Professional Documents
Culture Documents
Working with P has been the most challenging and rewarding experience of my teaching
career thus far. He has taught me not only about young learners, but also about myself as a
person and teacher. The growth that I have seen in him over the year is amazing. He has matured
as a young boy, become confident in his abilities and grown in his abilities to read and write.
Looking back, P has made great strides. I cannot believe that he is only four. If he continues
four year old before. Pierce seemed to be very energetic and sometimes unfocused. He did not
seem interested in anything to do with sitting still and reading for an hour. I then realized that he
was just nervous and self-conscious with his literacy abilities. He was extremely timid when it
came to reading and writing. He is a perfectionist and this was affecting his learning. I realized
the need to channel his energy in the right way. With love, support and positive encouragement,
at the end of the year Pierce was reading and writing letters and words by himself voluntarily.
In our first meeting, I noticed that P was great at making connections. We read the book
Use Your Words by Sheryl Berk. After we read and talked, he drew a family. I asked him why
he drew that. He began to explain that the family in the book reminded him of his family at home
(LP&KN 8/24/15). Not only was he making a text-to-self connection, he understood that
illustrating was a way to express his thoughts and feelings. He did this each week. The amazing
thing was each week, his connections became deeper and more thought out. Reading To Live
would use the illustrations to help him understand the story as I read it. For example, on 9/14/15,
we read Miss Spiders Tea Party by David Kirk. He used the emotions on the spiders face
throughout the book to retell the events in the story (LP&KW). As the year progressed, Pierce
began to rely less on the pictures for understanding. He himself began to use pictures and
drawings to tell his own stories. On 2/1/2016, we read the book Lulu the Big Little Chick by
Paulette Bogan. Once we read the story, he wanted to add more to the story. We drew our big
advice he would give Lulu on what to do next. He wrote words to accompany the pictures, too.
(p. 169). This is what I witnessed weekly with P. By the end of the
recognize most of the first letters in every word. He was also able to
write most of the letters correctly with the correct size correlations.
maker. From the first day that I worked with him, he began making
connections and working through the text. I did notice that his connections became more
accurate and meaningful as the year progressed. Most of the connections began as physical
connections, but turned into connections that were made about main ideas and concepts
presented in books. For example, on 2/1/16 when we read the book about Lulu the chick, P really
connected to Lulu as a character. He talked about how him and Lulu were alike and how they
were different. I took this as a teachable moment and we made a Venn diagram together. P went
deeper than surface level, and talked about following rules, the roles of parents and children and
more. This deep thinking was great! Owocki (1999) explains that teachable moment strategies
involve purposefully Kidwatching students to find opportunities to help them extend their
knowledge. Our help is based on what we have learned about the child and what we know about
development (p. 28). I have found teachable moments to be great ways to create a strategic
learner. I used what Pierce was already exploring, focused it and provided an extension for his
be diligent in his efforts to make things right. Anytime P came to a word he did not know, he first
looked at the first letter. Usually he could come up with a word that looked similar. If not, he had
me reread the sentence. Usually, he put in a word he thought belonged. If that was not right, he
tried another one. If that was not the correct word, he looked at the picture for help. On 10/28/16,
we used the strategy cloze reading. He did a great job in using context clues to help him figure
was needed. He also would use the book itself to help him write words. He would look for the
word in the text, and use it to write it correctly. Ray (2004) said, the curious exploration
children do when they are trying to make something, the trial and error, the joyful messiness of it
all, is also so developmentally appropriate (p. 7). This is exactly how I would explain Ps
growth. He used trial and error every day to complete the readings and activities. He had to think
on his feet and be creative in getting the books and activities done. It was magical to see his use
of strategies to get it done. My patience really grew over the year with P. I learned the
importance of giving wait time for P to have these problem solving moments.
Discuss your Amiguito as a risk taker:
At the beginning of the year, P was not much of a risk taker. On many occasions, P did
not want to read or write at all. He did not feel confident in his abilities. On 9/1/16, we read the
Amazing Animal Journeys by Laura Marsh. I asked P to read it with me. He told me that he did
not know how to read anything. After, I asked him to write his name on the paper. He told me
that he could not write the letters the correct way (LP&KW notes). I tried boosting him up and
encouraging him, but he would not budge. I finally got him to begin writing his name and
reading the first word in each sentence with me during our third week together. His ability to feel
comfortable trying grew throughout the year. I think this was because we became closer and he
felt safe. After encouraging him for weeks, he finally tried it and never looked back. He became
a risk taker that liked very little help from me. He became confident is his thoughts and was able
to effectively communicate them to me. I knew we had made great strides on 2/15/16 when we
read the book Those Shoes by Maribeth Boelts. P wanted to teach his friend Joseph about the
book. He took the book over and read Joseph the title. He began to go page-by-page retelling the
story. I almost cried. His ability to teach someone else showed his growing confidence as a
learner. I was beyond proud of him. In one of my favorite readings, Choice Words, Johnston
(2004) said, the language that teachers use in classrooms is a big deal (p. 10). I truly believe
this. I think the positive encouragement that I gave P weekly set him up for confidence. I made
him feel comfortable with me and we grew a special relationship. The closer we got, the more
growth I saw in P. I worked very hard to become more focused on expressing positive feedback
to P.