2.1 Literature
Candidates are familiar with a wide range of children’s, young adult, and professional literature in multiple formats and languages to support reading for information, reading for pleasure, and reading for lifelong learning.
Maintaining a reading log has been instrumental in demonstrating my fulfillment of being familiar with a wide range of children’s, young adult, and professional literature in multiple formats and languages, supporting reading for information, pleasure, and lifelong learning. Through this log, I meticulously record each book I explore, noting its format, language, and the key insights or enjoyment it provides. This practice not only evidences my commitment to diversifying my reading portfolio but also enhances my ability to recommend specific titles and formats to students and colleagues based on their interests and needs. By engaging with a variety of genres and mediums, from print to digital and audio, and embracing literature from different cultures and languages, my reading log reflects a deep, personal engagement with the literary world. This ongoing exploration ensures I can effectively guide others in finding materials that ignite their passion for reading, cater to their informational needs, and encourage them on their journey to becoming lifelong learners.
2.2 Reading promotion
Candidates use a variety of strategies to promote leisure reading and model personal enjoyment of reading in order to promote habits of creative expression and lifelong reading.
2.3 Respect for diversity
Candidates demonstrate the ability to develop a collection of reading and information materials in print and digital formats that support the diverse developmental, cultural, social, and linguistic needs of P-12 students and their communities.
2.4 Literacy strategies
Candidates collaborate with classroom teachers to reinforce a wide variety of reading instructional strategies to ensure P-12 students are able to create meaning from text.
My involvement in a Kindergarten curriculum mapping project directly fulfills the requirement to collaborate with classroom teachers to reinforce a wide variety of reading instructional strategies, ensuring P-12 students can create meaning from text. Through this project, I worked closely with Kindergarten teachers to integrate literacy skills across various subjects, designing a comprehensive map that outlines when and how reading strategies are taught and reinforced throughout the year. This collaborative effort focused on embedding phonemic awareness, vocabulary development, comprehension techniques, and narrative skills into daily lessons, providing a scaffolded approach to literacy that evolves with students’ growing abilities. By aligning library resources and activities with classroom objectives, we created a cohesive literacy program that supports students’ ability to decode and comprehend texts from an early age. This curriculum mapping project not only enhanced the literacy instruction in Kindergarten but also set a foundation for reading success that students will build upon throughout their educational journey, demonstrating a strategic partnership between the library and classroom teaching.
Robert J Parsons 