Teaching a lesson about the sequence of making a peanut butter and jelly sandwich was one of the most exciting lessons that I did in my student teaching. I believe this meets Knowledge Standard 6H which states, "understands how to use a variety of formal and informal assessments to recognize and address the reading, writing, and oral communication needs of each student." 

In this lesson, students had to write the sequence of making a peanut butter and jelly sandwich while also drawing the steps. After we read multiple books and other resources that included sequence, I wanted to see how well they could do it on their own. The next day, I chose three examples, and I followed the instructions of each student. I ended up scooping peanut butter out of a jar with my hand because a student forgot about the knife. The students and I both had a great time with this, and they understood the importance of sequence. I learned that reading and writing lessons can be interesting to students, and they will learn a lot more.

I believe that using student names in reading meets Performance Indicator 6Q which states, "integrates reading, writing, and oral communication to engage students in content learning." 

While we were learning about cause and effect in reading, I was able to create a personalized reading for my students. I included their names in the reading, and they were engaged in it while also being able to identify the causes and effects in the story as well. I learned that using the students' names in content engages students and it can use reading, writing, and oral communication.