Standard Six | Reading, Writing, and Oral Communication
The competent teacher has foundational knowledge of reading, writing, and oral communication within the content area and recognizes and addresses student reading, writing, and oral communication needs to facilitate the acquisition of content knowledge.
Artifact | LPA Creative Writing
Knowledge Indicator: The competent teacher understands appropriate and varied instructional approaches used before, during, and after reading, including those that develop word knowledge, vocabulary, comprehension, fluency, and strategy use in the content areas.
Please click here to see my lesson in which students modeled an author's writing style to create a creative writing piece.
Please click here to see my lesson in which students modeled an author's writing style to create a creative writing piece.
Reflection | LPA Creative Writing
This artifact is a lesson plan that I developed to teach during an observation. The lesson plan clearly indicates the necessary steps for the lesson as well as the theoretical knowledge behind my reasoning for the lesson. I supported the approach with critical texts from my classwork and personal experience. Before this lesson the students read The Raven and reviewed vocabulary words and verb tenses. Then, we reread it and compared the piece to other writing styles.
I chose this artifact for this standard because it highlights a lesson in which the students saw writing from a famous author, Edgar Allan Poe, then I showed them a clever and entertaining review where an anonymous author modeled Poe’s style. I then had the student work on writing creative writing pieces afterwards.
This artifact meets this standard because the lesson plan indicates my incorporation of reading, writing, and oral communication into the classroom. I directly used my knowledge of each of those skills to influence how I shaped the lesson so that the student would be engaged but also benefit from the challenging work.
This artifact is an appropriate representation of this standard because I varied the instruction of the subject through various types of reading and writing to further engage the students in both the content of the prose and also the structure of the writing.
This artifact demonstrates my growth and development as a teacher because I developed this lesson through the needs of my students by using the strategies and theories that I learned through my education. Without that process, I would not have the support to backup the rationale behind the lesson. Additionally, I created this lesson during my observations with the use of cooperating teacher as a mentor, who contributed to my growth during the semester.
This artifact indicates my knowledge of the reading writing and oral communication because it incorporated each aspect of those components into the lesson with students first reading 2 pieces of literature, then creating their own, and lastly sharing the creations. While studying The Raven the students also prepared for reading by covering vocabulary words and verb tenses before reading.
I chose this artifact for this standard because it highlights a lesson in which the students saw writing from a famous author, Edgar Allan Poe, then I showed them a clever and entertaining review where an anonymous author modeled Poe’s style. I then had the student work on writing creative writing pieces afterwards.
This artifact meets this standard because the lesson plan indicates my incorporation of reading, writing, and oral communication into the classroom. I directly used my knowledge of each of those skills to influence how I shaped the lesson so that the student would be engaged but also benefit from the challenging work.
This artifact is an appropriate representation of this standard because I varied the instruction of the subject through various types of reading and writing to further engage the students in both the content of the prose and also the structure of the writing.
This artifact demonstrates my growth and development as a teacher because I developed this lesson through the needs of my students by using the strategies and theories that I learned through my education. Without that process, I would not have the support to backup the rationale behind the lesson. Additionally, I created this lesson during my observations with the use of cooperating teacher as a mentor, who contributed to my growth during the semester.
This artifact indicates my knowledge of the reading writing and oral communication because it incorporated each aspect of those components into the lesson with students first reading 2 pieces of literature, then creating their own, and lastly sharing the creations. While studying The Raven the students also prepared for reading by covering vocabulary words and verb tenses before reading.
Artifact | Rhetorical Précis
Performance Indicator: The competent teacher students to analyze, evaluate, synthesize, and summarize information in single texts and across multiple texts, including electronic resources.
To the left is a handout I used to teach students how to write a Rhetorical Précis. We used this type of writing to summarize informative articles. Through this activity students improved both their reading comprehension and writing skills by using the specific sentences to detail their responses.
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Reflection | Rhetorical Précis
This artifact is an assignment that I gave my students to help them improve their ability to summarize difficult texts. In a rhetorical précis, students are expected to summarize the text, but in four specific types of sentences, thus giving them more structure while also challenging them to write more clearly and concise. I assigned this during student teaching for three different articles so that student would better engage themselves with the article by reading, annotating, and then writing about it.
I chose this artifact because it represents one way that I taught students to analyze and summarize texts. The assignment required that they understood the author’s main argument and supported how he completed his claim in 4 sentences. Because we used it for three different articles, students were able to develop the skill while also recognizing differences between each article’s purpose and tone.
This artifact meets this standard because with this activity I enabled my students to have a concrete way to develop their reading and writing skills. It directly requires them to interact with text, develop better vocabulary, and work on their ability to write with clarity and precision.
This artifact is an appropriate representation of this standard because I not only implemented this new type of writing, but also incorporated it into different units in response to different types of texts. I wanted the students to also be able to apply the skills that they learned into many other kinds of writing. Although we did not use it with electronic resources, it would be easily adaptable to use with not only electronic articles but also, films, songs, and propaganda.
This artifact demonstrates my growth and development as a teacher I modified a lesson I received in high school with the skills and knowledge that I have earned while in college. Together, my experiences enabled me to develop a short writing sample into academic writing.
This artifact indicates my knowledge of the standard because it shows I how I shaped my classroom assignments into specific writing strategies that help students better understand the literature.
I chose this artifact because it represents one way that I taught students to analyze and summarize texts. The assignment required that they understood the author’s main argument and supported how he completed his claim in 4 sentences. Because we used it for three different articles, students were able to develop the skill while also recognizing differences between each article’s purpose and tone.
This artifact meets this standard because with this activity I enabled my students to have a concrete way to develop their reading and writing skills. It directly requires them to interact with text, develop better vocabulary, and work on their ability to write with clarity and precision.
This artifact is an appropriate representation of this standard because I not only implemented this new type of writing, but also incorporated it into different units in response to different types of texts. I wanted the students to also be able to apply the skills that they learned into many other kinds of writing. Although we did not use it with electronic resources, it would be easily adaptable to use with not only electronic articles but also, films, songs, and propaganda.
This artifact demonstrates my growth and development as a teacher I modified a lesson I received in high school with the skills and knowledge that I have earned while in college. Together, my experiences enabled me to develop a short writing sample into academic writing.
This artifact indicates my knowledge of the standard because it shows I how I shaped my classroom assignments into specific writing strategies that help students better understand the literature.