Michelle Pereyra's portfolio page

Navigation links: ETAP 623 Fall 2023 | Your Mini-course title

About Me

I am a middle school English/ELA teacher in New York City. I just began my fourth year of teaching this Fall teaching 6th Grade ELA. I received my Bachelor's in English Education with a minor in African-Latino studies from CUNY Hunter College in May of 2020. I am now in my first semester of the CDIT online program at SUNY Albany. I enjoy video games, Anime and reading books when I am not spending time with my daughter and family.

My Topic and Purpose

My mini-course topic Exploring Modern ELA Annotation Practices Using Digital Platforms seeks to review some of the recent, standard models of annotation practices used in English/literacy classrooms and guide educators in adapting such practices to accessible online platforms. I plan to present the effectiveness of specific online platforms in their ability to provide annotation opportunities for both educator and student, and combine this with an introduction to newer models of annotation, such as the Purposeful Annotations model and Social Annotations model. I have selected this topic because there is emerging technology, developed during the COVID-19 Pandemic, that allow for rich and varied practices of annotation of literature and texts.

Scope of Learning Outcomes and Content

Learners will be able to analyze common models of annotation practice used in English classrooms.

Learners will be able to evaluate effectiveness of online platforms in their ability to model and apply annotation practices.

Learners will be able to apply the Purposeful/Social Annotations model in practice to a text using one of the online platforms introduced in course.

Learner will be able to analyze and critique further suggested uses of online platforms for annotation in English classrooms and apply to their own specific contents and areas of focus.

Needs Assessment

Educational Problem: Reading Strategy Instruction in Teacher Preparation Programs

Common teacher preparation programs for English Early Childhood and Adolescent Education, place significant time and value on pedagogical practices, but do not spend enough time instructing specific reading practices that address comprehension gaps or develop metacognitive skills. The National Council on Teacher Quality (NCTQ) conducted a comprehensive research on teacher preparation for reading instruction strategies. “In fact, a recent survey conducted by Education Week found most elementary special education and K-2 teachers (72%) say they use literacy instructional methods that incorporate practices debunked by cognitive scientists decades ago” (P.4) Furthermore, within NCTQ’s study on teacher preparation programs that spanned across close to 700 programs in the US, “NCTQ found 25% of teacher preparation programs fully address all five components of scientifically based reading instruction.” (P. 7).

Teacher preparation programs across the United States address different components of reading strategies at moderately varying levels. The degree to which educators receive direct instruction on reading strategies through coursework, and opportunities for practicum are limited. According to the NCTQ, many teacher preparation programs are not up to date on scientific-based reading instruction. It is clear there is a large need for specific, targeted reading strategies embedded within teacher preparation coursework, to be on par with pedagogical and philosophical work done within teacher prep programs. “In a survey of stakeholders from teacher preparation programs, state education agencies, schools, and districts, 80% of respondents believed preparation programs should require teacher candidates to demonstrate knowledge through both an objective measure of knowledge (e.g., text, quiz, or assignment) and application of knowledge (e.g., a practice opportunity)”. Teacher candidates need significant more instruction and opportunities to engage in specific, concrete reading instruction strategies, based on modern research and science.

The Learners: The participants of this mini-course include students in Undergraduate and Graduate Adolescent English Education programs, and graduates that have moved on to become English Educators in Secondary School (5-8 grade) settings. These participants aim to expand their knowledge on strategies to improve reading comprehension practice.

Analysis of Gaps (Know vs. Need to Know): Educators must evaluate their own current reading instruction strategies they plan to use or currently implement in an ELA classroom and measure such practices against up-to-date scientific research. Educators will also evaluate annotation techniques they've developed over years and gain knowledge on the models of annotation that aim to teach reading as a process and metacognitive strategies.

Intent Statement: Participants of this mini-course will be equipped with new strategies and paradigms of annotation practice that can be applied across varying texts and readings in ELA classrooms. Participants will gain knowledge in ways to plan and facilitate reading instruction using variety of annotation models and online annotation platforms to best serve their students needs.

Analysis of the Learner and Context

Learner Analysis: Participants will be Undergraduate and Graduate students specifically within an English Education Preparation program, seeking to expand their knowledge on reading strategies and annotation skills. Based on data relating to demographics on Educators in New York conducted by New York State Education Department, "Students in New York’s educator preparation programs are disproportionately White when compared with the college population overall. Figure 21 shows that in 2016-17, only about half of New York college students identified as White, compared to more than 60% of educator preparation enrollees". Current data stresses the gap between white and non-white education candidates, and the gap between male and female education candidates as well. According to the National Center for Education Statistics (NCES), a minimum of 20% of male in-service educators teach ELA/English within secondary schools, compared to other content areas, such as technology, science and math.

Performance-Based Objectives

Learners will be able to:

• Identify and define common annotation practices used in reading instruction in K-12 schools.
• Conduct a self-evaluation survey of personal annotation practices used by participant both as a student and educator.
• Explain the features of 'purposeful social annotations' model by examining practice case studies.
• Analyze the ease and effectiveness of online annotation platforms, such as Kami and Nearpod.
• Design a practical use of Kami annotation platform in a reading instruction lesson, using a sample passage provided.

Task and Content Analysis

Prerequisites:

• Have background experience in teaching reading instruction for students ranging ages 11-14 (Grades 5-8).
• Have a rudimentary or working knowledge of Common Core Standards for ELA content area.
• Have experience in designing instructional units and lesson plans for ELA content area.

After this unit, the learner will:

• Identify common techniques educators have used to teach annotation practices to support reading comprehension.
• Determine the purpose of annotation practice and similar reading strategies.
• Identify popularized scientific and data-supported annotation practices.

Unit 2: Modern Annotation Models For Reading Comprehension

After this unit, the learner will:

• Identify features that make up the Social Annotations model.
• Identify features that make up the Purposeful Annotations model.
• Examine Case Study #1 ("Which Annotation Model?") to determine which annotation practice is most helpful, based on the text provided and the learner needs and reading levels.
• Examine Case Study #2 ("Teacher Pre-Work") to determine potential benefits and struggles students will face when following sample of teacher annotations.

Unit 3: Digital Platforms For Annotations

After this unit, the learner will:

• Examine features and techniques for specific for annotations on Kami platform.
• Examine features and techniques for specific for annotations on Neared platform.
• Investigate ways for educators to use both platforms based on scenarios given.
• Create suggestions and action plans for educators to use both platforms to support reading comprehension

Unit 4: Digital Applications of Annotation Models

After this unit, the learner will:

• Plan an annotation sample using a provided text, that will address learner needs, unit and instruction, and reading skills, for a middle school ELA classroom.
• Design an annotation sample using a provided text on Kami, using minimum (3) features to digitally annotate text for students.
• Write a reflection on which annotation model and digital platform works best, based on the educator's goals for reading strategy and comprehension.

Curriculum Map

References and Resources

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