Introduction
In this unit, Using Classic Literature to Address Standards, It is my goal to make current assessment practices more meaningful within early childhood classrooms. By using classic children's picture books and differentiated instruction, I want to give teachers a way to adhere to mandated standards effectively, and simultaneously to give their students a love of literature. My unit will highlight a few of my favorite storybooks, and show how they can help to teach various reading strategies and story elements. It will also give a variety of ways in which each of these books can be used to differentiate instruction, including dramatization. The unit will help students to have a strong grasp of the elements of literature, and give them the tools with which to discuss and write about these elements.
As an urban teacher, I know how crucial it is to make our students literate. Literacy has become the key focus in most city school systems in the United States today. Urban teachers often grapple with offsetting external factors that impede our students' literacy. Many students in city schools come to Kindergarten with no preschool experience. They have little, if any, exposure to books. Many students come from households where adults are illiterate, and there are few, if any, reading materials available. Many students also are learning English as a second language. Because of factors like these, urban teachers have a daunting task in front of them when they work to make their students literate.
Along with these obstacles, teachers are also being required to have an increasing amount of documentation to show their students' progress. Teachers must make ongoing assessments of their students' progress, and they must make sure that their lessons adhere to national and local standards. While assessment is critical for sound teaching practice, finding meaningful and accurate ways to assess students can be challenging.
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