"A year (or more) after this course is over, I want and hope that students will 

• have reached the reading level required by the School District and the school and based on their TEKS and curriculum.”

My Big Hairy Audacious Goal (BHAG) for the course is:

• This unit aims to engage students in deep, critical thinking in reading at Mystery and Persuasive are high-energy genres that invite students to continue to grow in their abilities to infer and use evidence—reading workshops to manage their behaviors independently. In addition, students will develop a view of themselves and others as members of a community of readers and celebrate how much they have grown and will continue to grow during the year. 

 Foundational Knowledge

What key information (e.g., facts, terms, formulae, concepts, principles, relationships, etc.) is/are important for students to understand and remember in the future?

• The learner will be able to understand fiction and nonfiction stories.

What key ideas (or perspectives) are important for students to understand in this course?

• Learners will develop and build a Reading Life focus using the lifelong habits of strong readers, including choosing books, fiction, and nonfiction and getting a lot of reading done, keeping track of how reading is going addressing problems along the way, learning to talk about books with others, and applying on-the-run comprehension strategies to hold on to and synthesize all the parts of the text.

 

Application Goals

What kinds of thinking are important for students to learn?

Critical thinking, in which students analyze and evaluate

• 3.10   analyze the authors' choices and how they influence meaning; apply the author's craft purposefully in writing and speaking.

Creative thinking, in which students imagine and create

• 3.6(D) create mental images to deepen understanding

Practical thinking, in which students solve problems and make decisions

• 3.8/3.9/3.10 comprehend the author’s purpose and meaning in increasingly complex texts and in multiple genres; explain the relationships among literary elements and structures.

Critical Vocabulary 

• author’s craft - ·   persuasive text.

What important skills do students need to gain?

• 3.8. Literary elements. The student recognizes and analyzes literary elements within and across increasingly complex traditional, contemporary, classical, and diverse literary texts. 

• 3.9   Genres. The student recognizes and analyzes genre‐specific characteristics, structures, and purposes within and across increasingly complex traditional, contemporary, classical, and diverse texts. 

• 3.10   Author's purpose

• Foundational Skills in Disguise book. 

• Foundational Skills in Disguise. 

• Foundational reading and writing skills.

Do students need to learn how to manage complex projects?

• Yes, The students are in charge of presenting a complete report of the books they read in their interactive book and creating a video in Seesaw explaining how they reached the objective.

Integration Goals

What connections (similarities and interactions) should students recognize and make…:

Among ideas within this course?

• Bilingual students need to understand the commonalities and differences of writing Spanish and English texts. Therefore, mini-lessons, strategy groups, and conferences with the student need to support metalanguage development.

Among the information, ideas, and perspectives in this course and those in other courses or areas?

• Metalanguage is the ability of a person to identify, analyze, and manipulate language forms and analyze sounds, symbols, grammar, vocabulary, and language structure between and across languages. Spanish can be used to clarify conceptual confusions, activate prior knowledge, and build background.

Among material in this course and the student's own personal, social, and/or work life?

• Help children notice characteristics of digital texts (pieces found online on my computer, tablet, or device) and multimodal texts (texts that include more than one of the following:  print, images or pictures, spoken text, or recording like we would find in a movie or a video presentation.)  YouTube Kids is an excellent example of multimodal text (and digital text) and includes many online ads to persuade young children to purchase toys and other merchandise.

 

Human Dimensions Goals

What could or should students learn about themselves?

• Model how to ask yourself questions as you read books: “What is this book about?” “I wonder...”

• Model a think-aloud how readers ask themself questions and use clues in the story to answer their own questions.

What could or should students learn about understanding others and/or interacting with them?

• allow students to work together,

• provide students with sentence starters for their conversations

• give examples of what a persuasive, speech, petition, and editorial looks and sounds like

Caring Goals

What changes/values do you hope students will adopt?

• Feelings?   I would like to develop feelings of love for reading. Reading allows us to open our minds, let ourselves be carried away by our imagination. 

• Interests?  Through reading, we can learn about different ways of expressing our knowledge, feelings, and emotions through reading. 

• Values? Through a book, we can get to know other places, other stories, and other people through a book.

"Learning-How-to-Learn" Goals  What would you like for students to learn about:

how to be good students in a course like this? 

• I would like my students to learn that studying is fun; It does not matter at the rate they go, the important thing is to learn. That we are all learning something every day and that is the most important thing to never compare with others since each person is a different world and has their own abilities to learn and moments.

How to learn about this particular subject? 

• The way to learn is by meeting basic concepts and then considering how to apply these in daily life. Maintain order and consistency in what you want to learn.

How to become a self-directed learner of this subject, i.e., having a learning agenda of what they need/want to learn, and a plan for learning it? 

• Self-guided learning is the way to having a seriously advancing learning experience. While everybody's preference for learning seems to have wound down, it is because of an old and insufficient framework, a framework that doesn't support further learning or assist understudies with laying out higher learning objectives that make a difference to them.

Self-coordinated learning is significant on the grounds that it encourages individuals to be more autonomous and capable individuals. They foster abilities to be inside inspired, independent, pose significant and effective inquiries, and that's just the beginning.

This present time is the best opportunity to begin self-coordinated learning and become hopelessly enamored with adapting once more.

Nelly Roldan

M.Ed ADL LAMAR UNIVERSITY