Reading, Writing, & Oral Communication

Artifact Description: This paper was written for EDUC 312: Middle Grades Literacy, a course at Trinity Christian College. The focus of the paper is on teaching ideas to promote motivation and reading, exploring various activities that can be incorporated into the classroom to address common challenges in reading. It discusses several instructional approaches that aim to boost students' interest in reading, improve vocabulary knowledge, and facilitate comprehension of fictional texts.

IPTS Connection: This paper demonstrates that I "understand 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" (6A) and that I "understand 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). The evidence for these connections is shown through the varied activities presented in the paper, such as Book Talks, Graffiti Wall, and Character Interviews. These activities engage students in a range of reading strategies while making connections with their personal experiences and promoting interaction with the text.

What I Learned: Through this paper, I learned that effective literacy instruction requires a combination of varied approaches to address different challenges in reading. I realized the importance of creating engaging and relatable activities that not only develop reading skills but also encourage students to connect with the content on a personal level. Additionally, I learned that understanding the reading process involves considering students' backgrounds, and by incorporating activities that stimulate discussion and interaction, I can create a more inclusive and motivating learning environment.

Artifact Description: This paper was written for EDUC 312: Middle Grades Literacy, a course at Trinity Christian College. The paper explores teaching ideas to promote writing and oral language development, focusing on specific challenges that students face in these areas. It describes a variety of instructional activities, such as Writer’s Notebooks, Cornell Notes, Discussion Webs, and Spider Discussions, designed to help students improve their writing and oral communication skills in a Spanish classroom. 

IPTS Connection: This paper demonstrates that I "recognize the relationships among reading, writing, and oral communication and understand how to integrate these components to increase content learning" (6F) and that I "understand writing processes and their importance to content learning" (6D). The paper shows evidence of these connections through the instructional activities described, such as Writer’s Notebooks, which help students practice writing regularly, and Cornell Notes, which support the writing process through effective note-taking. The paper also demonstrates how activities like Discussion Webs and Spider Discussions integrate oral communication, allowing students to collaborate, share ideas, and engage in discussions that reinforce content learning.

What I Learned: Through this paper, I learned the importance of creating activities that engage students in both writing and oral communication. I realized that integrating these is essential for promoting content learning and that providing students with different opportunities to practice these skills is key to their development. I also learned how different approaches, like Writer’s Notebooks and Discussion Webs, can address common challenges students face in writing and oral language. I learned that by offering students a structured way to practice and by facilitating meaningful discussions, I can create a more effective and engaging learning environment.

Artifact Description: This trade book report was written for EDUC 311: Literacy in the Disciplines, a course at Trinity Christian College. In this report, I chose to discuss trade books that can be used in a Spanish classroom. The report explores the themes of these books, explaining why they are worth reading and identifying which groups of students would benefit most from them. It also examines how these books can foster a deeper understanding of culture, identity, and language through engaging storytelling and relatable characters.

IPTS Connection: This paper demonstrates that I "understand 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). The paper also shows that I "recognize the relationships among reading, writing, and oral communication and understand how to integrate these components to increase content learning" (6F). This is evident through my analysis of the themes in the selected books, particularly how they resonate with students' experiences and encourage reflection.

What I Learned: This trade book report helped me understand the importance of selecting books that not only align with the curriculum but also resonate with students' backgrounds and experiences. I learned that to promote effective learning, it's important to consider the diverse needs and levels of students, ensuring the books chosen are age-appropriate and culturally relevant. This reminded me of my responsibility to choose resources that foster meaningful interactions and a sense of connection among students.

Artifact Description: This is a lesson plan I created and delivered to my Spanish 2 classes during my student teaching at Lincoln-Way East High School. In this lesson, students reviewed preterite reflexive verbs and learned about the verb caerse (to fall). Students engaged in a PowerPoint and participated in a linguistic Battleship game. Through this lesson, students were able to reinforce the vocabulary to prepare for their upcoming speaking test.

IPTS Connection: This lesson plan shows that I "know and model standard conventions of written and oral communications" (6E). Students were able to practice their written and oral skills using the verbs learned in the lesson. Also throughout the lesson I modeled examples for students so that they understood the use of the verbs for this lesson. 

What I Learned: Through this lesson, I learned how to assess the student learning of grammar in Spanish. Students also used their writing, reading, and listening skills throughout the lesson to better their understanding of the verbs in context. Overall it was a successful lesson implemented and I was able to help the students with my knowledge on the grammar topic from the lesson.