Chapter 2 Connections to My Teaching Practice

Chapter 2 Connections to My Teaching Practice

After reading Chapter 2, I can share two connections with the group: text to the world and text to text. The text-to-world connection is a technique that links text evidence like books or articles to objects in the real world. Gunning (2020) states that learners who read more acquire more vocabulary and higher test scores in class. This means when learners acquire more vocabulary through reading, they are likely to do better in class and at school and have better socialization. This originates from making the text-to-world connection. For instance, if a learner reads an AR textbook concerning fish and remembers a time when they visited an aquarium and saw a fish, this way the student can use the text-to-world connection because they are reading a book about fish and making real-world links about the period they practically saw the fish. The text-to-the-world technique helps learners to understand a concept and develop language.

For my teaching practice, the text-to-text connection is what I relate more to because while teaching, I will use books and texts more. As a result, students and I can take something we had previously read and relate it to something we are currently reading. Gunning (2020) states that one of the biggest needs of teaching is to have instruction and materials on the learners’ level. Therefore, in my class, I will engage learners in reading articles and assign them at least one article weekly on NewsELA, which relates to whatever we have learned. Learners will complete activities from the article, such as identifying vocabulary, three-question quizzes, and a writing topic. With such strategies, students can make a text-to-text connection between the article we have read or covered in class and the NEwsEla articles. This relates to Chapter 2 because the learner immediately begins using the newsELA article. It observes and follows the student’s progress. Once they complete the third task, the learner will be provided with modifications depending on their reading level so that the teaching is never too low or too high for them. This then captures vital aspects of Chapter 2, such as slow learners who will be effectively helped using text-to-text connection assessments.

Reference

Gunning, T. G. (2020). Creating Literacy Instruction for All Students. Pearson Higher Ed.

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Chapter 2 Connections to My Teaching Practice

Share two of your Chapter 2 Connections with the group. Make at least one of them related to your teaching practice. Be sure to use text evidence when you share your connections.
Book: Gunning, T. G. (2012). Creating Literacy Instruction for All Students. Pearson Higher Ed.