Tori Hunt
Elementary Educator
Literacy Showcase
Online Literacy Unit
I learned how to create a literacy unit on a website platform. I designed unique, interactive lessons that my students could complete online. I included assessments and group activities. I reviewed and provided feedback on my students' work. Now I can have my students complete their weekly word family assignments online while I work with other students during our literacy block.
This showcase contains examples of some of the literacy-related work I have completed throughout the masters program at Michigan State University. The work I have chosen displays effective literacy instruction practices. Throughout this work you will also see how I am applying the literacy skills I have learned in my classroom.
I chose to organize my work in to two separate categories. the first category is "Literacy Instruction." It includes assignments where I learned how to be a more effective literacy teacher. It also includes assignments where I learned techniques, methogs, or assignment ideas for literacy.
The second category is "Book Selection." In this category, I have included assignments where I learned how to pick appropriate books for my students. It includes papers where I defened and analyzed books and the qualities they had that made them "good." These assignments show the importance of choosing books that fit your students' cultural and social needs and interests.
Analyzing Student Data
In this assignment, I assessed a student in my classroom. I analyzed the data from my student's assessments to determine the best practices for teaching. I successfully interpreted the data to help my student reach literacy achievement. Now I use my knowledge of assessing to help my students reach their potential in literacy.
Book Club
I read the book Words Their Way and participated in a book club with some of my classmates. We collaborated and discussed our newfound knowledge on literacy instruction. From the book, and from my peers, I learned many creative strategies for literacy instruction that I now implement in my classroom.
Analyzing and Comparing a Novel
I studied the classic novel, Peter Pan, by J.M. Barrie. I analyzed themes, roles, and stereotypes. I analyzed this book in comparison with a prequel novel as well as several film versions. I debated whether this book was a classic and what aspects of the book made it a classic. I learned how important it is to teach students about stereotypes and gender roles that were evident in that time so that they are not subject to inheriting those same beliefs. I use this knowledge when reading with my students and introducing them to books.
Award-Winning Books
With this assignment I learned about several different book awards and books that were recipients of those awards. In particular, we closely studied the Newbery and Caldecott awards and their winners. We analyzed the books that had won, as well as runners-up. We looked at winners from many years ago, to see which ones were still in popular demand. We selected criteria for award-winning books and decided what makes the book a winner. Ultimately, this knowledge helps me to better select books for my classroom and search for books that have the criteria of "winning" books for my students.
Looking at different mediums in Literature
I was introduced to the graphic novel Coraline. Through the study of this book, I learned a whole new medium, graphic novels, that I use during literacy instruction. My students love reading graphic novels because they seem like comic books. It makes reading seem more fun to my students. I now enhance their literacy through graphic novels that we compare to their novel and film counterparts.
Authenticity in Literature
I studied the Abenaki culture and a novel written by a member of the Abenaki. I learned about the importance of picking literature that is authentic for my students. It is important to introduce other cultures and books where they can see themselves. But it is also important to select books that authentically teach about cultures and do not introduce stereotypes.
What are "good" books?
My classmates and I worked together to discuss what we determined to be "good" books. Then we collaborated to decide on a list of criteria that "good" books possess. We use this criteria to choose books when teaching literacy in our classrooms. We also use this knowledge to keep our students interested in books in our classrooms.
