1. Edna Barbosa

3.  It is imperative that teachers find out about the
ideas, issues, and problems that matter to
students, as their home experiences greatly
impact their literacy and language
development (Walden University, 2012).

4.  By delving deeper into the students’ cognitive
and noncognitive aspects as literacy learners
as well as their literacy autobiographies
(motivation, attitude, beliefs, identities, and
interests), I am now in a better position to
scaffold their language acquisition and literacy
development.

5.  Learning to read and write is more challenging
for the English language learners (ELLs)
because they are learning to speak English at
the same time they are developing literacy
(Tompkins, 2010).

6.  Although the ELLs benefit from participating
in the same instructional programs that
mainstream students do, I need to adapt these
programs to create classroom learning contexts
that respect them and meet their needs
(Tompkins, 2010).

7.  By understanding the learners as unique
individuals, I need to use a variety of informal
and formal assessments to determine their
areas of strengths and needs in literacy
development (Walden University, 2012).

8.  It is more challenging to assess English
learners than native English speakers, because
when students are not proficient in
English, their scores do not accurately reflect
what they know (Tompkins, 2010).

9.  Using assessments well, demands my
knowledge and vigilance (Afflerback, 2007).
All of my work in reading assessments must
be guided by a detailed understanding and
definition of what reading is and a clear
conceptualization of reading assessments
(Afflerback, 2007).

10.  Reading assessments help me to construct
understanding of how students are developing
as readers and also provide critical information
to make important instructional decisions.

11.  Assessment of word knowledge is critical to
planning developmentally appropriate literacy
experiences (Laureate Education
Inc., 2007a). I now understand that the
purposes, timing and focus of an evaluation
affect its form (NBPTS, 2002).

13.  Exposing children to a variety of texts
stimulates their development of background
knowledge, vocabulary, and comprehension
skills (Stephens, 2008).

14.  I need to select texts that connect to students'
identities and/or interests and that have the
potential to evoke an emotional or personal
response (Walden University, 2012).

15.  Although texts today come in many
forms, from printed books to digital
media, their structures, types, genres, and
difficulty levels need to match the literacy
goals and objectives of the literacy learners
(Walden University, 2012).

16.  I need to determine texts of the appropriate
types and levels of difficulty to meet the
literacy goals and objectives for students
(Walden University, 2012). However, with an
abundance of children’s books on any topic
and in every genre available in the
market, making good choices can be a
dilemma for teachers and students
(Stephens, 2008).

17.  As young children need to experience a variety
of texts in order to progress successfully as
readers and writers, I should include texts in
all genres that provide them with the
opportunities to judge, evaluate, think
critically, and experience broader language
growth (Walden University, 2012).

18.  If struggling readers are to increase both the
quantity and quality of their reading, they need
reading materials that they can read and will
want to read (Rog & Kropp, 2012).

19.  While capable readers often have a wide range
of reading interests, and can access texts in a
variety of genres and levels of
difficulty, struggling readers tend to be more
narrowly focused both in terms of interest and
ability (Rog & Kropp, 2012).

20.  Finding the "right books" for these students is
essential for them to build both confidence and
proficiency.

21.  The key is linking reading material to the
things that interest the students and providing
them with books that they can and want to
read. (Rog & Kropp, 2012).

23.  The interactive perspective is mostly
concerned with teaching students how to read
and to be strategic and metacognitive
processors, thinkers, readers, and writers
(Laureate Education Inc., 2010).

24.  For students to become effective, lifelong
readers, they must have both the skill and the
will to read (Johns & Lenski, 2010).

25.  By using this perspective, I teach students how
to read and write accurately, fluently, and with
comprehension (Walden University, 2012).

26.  By using a variety of informal and formal
assessments, I am able to determine areas of
strength and needs of students in literacy
development (Walden University, 2012).

27.  By determining texts of the appropriate types
and levels of difficulty, I meet the literacy
goals and objectives for students (Walden
University, 2012).

28.  By using instructional methods that address
the cognitive and affective needs of students
and the demands of the particular texts, I
promote their independent use of reading
strategies and skills (Walden
University, 2012).

29.  By understanding the unique needs of the
ELLs, I recognize the essential ways in which
I must adapt lessons and assessments (Herrell
& Jordan, 2008).

31.  The critical perspective teaches students to
critically examine, evaluate, judge, and
interpret texts in multiple ways (Laureate
Education Inc., 2010).

32.  This perspective fosters a critical stance by
teaching students how to judge, evaluate, and
think critically about texts (Walden
University, 2012).

33.  The response perspective allows students the
opportunity to read, experience, react, and
formulate personal responses to texts in
meaningful ways (Laureate Education
Inc., 2010).

34.  When using the Response perspective during
my instruction, I select texts that connect to
students' identities and/or interests and that
have the potential to evoke an emotional or
personal response (Walden University, 2012).

35.  By using a combination of both, the Critical
and Response perspectives, I understand my
students as unique individuals. I am also able
to delve deeper into what matters to
them, their
interests, identities, ideas, issues, and problems
(Walden University, 2012).

36.  By providing transformative experiences for
students, teachers promote and honor their
personal responses to text, challenge them to
think critically and be responsive to what they
read, recognize and respect the value of critical
thinking and responsive skills and introduce
them early on, in the educational process
(Schneider, 2002).

37. Afflerbach, P. (2007). Understanding and Using Reading
Assessment. International Reading
Association, Inc.
Herrell, A., & Jordan, M. (2008). 50 strategies for teaching
English language learners (3rd ed.). Upper Saddle River, NJ:
Pearson.
Johns, L. J., & Lenski, S. D. (2010). Improving Reading.
Kendall/Hunt Publishing Company.

38. Laureate Education, Inc. (Producer). (2007a). Assessing word
knowledge [Video webcast]. The beginning reader.
Baltimore, MD: Author.
Laureate Education Inc. (Producer). (2010). Perspectives on
literacy learning. [DVD]. Baltimore, MD
Laureate Education Inc. (Producer). (2010). Perspectives on
literacy learning. [DVD]. Baltimore, MD

39. National Board Professional Teaching Standards. (2002). What
teachers should know and be able to do. Retrieved from
http://www.nbpts.org/UserFiles/File/what_teachers.pdf
Rog, L., & Kropp, P. (2012, July 14). Hooking Struggling
Readers: Using Books They Can and Want to Read. Reading
Rockets. Retrieved from
http://www.readingrockets.org/article/374/
Schneider, V. (2002). Critical Thinking in the Elementary
Classroom: Problems and Solutions. Educators Publishing
Service. Retrieved from
http://eps.schoolspecialty.com/downloads/articles/critical_thin
king-schneider.pdf

40. Stephens, K. E. (2008). A quick guide to selecting great
informational books for young children. The Reading
Teacher, 61(6), 488–490.
Tompkins, G.E. (2010). Literacy for the 21st century: A
balanced approach (5th ed.). Boston, MA: Allyn & Bacon.
Walden University. (2011). Framework for Literacy Instruction.
Walden University, Richard W. Riley College of Education
and Leadership. Minneapolis, MN