Option #1: Start with the End in Mind

Mary Dechant

Colorado State University Global

OTL502-1: Learning Theories and Models of Instruction

Dr. Tyler Watts

January 30, 2022

Standard: 2. Reading for All Purposes

Content Area: Reading, Writing, and Communicating

Concepts and skills students master: 2. A concept of print to read

and a solid comprehension of informational text are the building

blocks for reading

Nouns Verbs Adjectives

Vocabulary
Interpet
Main

Text
Demonstrate

Topic
Comprehend

Questions
Read

Details
Ask/answer

Words
Identify

Individuals
Retell

Events
Discribe

Ideas
Engage
Author

Illustrator

Book

Page

cover

Need to know

• Environmental print helps us

• We use print to help us learn

Basic skills

• Understand that print has meaning in our lives

• Understand and identify the print structure

 Essential questions

• A: I can ask and answer questions about what I read

• B: I can ask questions about words I do not know

• C: I can name the author/illustrator and what he/she does

• D: I can find an illustration/picture in a story and tell about it

A good reader is a good learner. Without strong foundational reading

skills, students will suffer in all other subjects throughout their educational

careers. According to the article, Common Core, Commonplaces, and

Community in Teaching Reading, Roskos and Neuman make the point that

these common core standards build on each other and that each step is

necessary for the success of future learners. This makes the early years of

education important for building a strong foundation for success later in a

child’s education.

Children who have strong learning environments from an early age

typically have better success with future education. Teaching a strong

foundation for these children has never been more evident than it is

currently. We teach children the “why” along with the “how”. For so many

years it was thought that the best way to teach early readers was to teach

them how to be good guessers. We now know that early readers are capable

of learning the many rules of phonemic awareness in English and that by

teaching them these rules, they become more successful readers. It is

 important to teach children what print is and how to get the best use out of

it. If we are simply teaching children how to become good guessers, we are

not teaching children how to be critical thinkers. After all, the goal of

rigorous education is to build up strong, higher-level thinkers. If we are

teaching them to guess their way out of a tough lesson, we fall short of our

goal.

Without the ability to read and comprehend informational text, a

student will suffer. Reading is essential in all aspects of life, from textbooks,

tests, job applications to instructional signs. Giving our students the

knowledge that print is useful and all around us, that child will be able to

find information and apply it as necessary.

 References

Hanford, E., 2019, August 22. At a Loss for Words How a flawed idea is teaching

millions of kids to be poor readers: How a flawed idea is teaching millions of kids to

be poor readers. https://www.apmreports.org/episode/2019/08/22/whats-

Moats, L. C. (2000). Speech to print: Language essentials for teachers. Baltimore: Paul

Roskos K, Neuman SB. Common Core, Commonplaces, and Community in Teaching

Reading. Reading Teacher. 2013;66(6):469-473. Accessed February 2, 2022. https://

search.ebscohost.com/login.aspx?direct=true&db=eric&AN=EJ1012804&site=eds-

live

Sawchuk, Stephen. 2019. “Why Reading Practices Are So Hard to Shift.” Education

Week 39 (15): 10–13. https://search.ebscohost.com/login.aspx?

direct=true&db=f5h&AN=140101717&site=eds-live