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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.
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.
Picture book Unit
Picture book Unit
Artifacts
During semester Elementary Literacy, we were required to write a picture unit based on our choice book. We were required to choose an emotion that represented what the book included as a theme. I chose "Bad Case Of Stripes," which is one of my favorite children's books. In this book, I chose this theme because sometimes we need noncognitive skills to succeed in school and life. This book would be good to read at the beginning of the year because as children grow and conform to the world around them they go through different stages of identity. Through this book, children will identify with the character if not in the beginning then at some particular time of the school year. I know that each student can connect with this book.
Connection to the IPTS standard
The competent teacher "integrates reading, writing, and oral communication to engage students in content learning," according to performance indicator 6P. This unit plan incorporates all three forms of communication by involving students in group activities that require them to read, write, and converse about the story. This unit allows students to engage in oral communication through class discussions and small group discussions. The comprehension questions, encourage discussions about students' understanding of the book. These two communication components correspond to the performance indicator 6R, which states that a competent teacher "stimulates discussion in content areas for various instructional and conversational purposes." When developing this unit plan, it was critical to me that I find activities that allowed students to interact with one another to stimulate learning and help students stay engaged in the book, our activities, and promote critical thinking through questions and discussions, all while keeping things fun and enjoyable for them.
Description of what was learned:
I learned to incorporate numerous books into various themed activities related to social, emotional learning, and language arts. My picture unit is so versatile that it can be used for writing prompts, journal writing, fun engaging discussions, reading, writing, and social and emotional learning. This book accomplishes this, but many stories can be integrated into all subjects and social-emotional learning.This book accomplishes this, but many stories can be integrated into all subjects as well as social-emotional learning.
Artifacts
The artifact was created during my student teaching experience in a second through third grade with a special population is developmental delay and emotional behavior disorder. The reading lesson that I taught contains foundational reading skills, such as vocabulary words, and Students will retell the beginning, middle, and of a story. They will use sequencing “First, ___. Then, _____, Next, ____. Last, _____, and reading fluency takes part too. The reading lesson was to meet the needs of this learner. We used pictures and cut-out sentences since I knew my students couldn’t write, and I wanted to avoid frustration when writing.
Connection to the IPTS standard
The artifact is important because it was created using multiple resources that best meet the needs of the learner. Illinois Professional Teaching Standard 6 Performance Indicator 6J stated, “The competent teacher selects, modifies, and a wide range of printed, visual, or auditory materials, and online resources appropriate to the content areas and the reading needs and level of each student (including ELLs, and struggling and advanced readers)." While creating this lesson plan, I modified my instruction to meet the needs of this student's IEP reading goals. I used the "Reading Milestones" program to help me choose a leveled book for this student. This artifact contains leveled instructional materials, a leveled text, and engaging activities that pique the student's interest in learning and participating in the lesson.
Description of what was learned
By creating and teaching this lesson, I learned the importance of using books that are at the student's independent or instructional reading level. I learned that books that are too challenging will hinder the understanding of extension activities due to a lack of understanding of the complex book. I also learned that when a book is too challenging, it will cause frustration. In this lesson, I selected a story that is at this student's instructional level. This student became frustrated a few times, but was able to succeed with the following activities. As an educator, I will make sure that each student is reading books at their appropriate reading levels. In my future classroom, I will encourage students to try challenging books, but if they cause too much frustration, they should select a book that is at their individualized reading level.
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