Reading, Writing, and Oral Communication

This calendar was created during my student teaching placement at Andrew High School. It was created with colleagues who also teaching Sophomore Academic English. The calendar was used as a collaborative measure to address reading, written, and oral communication.  

This collaborative calendar shows I "understands how to design, select, modify, and evaluate a wide range of materials for the content areas and the reading needs of the student" (6G). While working with other teachers, we deign and modify instruction for the Sophomores. In addition, I "uses modeling, explanation, practice, and feedback to teach students to monitor and apply comprehension strategies independently, appropriate to the content learning" (6N). The calendar shows different types of work that I use for the students. When giving students work, I make sure to use the gradual release of responsibility. Lastly, I "works with other teachers and support personnel to design, adjust, and modify instruction to meet students’ reading, writing, and oral communication needs" (6R). This collaborative calendar shows how I work with other teachers to design, modify, and adjust instruction for academic English specifically Sophomores.

By collaborating on this calendar, I learned how to work with a team of colleagues. In addition, I adjust and modify work to meet the needs of the students reading, writing, and oral communication needs. This is important in the school English environment. 

This discussion packet was creating during my student teaching placement at Andrew High School. It was created with a few colleagues who are also reading To Kill A Mockingbird. The discussion topics allows students to read a book, write about a book, and then discuss the book with peers. 

This end of book discussion topics shows I, "understands that the reading process involves the construction of meaning through the interactions of the reader's background knowledge and experiences, the information in the text, and the purpose of the reading situation" (6B). This demonstrates that I know students need to understand the text they are reading and connect it with background knowledge. In addition, it shows I "understands communication theory, language development, and the role of language in learning" (6C). This shows that I make sure that students are discussing and speaking during the learning process. Lastly, it shows I "integrates reading, writing, and oral communication to engage students in content learning" (6Q). It is important to engage students in learning so it is important to design different assignments and assessments which touch on reading, writing, and oral communication.

By working with colleagues and creating this discussion list, I learned how to design instruction that incorporates reading, writing, and oral communication. It is important to incoporate those aspects in the learning environment.