Lesson #1/2

For the last three weeks, I have gotten to be part of a grade 2/3 class and have seen three English language arts lessons. In the first two weeks, the lessons were the same, one group of students was reading chapter books independently, while two other groups read shorter stories together. Once the students finished reading they were then to complete a short worksheet that was connected to their books. In the first week I was assigned to check after the novel readers, I went around and asked them to read a page for me and would then ask if they liked the book, why or why not. During the second week, I was with one of the small group reading, together we read the book, and then each student took a turn reading one page. Afterward, the teacher asked the students to grab their whiteboards and began completing a Ufli module. The teacher was very kind to the students and it was obvious the students liked her and listened to her, she had great control over the class and was able to stop misbehavior quickly, even being proactive in stopping the behavior before it started, allowing students to take breaks and short walks.

Big Idea: Stories and other texts help us learn about ourselves, our families, and our communities.

Curriculaur Competencies: Read fluently at grade level

Content: Reading Strategies

Lesson #3

The third lesson we saw was different from this, instead of reading from a book the students practiced and preformed reader theatre. There were three groups all with different stories, each one of us Uvic students took a group and began practicing the play with them. We were able to get through it only once before they presented the play making me stressed out it wasn’t going to work great. Boy was I wrong though, as soon as the students were presenting they were focused and ready to do their best. One member of our group arrived late and didn’t even get to practice, we had to reorganize parts right before the play and even then they still nailed it. By having the students practice their reading and create a short play with it the students were more engaged and excited to share their creativity. This was a great experience as I have not seen this used with a class yet, after seeing it I realized how great of a tool it is to get all the students reading and participating.

Big Idea: Language and story can be a source of creativity and joy

Curriculaur Competencies: Engage actively as listeners, viewers, and readers, as appropriate, to develop understanding of self, identity, and community

Content: Elements of story

After Primary school and the beginning of high school, I stopped reading, and the only time I would spend reading was maybe subtitles on a movie, video games, or an article. Very rarely did I read a book, even books we did for school I did not like and did not put much effort into. In grade 12 we had the choice of which book we could read and I loved my book and read it super quickly, however, after the book I went back to not reading. It was only my second year in university when I was assigned to read a book by John J. Ratey called Spark: The Revolutionary New Science of Exercise and the Brain for my gym class.

The book was so informational and interesting that I read it way quicker than any other assigned reading (lol). I have always been very active and have never read a book on a science topic made for adults, mixing the two was amazing and I have learnt so much from it. It helped me understand the extent how which exercise helps us not just stay “fit” but also helps us in social-emotional regulation even as adults. the book dives deep into different topics in every chapter such as: Brain cell regeneration, anxiety, ADHD, depression, stress, addiction, and even aging.

While the book is made for adult health these facts are important to me in a professional sense as well. As a teacher, I am striving to teach my students how to create a life full of healthy relationships. To do this exercise is vital to help your body and mind regulate, allowing you to make smart decisions and think critically. If I can help my students in creating healthy exercising habits the students will live healthier and happier lives.

While I didn’t pick up another book for my own time during the rest of the semester as I was already drained from reading other stuff I was so excited to go to the bookstore after my semester and pick out a few books. I spent hours in there that first time and now love going into every bookstore I see to find the books I’ve been searching to get.

Bingo Assessment

What is it? Bingo assessment is a play-off of the original bingo game but instead changed to fit curricular goals. There are two primary ways to play bingo and use it as an assessment. The first, classic bingo has students mark off on their sheet when they hear, see, etc. the required action, once they have a line they yell bingo, and the game can then be restarted or continued to 2 lines, and blackout. Teachers can use this type by using it as a tool for students to be actively listening, keyword searches, and matching games.

The second form of bingo teachers can use is much more effective in the classroom, students are to fill their sheet by using their classmates. Instead of the classic game students are to ask their friends for the information they need. to tick a space students have to find a friend whose “birthday is in January”, “Can tell you what a metaphor is”, or “Can tell you a character from _____”. By using this second form of bingo, students will be engaged and perform better than when using classic assessment strategies (tests, presentations, etc). This is because the students will be excited to play in the bingo game as well as being able to work with their classmates to find success. By Assessing students through gamification and co-operative learning the success of the students will be greatly improved.

Kaldarova, Bolganay, et al. “Applying Game-Based Learning to a Primary School Class in Computer Science Terminology Learning.” Frontiers in Education, vol. 8, 3 Feb. 2023, https://doi.org/10.3389/feduc.2023.1100275.

Herrmann, Kim J. “The Impact of Cooperative Learning on Student Engagement: Results from an Intervention.” Active Learning in Higher Education, vol. 14, no. 3, 12 Sept. 2013, pp. 175–187, https://doi.org/10.1177/1469787413498035.

How will I use it? In my classroom, I plan to use bingo and other gamification and cooperative assessment tools when appropriate. By ensuring the use of these ideas the students will be excited and engaged, but if I use gamification all the time I risk losing this engagement and insufficient data to report on students learning. While most students will benefit from this tool there are always students who could express their learning in a better way by using a different strategy and it is important to give this to them. That is why I will limit my use of this tool to find where students are in their learning and then plan my future lessons using this information. This keeps the games, games, and not the ultimate decider on how a student performs.

Student Reporting Policy

Proficiency scale: The Proficiency scale in British Columbia is divided into four sections: Emerging, developing, Proficient, and Extending. Emerging means the student has shown improvement compared to the curriculum but does not so consistently. Developing is when the student has a strong base of understanding of the curricular outcome but is still building upon a few key points. Proficient students fully understand the curricular outcome and can express that knowledge. Extending is when the student shows a higher understanding of the curricular outcome showing a deeper understanding of the complexity of the topic.

Frequency of reporting: Students are to receive 5 written reports from the teacher throughout the year. There are 4 learning updates throughout the year, two being informal and two being formal. Informal reporting is the chance to share with students what might come up on their report card and what to work on to improve their report kid, this is to remove suprises from the students. These informal reports don’t include a grade and are informative feedback. The two formal reports are report cards, which include grades and informative feedback from the teachers, including what the student learned, where they excelled, where they can make improvements, and how others can support them. The 5th report is a summary of learning which is provided at the end of the year.

Example of an Extending report card comment for English Language Arts:

In this term our big idea was how language and text can be a source of creativity and joy, focusing on forms, functions, and genres of texts as well as different reading, writing, metacognition, and oral language strategies. During this term, Remi showed many of his strengths. Remi,

• Creatively, personally, and meaningfully responds to text.
• Continues to use different types of thinking skills to understand the text you are reading.
• Moving forward continue work on your spelling, grammar, punctuation, and sentence structure, take the time to reflect on your writing, look for where you can make improvements, and of course continue reading.
• I will support you by creating more peer feedback opportunities in our classroom so we can all learn from each other; I still encourage you to ask questions and look into sentence and writing structures that you are unfamiliar with.

Lesson #1

To start lesson #1 in the library, the students were creating mini graphic novels after two or three pre-generated images. The students had some funny and cool ideas that they were able to create. While creating these mini graphic novels the students were expected to create a title, use some sort of literary device, and create a coherent story, while some students were distracted by their friends for parts most students were interested and having fun creating their stories. This was the morning class so allowing the students to chat a little, have some fun, and still complete content is a great way to start the day. The students also had a chance to exchange their library books with their large selection. Afterward, we went back to the classroom and did a short morning meeting before the students began creating a review on one of their peer’s products they had made the days leading up. Students had access to computers and were tasked with creating an honest review with critical feedback on their partner’s product. This classroom was busy but this activity had students engaged and wanting to create a review on their friend’s product, the students were excited to share what they had created and that is what’s most important.

Big idea: Language and text can be a source of creativity and joy

Content: Techniques of persuasion

Curricular competencies: Respond to text in personal, creative, and critical ways

Lesson #2

Lesson #2 began the same way the first did as students were getting closer to completing their mini graphic novels. After students had completed exchanging books and were given a chance to create their work the students went back to the class, completed a morning meeting, and started a new unit on fairy tales. The teacher shared some basic information on fairy tales and fractured fairy tales and asked the class what they knew about fairy tales. The teacher then read them a fractured fairy tale of the three little pigs from the wolf’s perspective, I had never seen a storybook used in a higher grade and was unsure of how students would engage during one, I was surprised, all the students (except for two who were separated and then became engaged in the story) went quite and listened throughout the entire book. The students and teacher then started brainstorming on what elements create a fairy tale, writing these ideas on the board. The students had great input and were able to identify the key points of a fairy tale.

Big idea: Exploring stories and other texts helps us understand ourselves and make connections to others and to the world

Content: Forms, functions, and genres of text

Curricular competencies: Recognize and appreciate how different features, forms, and genres of texts reflect various purposes, audiences, and messages.

Lesson #3

This day began in the library and the students had a chance to finish their mini graphic novels, the library teacher wrote the expectations on the board and asked for students to make sure they had ticked off all the boxes. The students exchanged their library books and headed back to class. After a short morning meeting the students began creating a fairy tale of their own. They were given a template to fill out asking about the setting, characters, and other ideas relating to fairy tales. The students worked in pairs and after filling in their template they could begin their story. The teacher provided them with fairy tale starters, including some from different parts of the world like Africa and Asia. The students enjoyed this and came up with some fun and unique ideas.

Big idea: Language and text can be a source of creativity and joy

Content: Story/text, forms, functions, and genres of text

Curricular competencies: Transform ideas and information to create original texts

Effectivness

Using a story vine as a way for students to connect to a book is a very effective tool to promote literacy and understanding. Students will be asked to reflect on what is important in the book and decide on what should be included in their vine. Using a story vine makes students reflect deeper upon the text then they would in a normal situation, to complete the vine they must decipher the meaning and important parts of the text. To aid in this provinding students with a story board or some organizational tool will help them pick what is important and what does not need to be refrenced.

A story vine is a pice of wool, braided where students create and attach artifacts that resemble meaning in the corrosponding story. Students can create these artifacts using a variety of supplies. By doing this project in pairs more understanding of the book can be brought out, students will be able to bounce and share ideas off of one another. Their are so many benifits and reasons using story vines in the classroom is a good idea, Marlene Mckay states in her book Story Vines and Readers Theatre that by using story vines one will develop many skills such as: a sense of story structure, comprehension skills, vocabulary, fluency, oral language, memory skills, meaningful connections, and much much more.

My experinece

For my story vine on the Paper Bag Princess By Robert Munsch i started off brainstorming with my partner Lauren, together we cam up with some greate ideas to represent what we felt was important to the story.

First, I decided on what yarn I wanted to use, I choose the most colorful as it well just stood out to me. With the help of my peers I was bale to braid my yarn into a “Vine”. Then I started to create my artifacts represneting the story. To create them I used beads, glue, coloured pens, and cardboard; I cut out the shape I would want, Coloured it the colour I needed, and added any beads where it wouldd help create texture. I then attached them onto my vine in corrosponding order to create my first ever story vine.

This experince showed me how effective a story vine can be in the classroom. By doing this project I was forced to reread the book, to analyze parts of it and decide what I thought were the most influential parts of the book. After completing the stroy vine i now have a deeper and richer understanding of The paper bag princess, below are the artifacts i created and the reasons I thought each was important.

1: The first artifact I used was a princess dress, I cut out a piece of cardboard, drew on it and then added beads before attaching it to my vine. The dress is meant to resemble the paper bag princess, who is a rich girl who lives in a castle and is about to mary a prince.

2: My second artifact was the dragon who burned her castle down, he becomes an imprtant charecter for the rest of the book as he is the antagonsit. To create the dragon I cut out a outline using a green stickey note and added red scales to make it look like the dragon in the story

3: The third object I used was the door, here is where the princess confronts the dragon and begins to outwit him to try to save her prince. To do this she asked the dragon blow as big of a flame as he can, and to fly around the world as fast as he can. These flames are my 4th object while the world is my 5th one.

6: the last and most important object in my vine is the paper bag dress. After the princess tires out the dragon she is able to free her prince, but he is not to nice to her afterwards, so instead of returning to her fancy princess dress ways she accepts the title of “the paper bag princess”. By using htis as the last artifact and her original dress as the first I hope to show the growth she has made through the story, accepting unmaterialistic things, and accepting who you truly are.

My Experience using Magic School AI

After creating my account on magic school the first thing I noticed was how many diffrent options their were, ranging from creating a joke to creating a whole unit plan. With over 70 AI tools their was so much to try and see what could help me. The tool that stood out to me first was the “Students Work Feedback”, I was amazed how this was a tool they offered as I did not think AI was far enough to do something like this. I did not get to try it as I didnt have any students work on me but once I have some from my practicum class I will be intrested to try it.

The first tool I tried was the professional email one, I asked it to create an email to a co worker about an upcoming bake sale, asking if they would be willing to bake. While the email sounded and was great it would definitly not be how I would write it. While this tool could be helpful in the future without being able to personalize an AI to my writing I do not think I would use this tool.

Following this I used the text generator tool and asked it to create a one page paper on the building of the Trans-Canada railroad and the following Chinese head tax for grade 6, shown below:

The Trans Canada Railroad, also known as the Canadian Pacific Railway (CPR), is a historic railway that spans across Canada. It played a crucial role in connecting the east and west coasts of the country, opening up new opportunities for trade and transportation. However, the construction of this railroad came at a great cost for one specific group: the Chinese immigrants who worked on it.

The idea of building a transcontinental railroad was first proposed in the 1870s as a way to unite the vast expanse of Canada. The Canadian government saw this as an opportunity to assert their control over the western territories and stimulate economic growth.

To fulfill this ambitious plan, a considerable workforce was required. Thousands of laborers were hired, and among them were Chinese immigrants, who were known for their hard work and willingness to take on challenging tasks. These Chinese workers played a significant role in the construction of the Trans Canada Railroad.

However, the Chinese immigrants faced numerous hardships and discrimination during this time. One key issue was the implementation of the Chinese Head Tax. The Head Tax was a fee imposed on Chinese immigrants entering Canada, and it was specifically targeted at discouraging Chinese immigration.

The Chinese Head Tax was first introduced in 1885, initially set at $50, a significant amount of money at that time. The tax was later increased to $100 in 1900 and again to $500 in 1903. These substantial fees were a way to limit the number of Chinese immigrants coming to Canada and to discriminate against the Chinese community.

Despite the discrimination they faced, the Chinese workers persevered and played a vital role in the construction of the Trans Canada Railroad. They worked under extremely harsh conditions, enduring long hours and dangerous environments. Many lost their lives due to accidents or illnesses during the construction process.

The completion of the Trans Canada Railroad in 1885 marked a pivotal moment in Canadian history. It brought prosperity and economic growth to the country, facilitating the transportation of goods and people from coast to coast. However, it is important to acknowledge the unfair treatment and hardships endured by the Chinese workers who made this possible.

In 1923, the Canadian government implemented the Chinese Immigration Act, also known as the Chinese Exclusion Act, which banned almost all forms of Chinese immigration to Canada. This legislation further marginalized the Chinese community and reinforced the discrimination they faced.

It wasn’t until 2006, more than a century after the completion of the Trans Canada Railroad, that the Canadian government issued an official apology for the Head Tax and Exclusion Act. This apology recognized the injustices imposed on the Chinese immigrants and aimed to promote reconciliation and understanding.

Today, the Trans Canada Railroad stands as a symbol of unity and national pride for Canada. It serves as a reminder of the perseverance and contributions of the Chinese workers, who played a crucial role in shaping the nation’s history despite the challenges they faced.

Magic School AI

I choose this topic as I thought it might struggle in a senetive topic such as this. After fact cheking the text I thought it was pretty good, finding text to supoort my teaching can sometimes be hard to find and time consuming to make. I think to most effectively use this tool being very specific and adding the key points and facts that it adds to the text can help make it more specified for my class.

Students of today have access to more information quicker then ever, they are watching videos all the time that are exciting and engaging. To have my students engaged I have to make sure my lessons are exciting. Thats why I was excited to try Beautiful AI, a google slides creater, by using slides, powerpoint, canva, etc. in my classroom i can create more exciting lessons that more reflect what they are seeing on the internet. Fun transitions, colours, animations, and other techniques are key to keep them excited about whats coming next. By using an AI tool this task can be much easier, I again asked the AI tool to make a slide on the Trans-Canada railroad and Chinese head tax but was a diapointed with how it came out.

I think in the future this tool could be very helpful in creating exciting and engaging lessons but at the moment I do not see it doing that meaning I wont be using it at the moment.

Ethical Issues of AI: Slave labour

According to this TIME News article, Chat GPT used less than 2$ an hour labour in kenya to reduce the use of racism, sexism, xenophobic, and violent the AI used. The article discusses the very little known amount of how AI is available to so many already stating that for AI being an efficiency tool but at the same time requiring large amounts of human labour, which is being contracted out to the cheapest labour. With so much new technology coming from all sectors our governments have been to slow to create proper regulations, with the speed of AI’s development proper regulations for fair worker compensations, data privacy, and other issues will have to be placed to prove this tools use in our futures.

The last three weeks I have had the opportunity to participate in three diffrent grade 2 english lessons with the same class. Through these lessons I have learned the importance of moving students and changing activities all the time to keep students participating. I have also finally got to see a UFLI lesson and learn more about this program.

WEEK 1

The first lesson, I got to participate in a station lesson I was in charge of the journal area but their were also more stations focused on writing and reading. In my station I asked the students to write about a winter sport/activity they do. I helped them focus on one area of topic and would help them sound out their words and awnser their questions. The students also went through morning meeting with the teacher, reading the board, and discussing the day.

Big Idea: Language and text can be a source of creativity and joy

Curricular competency: Communicate in writing using paragraphs, grammar, and punctuation.

Content: Language features, structures, and conventions.

WEEK 2

In week 2 the students started off by completing morning work on a sheet like this one. Students are required to write and preform simple calculations to warm-up for the day. After this the students particpated in morning meeting like last time, reading out the message of the day and filling in empty letter spots. The students then were asked to write a descriptive passage about their or a dog. The students were encouraged to use descriptive words and their personal dictionaries (a great idea) to help them in their writing. During this time I helped by walking around the classroom and sounding out words and discussing what their writing is about. I was able to connect with the students and better able to help them in their learning during this class.

Big Idea: Stories and other texts connect us to ourselves, our families, and our communities.

Curricular competency: Plan and create a variety of communication forms for different purposes and audiences.

Content: Writting processes

WEEK 3

This week the students again started with morning work and morning meeting practicing their writing, reading, and math skills to get ready. Afterwards the teacher took the stduents through a section of UFLI. I was very excited about this as i havent got to see this program in action yet. The program looked great and easy to use, all the students were involved and practicing their skills.

After the teacher had the students practice the diffrent letter sounds she had them all grab a whiteboard and begin with one word, asking them to change the word and read it out. Some stduents wrote the whole next word and some just erased the letter and replaced them. During this time I was directly helping one student who was falling behind due to his eraser not working, together we worked together to get a new marker, erase the board and catch up with the teacher. I can imagine this program being sometimes hard for students who need more time as it can go fast. However I really liked how the students were practicing so many essential skills in such a short amount of time. she then finished the work period by reading with the students, having them discuss their predictions and what they though about the story.

Big Idea: Playing with language helps us discover how language works.

Curricular competency: Engage actively as listeners, viewers, and readers, as appropriate, to develop understanding of self, identity, and community

Content: This lesson hit many content areas including diffrent oral, reading, and writing processes, as well as looking a language features, structures, and conventions

Book talk

Most children literature for centuries has been focused on white cis individuals, today representation of all people has become an important issue. By representing diffrent cultures, ideas, and perspectives in childrens literature, our students will be able to build compassion and empathy for others. Without this representation certain students may begin to feel isolated, like no one understands them, by having books written for and by others in their same shoes, the student will be able to feel like they are not the only one.

My classroom

Our classrooms are more diverse then ever, to make sure each of my students are represented I will have to seek books from local communities and around the world. My classroom will be filled with books that are from the point of view of Indiginious, immigrants, Bipoc, and 2SLGBTQIA+ folk. While having stories about these communities is great I must ensure I use authentic sources, many are taking art and stories from others cultures and passing them off as their own. If I do not use authentic sources then these communities will not be emporewed, they will not recieve monetary value, and their voices and cultures will be drowned out by others. In our community a voice has been drowned out by others for so long, and now to practice reconciliation I will work with and use authentic sources from the Ktunaxa nation to ensure I am emporing young students and not drowning out their voices for longer.

Resources

To help me fill my classroom with representitiv books from authentic sources I have compilled a list of resources which can help me in discovering these important books for students.

Strong Nations

Ktunaxa Books

Classic books wriiten by queer folk

Immigrants and refugees

Black Canadian Picture Books

1. How do you feel about reading? Tell me about it.

When I was young, I loved to read but throughout grade school like many kids I began to read less and less. Throughout my last year of high school and during college the only books I read were assigned in the class, while most were dry textbooks, multiple of these books were amazing novels and writings that have grown to be some of my favorites. While I have not read much through my teenage, surprisingly after my first practicum last year the first thing I wanted to do after finishing was to go to the bookstore and start reading more. So throughout the summer I have regained my love of reading and now am an avid reader who loves to learn new stories and facts.  

2. What types of books do you like to read?

I read all different types of books, and this sometimes makes it hard to decide on a book to read as there are so many options. Throughout the summer and fall I read books from multiple genres such as: classic novels, memoires, feminist theory, queer theory, sport books, education, environmentalism and animal/plant/fungal lives, music books, journalism/history, and an array of science books.

3. List some hobbies and things you like to do outside of school.

Outside of school I like to try and stay active, to do this I enjoy climbing, skiing, hockey, skateboarding, and tennis. While I read, participate in these activities, or during my daily life activities I love to have some noise in my ear, whether it is some good music, a podcast, or an audiobook. Other then this I love photography and videography and try to use the activities I love to follow these passions as well.

4. Who are your favourite authors?

So far through my reading journey I have not read many books from the same author twice, however there are a few authors in which I have or am excited to read another work from them. Fyodor Dostoyevsky born in Russia in the 1820 and is a famed novelist from his time, while I have only read one of his books so far, I am super excited to start another. I originally found my next favorite author through a short story I had to read for my first university English class, Haruki Murakami is a contemporary novelist from Japan who has since had is work adapted into a movie. The movie “Burning” is based on the original short story I read in class “Barn Burning”. The last author I will mention is Hunter S Thompson, Hunter was a prized journalist from the USA who coined the term “gonzo journalism” and has written some of the most in-depth and interesting stories of recent times.

5. Tell me a bit about the last book you read that you really enjoyed.

The last book I read was about the lives of fungi and mushroom, this book was wildly entertaining and changed my view of how I see plant and animal life. Through the book I learned how important fungus is to our ecosystems, they allow nutrients under the soil to travel from plant to plant ensuring the success of all life. Mushrooms, fungus, and the building blocks of these organisms, mycelium and hyphae create 100 of kilometers and 1000 of year olds “cellular highways” which are the foundation for the survival of the forests.

6. Tell me a bit about what you have been doing since last semester during your winter break. How have you been spending your time?

My winter break was not spent with a lot of reading, instead I spent time with my family and friends. My family and I spent a lovely Christmas together and I was able to see my old friends from high school. With them I went on hikes, skiing, and skateboarding. Other then this I went to some live music in town, worked, and relaxed while watching the hockey junior world championships.

7. What subjects or topics do you like learning about?

I like to learn about many different subjects in my free time. I like to learn about political and economic theory, psychology and sociology, the environment, and the organisms within it, how the human body and brain works, history, and current affairs. While I have not been able to find a book I would like to read on all these subjects yet I listen to podcasts, read articles, and participate in conversations that allow me to learn new things in these topics.

8. If you could read a book about one thing, what would that be?

There are so many books I would love to read on a specific subject, and I am sure there are some out there I just have to find them. At the moment if I could find a book on one specific topic or question, I think it would be on how our current agriculture practices are unsustainable and how switching to a plant-based diet based on legumes, beans, mushrooms and grain can be healthier for you and the environment. While I appreciate the books on how to create a plant based diet I would want to find one on the science of this topic, addressing how it would be possible, what changes it would make, and the larger socio-economic effect.

In-Situ Classroom

For this in-situ experince I was in a grade 2 classroom, when looking around the classroom I felt like there was not many items on the walls promoting literacy. The classroom had very little words around except for an area about the fall and the calender/morning metting area with a message, schedule and dates. However even though their was not much on the walls all the containers and items were labled getting students to read when grabbing their supplies. The classroom was also filled with books of many diffrent genres and levels. Students all had books in their own cubbies and most were excited to be reading for this reason.

Literacy in my classroom

In my future classroom I will like to include many diffrent posters and things such as word walls to encourage reading in my students. This will allow students to always be reading something and learning new strategies for reading or other skills in school. My classroom will also be filled with books which i am already starting to slowley collect. This will allow me the ability to have every student excited to read about something. Each student will be able to look through the classroom library and find a book which suits their skill level and intrests them. If i am able to achieve that, promote literacy through posters, and through actively expressing my joy for reading the students will gain the motivation to pick up a book and get sucked in.

Another way I want to promote literacy in my classroom is by having a reading corner. I want this corner to be filled with a variety of seating options. I plan to layout my class in a way that gives every student a comftroble way to sit. I am hopping with this the students will be more willing to get comfy and relax and enjoy their book. If students dont feel comfortbale and safe they will be too distracted with other things to enjoy their book, by trying to build this space of comfortability I hope I can deminish this problem.