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The Learning Goal contains the Language Arts section, which includes: Reading, Writing
and Oral Language. The project selected to represent this goal is a Case Study of an Emergent
Reader. Educators are tasked with understanding the subjects that they are presenting to students.
“A balance between content and pedagogical knowledge as well as a balance of all components
of reading instruction may be critical factors in determining the levels of overall teacher
knowledge needed to teach children to read” (Clark, Helfrich & Hatch, 2017). The case study of
the first grade emergent reader explored the knowledge of the student and how the educator uses
Literacy provides a pathway to gain and share information, whether that is reading
writing, speaking, viewing or listening effectively. “Let us not forget, in particular, that sustained
reading and writing are not merely the desired ends of instruction but the means of
accomplishing our goal of helping students” (Weaver, p. 359, 2009). Students begin their
education at home, and that is important for development (Strickland, Ganske, & Monroe, 2002).
Teachers have a responsibility to provide their students the tools that are needed to effectively
communicate. Literacy skills are used in every piece of education; if literacy (reading in
particular) is not at the intended/desired level, all other aspects suffer. A student may be strong in
other subjects, like math or science, but one has to be able to read to understand the context to
Through the Master’s of Arts in Teaching (MAT) program, I have been exposed to
courses that have taught pre-service educators about education for kindergarten through the
eighth grade. With the wide band of knowledge, I have been able to focus and apply most of it to
the primary elementary grades. I have found that the integration of picture books have been
ACADEMIC MASTER’S PORTFOLIO Monta 2
successful to capturing the attention and interests of students. “Picture books are one type of
multimodal text; the meaning of the whole involves the weaving together of multiple modes,
including the linguistic (written text), visual (illustrations), spatial (evident in the design, layout,
and composition), and gestural (found in the positions and movement in the illustrations)”
Approaching reading and writing through picture books in the beginning will allow
students the chance to gain techniques to assist even the most struggling readers. Differentiating
reading and writing groups in the classroom allows me to gauge what individual learners need.
Options for monitoring reading progression of students can also be differentiated: reading circle
groups, independent reading and individual student conferences (Strickland, Ganske, & Monroe,
2002). After students have been in reading and writing groups that has become easy, it will be
important to move them on to something more challenging, but still within their Vygotsky’s
brought the idea to expand students’ learning abilities by encouraging them to go beyond what
they are comfortable with to something new (Zaretsky, 2016). Reading and writing are
collaborative processes from inception to completion and students in my class will be able to
The Language Arts section consists of reading, writing and the sharing of oral language
between students and educators. Analyzing aspects of an emergent reader allows educators the
opportunity to reflect on what the student’s abilities are and what the student may need
assistance. The data can be used to modify lessons and stretch the students’ Zone of Proximal
Development. Educators can orchestrate the teaching of reading, writing and oral language
References
Clark, S. K., Helfrich, S. R., & Hatch, L. (2017). Examining preservice teacher content and
org.ezproxy.uas.alaska.edu/10.1111/1467-9817.12057
Martens, P., Martens, R., Doyle, M. H., Loomis, J., & Aghalarov, S. (2012). Learning From
Picturebooks: Reading and Writing Multimodally in First Grade. Reading Teacher, 66(4),
285–294. https://doi-org.ezproxy.uas.alaska.edu/10.1002/TRTR.01099
Strickland, D., Ganske, K., & Monroe, J. K. (2002). Supporting struggling readers and
Weaver, C. (2009). Reading process: Brief edition of reading process & practice (3rd
Zaretsky, V. (2016). Vygotsky's Principle "One Step in Learning - One Hundred Steps In