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Updated Conceptual Framework - Coggle Diagram

- - - - readers process of using prior experiences and the authors text to construct meaning that's useful to the reader for a specific purpose
      - students must understand what they’re reading to learn from the experience.
        
        make sense of the words in the text to maintain interest
        
        enjoy reading to become lifelong readers
      - strategies: predicting, evaluating, drawing inferences, etc.
        
        activating background knowledge, sharing during readers workshop, question answer relationship, think alouds during mini lessons, teaching "fix up strategies", model questions like what do i need to learn from this book?
      - prior knowledge influence
      - teach children how to summarize, make predictions, etc.
      - Assessing: determine what comprehension strategies students are using
        
        determine level ? questions (model)
      - BEFORE
  - - - interactive readalouds gave me a chance to plan ahead of time for what I wanted my students to accomplish. Instead of just reading a story you are teaching lesson and focus on the objective throughout the story.
      - When planning an IRA you need to keep in mind your students level of ability. You can not expect more of them then they are able to give. The lesson be structured for your students specifically and not something you see another teacher doing
      - After our first IRA I've realized it's a lot harder than I thought it was. I sometimes struggle coming up with ideas and am glad to have a teaching partner. I know now how important my time management is and know not to hold these things of til last minute.
      - identify, describe, apply, and plan!!!!!
      - pick a book, prepare to share, introduce the book, read the book interactively, and involve students in after reading activities
      - reading should be where we gain meaning from text
      - the quantity of children's reading experience is related directly to their achievement levels
      - children learn to read best in low risk environments
      - teachers should help readers predict what is going to happen
      - BEFORE
  - - - Time to assign class jobs; go over new applications. Allow goal setting to happen during morning message: let students choose a goal to work on and provide a visual card in corner of desk
  - - - Effective guided reading: select purposeful and appropriate text, engage in ongoing assessment, select only 1-2 teaching points for each lesson, and engage children in talking, reading, and thinking.
- - - - Use rubrics for grading. Do not have to be super strict but sets an expectation for what is required in class or project.
      - Assessment is important because it tracks students progress individually. In order to see progression you must watch and asses.
      - quiz/test, observation/dialogue, informal checks for understanding, academic prompt, and performance task or project
      - Guided Reading Lesson Plan
        
        Rubric/ Assessment map
        
        Students were judged based off their ability to make complete sentences and make illustration in the map.
      - Homework/Grading
        
        all students should graded off their work individually and not compared to others in the class
        
        grade does not determine student worth
      - BEFORE
- - - - Recognize student differences and include different factors. One idea is having a student of the week and learning about their culture and home practices.
  - - - Students background controls how they may act and do things differently than others
      - Culturally Responsive Teaching/ Pedagogy
        
        It is important to get to know and understand each child's background or race
        
        Know that students background controls how they may act and do things differently than others
        
        Recognize that every student matters regardless their skin color or religion
        
        Use different instruction to tailor learning to every aspect of a student's culture
      - Social Justice Standards
        
        Diversity #8: Students will respectfully express curiosity about the history and lived experiences of others and will exchange ideas and beliefs in an open-minded way.
        
        Identity#3: Students will recognize that people’s multiple identities interact and create unique and complex individuals.
      - Every group of students is different. Something that works for one group might not work for the other
      - Build Relationships to become more familiar with individuals
        
        Build bridges between students' home and school lives
      - BEFORE: