''Learning to read depends on two critical factors: The teacher's thorough understanding of the reading process itself, and his or her determination to understand and respond to each child's needs as a reader.'' - Keene and Zimmermann, Mosaic of Thought (1997, p. xiv) One of my core beliefs about teaching is that learning is and should be fun. My goal as a teacher is to instill this passion for learning in each of my students as they embark on a life-long journey of growing and learning. I believe that developing a passion for reading in particular is especially important when children are very young. In order to support my students as they learn how to become skillful and thoughtful readers, I must be aware of many strategies that will reach a variety of learners. My professional goal is to become more experienced and knowledgeable in literacy instruction so that I can effectively teach reading skills and strategies, engage students in daily literacy experiences, and inspire my students to read and enjoy the reading process. Becoming more experienced in literacy instruction means continuously educating myself in new and effective teaching strategies and environments. This could involve, for example, learning different ways to set up and manage reading and writing workshops and discovering procedures and designs that have worked for other teachers. I would also like to learn different instructional strategies for guided reading and shared reading, as well as tips on making mini-lessons useful and engaging. I am interested in finding innovative and exciting ideas for literacy centers and advice on helping students become independent workers while at literacy centers. Assistance in improving my skills in phonics instruction and in teaching reading comprehension would be beneficial, and I would like to hear new ideas for integrating reading and writing with other subjects. In addition, I would like to learn instructional strategies for helping struggling readers and find ways to make reading enjoyment accessible to all students. This goal of becoming more experienced and knowledgeable in literacy instruction is important to my professional growth for several reasons. Foremost, as an elementary teacher in the primary grades, good literacy instruction is essential. The first few years of school are critical, not only in teaching children to read and comprehend text, but also in helping them to develop a love and enjoyment of reading. My role in that process will be crucial and the more knowledge and experience in instructional strategies I can acquire, the better equipped I will be to guide and inspire my students. In order to meet the needs of every learner, I will need to be aware of and proficient in many different approaches to reading and writing. In this way, I will be able to reach more students, allow many entry points, and make literacy learning interesting and fun. To do this, I must be aware that instruction can always be improved. Therefore, staying informed about new methods of instruction will be important as I grow professionally. I will approach my goal of additional experience and knowledge about literacy instruction in four ways. First, I will attend several workshops tailored specifically to literacy instruction: The Wright Group Establishing a Comprehensive Literacy Program (K-2) (Managing and organizing literacy centers, establishing primary literacy centers, practical assessments for meaningful instruction, teaching through authentic reading and writing) Guided Reading: Emergent Literacy to Independence (K-3) (Developing and managing the classroom for small group instruction, developmental stages of reading, appropriate lesson formats, setting up flexible reading groups) Phonics (K-3) (Structural analysis, developing purposeful lessons, scaffolding students, effective reading lessons) The Writing Program - A Critical Link (K-2) (Stages of writing development, using guided writing, integrating thematic studies, using authentic writing processes) Puget Sound Educational Service District Reader's Workshop (Individualized reading instruction through conferences, literature circles, response journals, book projects and skill lessons, assessments) Bureau of Education and Research Pacific North West First and Second Grade Conference (Literacy skills and practical language ideas, building phonics and phonemic awareness skills, poetry, writing ideas that reinforce reading instruction, meeting the needs of all students with differentiated literacy centers, getting started with writer's workshop, enhancing comprehension skills) Secondly, I will read literature and teaching guides on my own to further my understanding of literacy instruction in the primary grades. Examples of such books are: ...And With a Light Touch: Learning About Reading, Writing, and Teaching with First Graders by Carol Avery and Donald Graves - This book discusses classroom environment and planning, writer's workshop, mini-lessons, author's chair, reading workshop, guided reading and literature circles, language, expanding literature to other subjects, and measuring progress and growth. Invitations: Changing as Teachers and Learners by Regie Routman - This book discusses teaching language, responding to literature, different teaching strategies, authentic context for writing, using journals, publishing, and integration of reading and writing with other subjects. Thirdly, I will become a member of Phi Delta Kappa International, a professional association for educators. Membership in PDK offers opportunities for professional development, such as site-based workshops on issues and challenges facing today's educators. Most importantly, however, PDK will help me stay current on the most recent educational research and topics that are published in their educational journals. Being informed as new research appears will guide me in giving my students the best education possible. Finally, I will constantly seek advice, support, and ideas from fellow teaching colleagues, expanding my knowledge and experience through talking and sharing with my peers. This will be an ongoing reflection and exchange as we help each other succeed in making reading and writing fun and worthwhile. Through additional training and education, staying current in new theories, practice and research, and by careful evaluation and reflection of my own teaching, I hope to accomplish this goal of becoming more experienced and knowledgeable in literacy instruction. By having a firm understanding of the reading and writing processes, as well as by being aware of multiple instructional strategies, I hope to be able to understand and respond to each of my student's needs as readers and writers. When a visitor enters my classroom, they will see a literature-rich environment where children can explore, learn from, and react to a wide variety of books. That visitor will see children reading critically, asking questions, and comprehending challenging texts. I hope to help my students learn how to integrate literature into their lives, creating curious and passionate learners. If I succeed, my students will not only be skilled readers and writers, but when they leave my classroom they will take away a love for reading and writing that will stay with them throughout their lives.

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