieved July 16, 2013, from
http://www.wegivebooks.org/
Common Core Standards Initiative. (2012). English Language Arts, Reading, Foundational Skills, Grade K. Retrieved from
June 28, 2013, from http://www.corestandards.org/ELA-Literacy/RF/K
Halpern, J. (1999). Where do bugs live? Austin, TX: Steck Vaughn Company.
Hildebrandt, D. (2001). “But there’s nothing good to read” (in the library media center).Media Spectrum: The Journal for Library
Media Specialists in Michigan, 28, 34-37
Hileman, J., & Zorzi Cline, G. (2012). Independent reading level assessment framework. American Reading Company.
Laureate Education, Inc. (Producer). (2010a). Getting to Know Your Students. [Video webcast]. Retrieved from
https://class.waldenu.edu/webapps/portal/frameset.jsp?tab_tab_group_id=_2_1&url=%2Fwebapps
%2Fblackboard%2Fexecute%2Flauncher%3Ftype%3DCourse%26id%3D_2817926_1%26url%3D
Laureate Education, Inc. (Producer). (2010b). Analyzing and Selecting Texts. [Video webcast]. Retrieved from
https://class.waldenu.edu/webapps/portal/frameset.jsp?tab_tab_group_id=_2_1&url=%2Fwebapps%2Fblackboard
%2Fexecute%2Flauncher%3Ftype%3DCourse%26id%3D_2817926_1%26url%3D
26. References p.2
Laureate Education, Inc. (Producer). (2010c). Strategic processing. [Video webcast]. Retrieved from
https://class.waldenu.edu/webapps/portal/frameset.jsp?tab_tab_group_id=_2_1&url=%2Fwebapps%2Fblackboard
%2Fexecute%2Flauncher%3Ftype%3DCourse%26id%3D_2817926_1%26url%3D
Laureate Education, Inc. (Producer). (2010d). Critical perspective.. [Video webcast]. Retrieved from
https://class.waldenu.edu/webapps/portal/frameset.jsp?tab_tab_group_id=_2_1&url=%2Fwebapps
%2Fblackboard%2Fexecute%2Flauncher%3Ftype%3DCourse%26id%3D_2817926_1%26url%3D
Laureate Education, Inc. (Producer). (2010e). Response perspective. [Video webcast]. Retrieved from
https://class.waldenu.edu/webapps/portal/frameset.jsp?tab_tab_group_id=_2_1&url=%2Fwebapps%2Fblackboard
%2Fexecute%2Flauncher%3Ftype%3DCourse%26id%3D_2817926_1%26url%3D
Sornson, B. (2013) Stand in my shoes: kids learning about empathy. Golden, CO: Love and Logic Press.
Spilsbury, L. (2005). Butterfly. Chicago Illinois: Heinemann Library.
Taylor, T & Zorzi G. (2006). Bugs and more bugs. King of Prussia, PA: American Reading Company.
Tompkins, G.E. (2010). Literacy for the 21st century: a balanced approach (5th ed.). Boston, MA: Pearson Education, Inc.