Teaching English Methods Reflective Journal Entry #10

One of the best parts (I think) of teaching a language arts class is choosing texts. However, when selecting materials it is important to consider the following: literary value; student level; variety of textual forms; variety of authorship; and appropriateness. Often, these considerations can be in opposition to each other. So what two or three considerations do you believe to be most important and why?

     I agree, that one of the best parts to teaching a language class is choosing the texts in which the students to read. This gives us an opportunity to teach the required skill sets they are required to learn based on the common core.
     When selecting the materials for the classroom, I believe that student level and variety of textual forms are to be the most important. Student level is by far the most crucial portion of text selection for your classroom. If the text you are selecting is too easy, a student will be left unchallenged; however, if it is too difficult, a student will be left frustrated and unmotivated to read the material. So what text or text(s) do we choose for ALL of the class? There is no Goldilocks type of book too choose for the entire class; there is no just right text. Therefore, I believe in selecting several texts per unit for students to read based on ability and throughout the school year, this text grows in complexity to meet the needs of growth. Why not develop a unit where students read a variety of texts to learn the required material. I believe a student will grow leaps and bounds in a room with choice books based on student level. In addition to a variety of texts to meet the needs of reading levels within the room, there should also be a variety of textual forms taught in the classroom: poetry, short story, different genres, non-fiction, expository, reference, etc. Providing students with multiple textual forms gives them the ability to learn a variety of reading strategies to meet the purpose of their reading.


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