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Standard 6 - 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.
Description of Artifact: This picture shows a bulletin board displaying my students' poetry from my student teaching experience. I taught lessons on acrostic poems and diamonte poems. Then, I assigned my students to choose a poem they wrote for independent practice from either lesson and write a final draft of that poem on a colorful paper kite. They emboldened the words and added streamers for the kite tails. We displayed their kites on the bulletin board in the hallway for everyone in the school to see.
Connection to Standard: The poetry kite project connects to Standard 6 Knowledge Indicator 6F) "recognize the relationships among reading, writing, and oral communication and understands how to integrate these components to increase content learning" because this project involved a combination of reading, writing, and oral communication. The students learned how to write acrostic poems and diamonte poems, and then they wrote their own poems as independent practice using what they learned during each of the lessons. For each type of poem, the students all shared their poems with the whole class orally after writing their poems. This allowed the students to practice their oral speaking skills and fluency. Additionally, students had the opportunity to read their peers' final poems on the bulletin board.
What I Learned from this Artifact: I learned how to design an effective and engaging project in which student develop skills in multiple areas of literacy. Through this experience, I also learned how to ensure that students apply their content knowledge in a meaningful and creative way.
Singular Possessive Nouns Lesson Plan Marissa Eckert Student Teaching.pdfDescription of Artifact: This is a lesson plan that I taught to my fourth-grade students during my student teaching experience. The lesson focused on singular possessive nouns.
Connection to Standard: My lesson on singular possessive nouns connects to Standard 6 Performance Indicator 6J) "selects, modifies, and uses a wide range of printed, visual, or auditory materials and online resources appropriate to the content areas and the reading needs and levels of each student (including ELLs, and struggling and advanced readers)." I selected different types of materials and resources in order to support my students' diverse learning styles. I created an anchor chart for visual learners, and I orally explained everything as I wrote it out on the anchor chart to deepen students' comprehension of the concept. I utilized Kahoot as a guided practice activity because I could explain answers between questions for struggling students, and above level students could work on their timing and efficiency with the skill. I read the sentences aloud for below level readers. During independent practice, I provided additional small-group instruction and practice at the back table. We worked with mini whiteboards and dry-erase markers so I could show students my work while explaining my thought processes. I also wanted to see what the students knew when I provided them with practice questions. Reading their work on their boards was an efficient way to gauge their progress.
What I Learned from this Artifact: Through writing and teaching this lesson, I learned about strategies and resources for a wide range of reading levels.
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