A Blast to the Future: Literacy in my Classroom

In this post I  have written what I am currently working on this semester. Then there are journal entries listed that I would write in the future on what my classroom would look like.


This semester, I have been surprised by the literacy levels of my students. They are able to read and comprehend most of the English instruction, but they are not able to give distinctive names to grammar points (e.g. adjectives, subject pronouns, adverbs, 1st person, etc.)


Journal……Sept. 30, 2013
My literacy rich classroom looks like students speaking to their partners about topics they have learned in class. For example, they will discuss what possessive adjectives are as well how to correctly choose each to complete a sentence. My students are reading a story about a child who liked to tell everyone what each household objective belongs to. They are engaged in writing their stories about what objects they own and what objects each of their family and friends own.


Journal……December 15, 2013 My literacy rich classroom looks like students having primary source readings on the cultural aspects the Spanish speaking culture. This means that students will be reading about school systems in different Spanish speaking cultures as well as historic events from respective cultures. My students are engaged in Spanish to explain to their partners what they have read by given their opinions by comparing and contrasting the target culture and their own. They are reading articles that have different perspectives and collaborating with their classmates to discuss the different views. They are discussion their point of view in Spanish as well as listening to others perspective to create a more informed perspective. They are writing persuasive summaries taking a stance on topics that are discussed in the class.


 Journal……May 30, 2014 My literacy rich classroom looks like have incorporated their readings, writings, and discussion as well as media and technology into their learning. My students are engaged in writing by having created a newsletter that will incorporate their readings, writing, discussion and media findings to support their learning. They are capable of independent learning in the following areas: writing to create an informed judgment using primary sources as well as discussion to support their stance, discussing topics providing and retaining different perspectives on topics and be able to write concrete sentences and summaries about their knowledge of the Spanish language and culture.