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.

Standard Connection:

6A) understands 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;

6B) 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;

6F) recognizes the relationships among reading, writing, and oral communication and understands how to integrate these components to increase content learning;

6G) understands how to design, select, modify, and evaluate a wide range of materials for the content areas and the reading needs of the student;

6H) 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; and

6I) knows appropriate and varied instructional approaches, including those that develop word knowledge, vocabulary, comprehension, fluency, and strategy use in the content areas.

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);

6Q) integrates reading, writing, and oral communication to engage students in content learning;

The Three Little Superpigs Unit Plan

Rationale:

Page 23

Midwest Region Writing Activity

Midwest Region Study Unit

Rationale:

In this expository writing assignment, the students used their prior knowledge from the lessons on the Midwest region and gathered facts for their writing. The students were given a sentence starter that we came up with as a whole group. This activity allowed students to recognize the relationships among reading, writing, and oral communication and understand how to integrate these components to increase content learning. The students also used and completed the Midwest study unit as a whole group. Within the study unit, the students completed assessments. As the teacher I was able to understand how to use a variety of formal and informal assessments to recognize and address the reading, writing, and oral communication needs of each student; and I used several appraoaches to reach each student and properlysupport my students using a variety of appropriate and instructional approaches, including those that develop word knowledge, vocabulary, comprehension, fluency, and strategy use in the content areas.