CI 402E Module 2 Learning Log: Vocabulary and Literacy Skills

This Learning Log assignment, completed for CI 402E Module 2, reflects on the student's understanding of vocabulary instruction and its impact on literacy skills. The student analyzes various readings and videos, connecting them to specific learner outcomes related to assessing student progress, understanding cultural and linguistic diversity, and implementing effective instructional strategies. The assignment highlights the importance of identifying the purpose of assessment, providing accommodations, and recognizing the stages of word knowledge. The student also discusses the significance of creating literacy-rich environments and using diverse materials to promote student success. The log demonstrates an understanding of how vocabulary knowledge relates to reading comprehension and academic achievement, with references to supporting research materials.

Running head: LEARNING LOG
Learning Log
Name of the Student:
Name of the University:
Author note:

1LEARNING LOG
Module 2
Learner Outcomes Learning Statement
S1: K3. The teacher knows how to
assess and evaluate student
progress in language arts.
In the reading, I have learned that as a teacher, I need to
first identity my purpose for assessing and knowing
what I expect for getting from the assessment. It is
important to determine how I would I identify the
students who would demonstrate their understanding of
the word. Providing modifications and some adaptive
strategies for them who require accommodations is
important (Archer, 2013). Also, there are four
incremental stages of work knowledge that I have
learned and they are:
a) Stage 1: Never seen the word before
b) Stage 2: Knowing that there is a word like such,
but not knowing what it actually means
c) Stage 3: Having context-bound and vague
knowledge of the meaning of the term
d) Stage 4: Being well-aware of the word and
remembering it.
S1: K8. The teacher has knowledge
of the significance of social,
economic, cultural, and linguistic
diversity for development and
learning of literacy skills, and
recognizes that children are best
In the reading, I have learned that the low-income
students have high difficulty with the meanings of the
word at about 4th grade because of lack of exposure for
enriching vocabulary through cultural, social, economic
and other different influences.

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understood in the contexts of
family, culture, and society.
S1: K9. The teacher understands
the interrelationships among
culture, language, and thought, and
the function of the home language
in the development of young
children.
In the reading, I have learned that the eight elements of
the sheltered instruction observation protocol (SIOP):
a) preparation-asking for help,
b) Building background- teacher make purposeful
connections with the content, teaching the most critical
vocabulary.
c) Comprehension input-teacher should be making
assignments clear to the students by means of using
vocabulary so that they can understand and provide a
range of instructional experiences like vocabulary
picture puzzles (Johnson, 2014). Physical response and
vocabulary cards etc. Interactions, student strategies
success, application, lesson delivery, review and
assessment.
S1: P2. The teacher models a
variety of effective instructional
strategies that aid students in
developing their reading, writing,
speaking, listening, and viewing
abilities.
In the reading, I have learned that I as a teacher need to
give my students an opportunity to choose the
vocabulary from the book that they themselves what to
focus on. A way in which the students can easily have
input on what words the class would focus on is having
them sorting through the words by means of putting
them in the categories such as “know it, sort of know it,
don’t know it at all” (Sedita, 2005).
S1: P4. The teacher develops and In the reading, I have learned that children belonging

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uses criteria for evaluating and
selecting a variety of materials for
language arts instruction,
recognizing issues of equity in
gender, age, ethnicity, lifestyle, ad
socioeconomic status.
from low income families start to decelerate in their
test scores since 4th grade. Lack of fluency and
automaticity are the key reasons behind this. As a
teacher, I must reveal if a student is reading robotically
and would try to help him or her with fluency in
practice.
S1: P7. The teacher creates literacy
rich environments and experiences
that promote individually and
culturally responsive approaches
throughout the curriculum.
In the reading, I have learned that academic success
and reading comprehension are the volume of their
vocabulary on entering into the school as well as their
ability of learning new vocabulary with that learning
enduring with the passage of time. The students are
able of exploring different books and not only the ones
in the library.

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References:
Archer, A. (2013). Vocabulary Instruction 2nd.mp4. YouTube. Retrieved 8 April 2020, from
https://www.youtube.com/watch?v=fr7yRYegjb8.
Johnson, A. (2014). Vocabulary Instruction. YouTube. Retrieved 08 April 2020, from
https://www.youtube.com/watch?v=a3w97Iep2yU.
Sedita, J. (2005). Effective Vocabulary Instruction. Keystoliteracy.com. Retrieved 8 April
2020, from https://keystoliteracy.com/wp-content/uploads/2012/08/effective-
vocabulary-instruction.pdf.