NAME: COURSE, Term and SY:

Zandra Louise F. Fojas Building and Enhancing New Literacies Across the Curriculum
Program and Section: Course Professor:
BSCIEPHY III-23 Prof. Nancy S. Ramores
Article Title and citation: (APA)
Reading Analysis Report Tompkins, G. E. (2009). Becoming an effective literacy teacher. In
Literacy in the 21st Century (pp. 4–31). Pearson Education.

Summary Topics/Concepts I Do (3) New Insights I Had (3) Discussion

Not Understand After Reading the Questions I Have
Article about the Article

The article highlights 1.​ How teachers 1.​ Effectively 1.​ How can
and explains what it limit or decide teaching teachers
means to be an the appropriate literacy practically
effective 21st-Century level of support involves differentiate
literacy teacher. It during understanding instruction
emphasizes how independent students’ when
society, technology, learning students have
emotions,
and student diversity very different
backgrounds,
inside the classroom levels and
have changed learning. and needs?
It laid out various developmental 2.​ What
practical principles that changes. strategies are
focused on 2.​ Dynamic is most
understanding student being actively effective for
background, creating a involved in helping
nurturing environment, reading and struggling
adjusting pedagogy and writing; readers catch
activities. strategic is up to grade
consciously level in a
short time?
monitoring
3.​ How can
leaTel-oriented
teachers
is being
balance
purposeful teaching
3.​ In the modern digital literacy
century, while still
teachers must strengthening
be effective traditional
through: reading and
appreciating writing skills?
uniqueness,
understanding
 how students
learn, creating
nurturing
classrooms,
having
balanced
instructional
approach,
proper
scaffolding,
differentiated
instructional
program, and
related
assessment.
My (2) annotated bibliographies that offer answers to at least 1 of the discussion questions you
raised:
How can teachers practically differentiate instruction when students have very different levels and
needs?
Reference # 1 Hall, T., Strangman, N., & Meyer, A. (2003). Differentiated instruction and
implications for UDL implementation. National Center on Accessing the
General Curriculum.
[Link]
[Link]
-​ Differentiation must be based on student readiness, their interest, and learning profile
-​ It does not necessarily need to be separated lessons for each students, it must instead be
designed with multiple entry points
-​ The teacher may employ the Universal Design of Learning principles to create an inclusive
learning environment
Reference # 2 Tomlinson, C. A., & Allan, S. (2000). What is differentiated instruction and
why differentiate? ASCD.
[Link]
ding_What_Is_DI.pdf
-​ It highlights how assessments can help monitor progress to be able to adjust instruction
-​ It also emphasizes giving students the ability to choose: texts, topics, or project types.
Differentiation can vary between tiered tasks, compacting, and varied outputs (content,
process, product differentiation).