6. Reading, Writing, & Oral Communication

In the spring semester of 2022, I completed a student assessment project for ENGL 288 (Elementary English Language Arts Methods) that required me to work individually with a student. Speaking with my cooperating teacher, we chose a student (whose I named Nick for their privacy and confidentiality), that received Title 1 reading services, struggled with grammar/spelling and demonstrated lack of pronunciation of words. I gave the student a spelling inventory for their age. I only tested the student on ten words since they were beginning to struggle with spelling the words. After the assessment, I was required to observe the student's work including the spelling assessment and a writing activity, and provide suggestions on how to improve the academic performance relating to spelling and writing. Along with the provided suggestions in the assessment, I created an analysis of areas where the student displayed strengths and areas where the student improvement is noticed. While completing this assessment, I needed to compile relevant information of the student such as if they were native English speakers, did the family speak another language at home, was there any concern for possibly a learning disability, and any services that the student may receive at school.

Knowledge indicator 6G of the Illinois Professional Teaching Standards states, "understands how to design, select, modify, and evaluate a wide range of materials for the content areas and the reading needs of the student." A large component of this assessment project was to take the student's work, analyze it, and determine what resources and materials could be implemented into the reading and writing schedule for the student. During the ENGL 288 course, I learned how to identify a struggling reader which would show in the student's spelling inventory, and how to find resources that would benefit the student academically. After assessing the student, I created my analysis and accessed resources that specifically target students who struggle in reading and writing. I assessed each worksheet and activity that I felt would benefit the student academically. I provided a wide range of materials and activities that can be found within the artifact. Knowing that the student was about two grade levels behind, I selected resources that would be appropriate for the student but also not as basic that the student would be able to complete within five minutes. I purposely chose activities that would have the student say words out loud which would assist in phonics, phonemic awareness, and spelling.

I really took many learning points away from this, the main one being how detailed you have to be when assessing students. There are many moving components when students are being assessed such as student strengths, areas of improvement, background information, suggestions, how to implement activities for the individual student, and providing a sample of student work. If I was to take this assessment project to administration or a school specialist for reading/writing, they would need to have as much information as possible regarding the student and what efforts have been done for the student. I did not realize how much goes into these types of assessment regarding information and how much research needs to be done when finding materials and resources. Actually having a student that completed this assessment, I had to find actual worksheets that could be used for this student while taking into account his needs and background. You have to also be considerate when selecting these materials as well because what is appropriate for the student while still challenging them. It was a great learning experience overall.

During my student teaching, students had presented on a biome of their choice. A week after their project, students were asked to choose one animal from the biome and imagine if the animal was placed in a biome that they would not be found in. For example, if a fish is in the marine biome, students would place the fish in the desert. Students were required to create three adaptations for their chosen animal in the new biome that would help them survive by completing research of their animal and the new biome they would place their animal in. Students first completed a planning page that allowed them to jot down ideas and adaptations and were given a final project paper to draw their chosen animal with labels to designate the adaptations they gave their animal to survive in their new biome and explain how their animal would survive in a biome that it would not typically be found in. Students chose a variety of animals from birds, to wolves, to underwater animals. On the final day, students presented their animals to the class by reading their project. The class was asked to share one aspect of the project that the presenting student excelled in and one other adaptation that could be added to the animal. A sample of student work can be found in the images below.

Performance indicator 6Q of the Illinois Professional Teaching Standards states, "integrates reading, writing, and oral communication to engage students in content learning." Although this was for students to complete in science, students continued to use their reading, writing, and communicating skills during this. Students were to research their new animal and the new biome they chose and read the resources that were provided to them to use. When completing their planning and final paper, students were to write about their animal and the adaptations that the animal has to survive. They were also required to orally present their project to the class and answer questions that classmates had for them. Reading, writing, and oral communication were all integrated into this project while using NGSS standards, CCSS standards, and SEL standards.

Looking back on this artifact, I would have to say that I learned that multiple skills can be focused on in subjects. For example, I believe in making all subjects fun and challenging for students, but there is always an opportunity for reading, writing, and speaking. When these three are used in lessons, students are able to improve on multiple skills. My ELL and special education students fully participated in this activity because they were able to practice their writing, reading, and speaking skills. With two years of school being virtual, students did not have as many opportunities to practice their reading, writing, and speaking skills like they would if they were in the classroom setting in person. This activity allowed them to continue working their skills while still learning about science. Even subjects such as math can fit these skills in with thoughtful planning. Going forward, I am eager to plan lessons where I can integrate these skills to improve students' abilities!