2. I.
•Analysis: This week caused me to become more aware of my
students’ literacy levels and their likes and dislikes when it
comes to what to read.
•The reading interests survey helped determine what books they
wanted to read.
•This would help them enjoy reading and not look at reading as
punishment.
•I gave them an assessment to determine their reading levels.
•I wanted to challenge their reading skill while not giving them
too difficult of books.

3. • Dr. Janice Almasi talked about getting to know your
students better because we teach the students not grade
levels or subject matters (Laureate Education,
Producer (n.d. a).
• Getting to know our students and letting them read
according to their interests, as long as it is on their
grade level or just above, helps the students want to
read and we make it more personal to them.

4. •Analysis: This week gave me insight in to specifically
selecting the texts for my students to read.
•It is important to balance out the selection of texts along the
continuum: information (Which Dr. Susan Neuman says that
the children need the most of), narrative, linguistic, and
semiotic (Laureate Education Producer, n.d. b).
•It also helped me realize how I can use the texts to improve
their writing skills.
•One way that I will accomplish that is by having the students
write their own stories. For example, they will write their own
stories about someone being bullied.

5. • They will also draw pictures of events in their stories.
• Another way to facilitate their writing is by having
them recreate the ending to a story that they read or I
read to them.

6. • Analysis: I not only need to specifically choose the
right books for my students, but I also need to set
objectives for them to improve their literacy skills.
• There are strategies to help students become more
productive readers and writers and one of those
strategies is to give the students objectives.
• Objectives help the teacher determine if the students
accomplished what the teacher wanted them to
accomplish.

7. • Analysis: This application helped me to get a better
grasp on teaching my students before we even begin
reading the book.
• As the teacher, it is important to discuss schema and
ask questions to the students about the material you all
are about to discuss (Laureate Education, Inc., n.d. c)

8. • Analysis: This week added on to my decisions in choosing various
texts for my students by getting me to think about how the texts
relate to each other.
• The texts that I chose for my students focused on bullying which all of
my students can relate to one way or another.
• According to Gail Tompkins, teachers should try harder to teach
students become activists of transforming society (2010).
• The texts I chose might cause some of my students to become
activists to stand against bullying.

9. • Laureate Education (Producer). (n.d. a). Getting to know your
students. [Video file]. Retrieved from https://class.waldenu.edu
• Laureate Education (Producer). (n.d. b). Informational text in the early
years. [Video file]. Retrieved from https://class.waldenu.edu
• Laureate Education (Producer). (n.d. c). Virtual field experience™:
Strategic processing [Video file]. Retrieved from
https://class.waldenu.edu/webapps/portal/frameset.jsp
• Tompkins, G. E. (2010). Literacy for the 21st century: A balanced
approach (5th ed.). Boston: Allyn & Bacon.