STANDARD 1
All teachers must know a broad range of literacy techniques and strategies for every aspect of communication and must be able to develop each student's ability to read, write, speak and listen to his or her potential within the demands of the discipline.
Knowledge Indicators - The competent teacher:
1A. understands and can articulate the needs for literacy development in general and in specific disciplines or at specific grade levels.
1B. understands effective literacy techniques to activate prior student knowledge and build schema to enhance comprehension of "text.”
1C. knows strategies and techniques for teaching communication skills to those students’ whose first language is not English.
Performance Indicators - The competent teacher:
1D. practices effectively the language processes of reading, writing, and oral communication in the daily classroom exchange between student and teacher, between student and student, between teacher and "text," and between student and "text".
1E. practices effective literacy techniques to make reading purposeful and meaningful.
1F. practices effective questioning and discussion techniques to extend content knowledge acquired from "text."
1G. uses a variety of "text" and research resources with students/ in an attempt to enhance student learning from reading, learning from writing, and learning from oral communication.
1A. understands and can articulate the needs for literacy development in general and in specific disciplines or at specific grade levels.
1B. understands effective literacy techniques to activate prior student knowledge and build schema to enhance comprehension of "text.”
1C. knows strategies and techniques for teaching communication skills to those students’ whose first language is not English.
Performance Indicators - The competent teacher:
1D. practices effectively the language processes of reading, writing, and oral communication in the daily classroom exchange between student and teacher, between student and student, between teacher and "text," and between student and "text".
1E. practices effective literacy techniques to make reading purposeful and meaningful.
1F. practices effective questioning and discussion techniques to extend content knowledge acquired from "text."
1G. uses a variety of "text" and research resources with students/ in an attempt to enhance student learning from reading, learning from writing, and learning from oral communication.
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Reflection
Artifact: Literacy Book Bag
LAS 1: All teachers must know a broad range of literacy techniques and strategies for every aspect of communication and must be able to develop each student's ability to read, write, speak and listen to his or her potential within the demands of the discipline.
Write a paragraph explaining your knowledge and understanding of that standard—put the standard into your own words.
It is not the students’ job to submit to the teacher’s way of teaching; it is the teachers’ job to submit to the student’s way of learning. Because of this, a teacher must know and have at hand many different techniques and strategies available to them to help their students succeed. This is especially true in regards to reading, writing, speaking and listening. A teacher must be able to know and understand a student’s learning style and then be able to implement one of many strategies or techniques to help the student read, write, speak and listen.
Explain how the artifact you chose demonstrates your understanding and application of the standard.
I chose this Literacy Book Bag because of the activities that I placed in the bag. First of all the bag was filled with tons of reading material all revolving around a particular theme, and the reading material itself ranged from lower to higher reading levels. This was to accommodate either the lower or the higher readers who would be taking the book bag home at any given week. In the stand 1B is stated that the competent teacher “understands effective literacy techniques to activate prior student knowledge and build schema to enhance comprehension of ‘text.’” I think by having many different books from many different reading levels and also having the theme revolve around the students’ interests I have shown that I understand this standard. Also in the book bag are a wide range of activities, which range from writing or talking with people, to drawing a picture about something that they read or learned from the books that they read. In standard 1C it states that the competent teacher “knows strategies and techniques for teaching communication skills to those students’ whose first language is not English.” By having activities in the book bag that scaffold to the students language needs and allowing them to practice the area that need most help with in a non-school environment (the book bag is always taken home) I believe that it shows that I also am aware of and understand this standard. On the whole, the book bag used a variety of activities, techniques and materials to interest students. Also the activities use everything from speaking to an adult to drawing a picture that the student them must write a sentence about, so the students reading, writing and speaking ability is being challenged but not over extended. The students are learning from the texts that they read, and then they are learning from their own writing and speaking with others. I believe that all of this fits well into the performance indicator 1G where the competent teacher “uses a variety of "text" and research resources with students/ in an attempt to enhance student learning from reading, learning from writing, and learning from oral communication.”
If the artifact has not been used in your practice, reflect on how your teaching will change in the future to further meet the standard.
This artifact has not yet been used in my practice, but I believe that it will be used in my practice which is how it’s going to change my teaching to further meet the standard. Right now I have a great tool that will help my students, but after actually implementing it into my classroom, I’ll know what needs to be better, and what needs to be changed and I can do so. By having this tool in the classroom, I can only make it better and I can only help my students more.
Conclude with a paragraph discussing how you are more prepared to Teach and Learn in a Diverse Society as a result of satisfactorily meeting the standard.
After completing this standard I feel better prepared to teach and learn in a diverse society because I’ve had the opportunity to actively think about the kinds of students that will be coming into my classroom. I might have low readers and writers who don’t speak any English or I might have very high readers who need a lot more than just the usual work to stay interested in school. Either way, creating this activity made me really sit down and think about what kinds of students would be coming into my classroom and trying to tailor something that would be good for all of them. I now have this book bag that I can take into the field with me, and though I may have to change some things, I know that I can use it to help my students better their reading, writing and speaking skills, regardless of level.
Artifact: Literacy Book Bag
LAS 1: All teachers must know a broad range of literacy techniques and strategies for every aspect of communication and must be able to develop each student's ability to read, write, speak and listen to his or her potential within the demands of the discipline.
Write a paragraph explaining your knowledge and understanding of that standard—put the standard into your own words.
It is not the students’ job to submit to the teacher’s way of teaching; it is the teachers’ job to submit to the student’s way of learning. Because of this, a teacher must know and have at hand many different techniques and strategies available to them to help their students succeed. This is especially true in regards to reading, writing, speaking and listening. A teacher must be able to know and understand a student’s learning style and then be able to implement one of many strategies or techniques to help the student read, write, speak and listen.
Explain how the artifact you chose demonstrates your understanding and application of the standard.
I chose this Literacy Book Bag because of the activities that I placed in the bag. First of all the bag was filled with tons of reading material all revolving around a particular theme, and the reading material itself ranged from lower to higher reading levels. This was to accommodate either the lower or the higher readers who would be taking the book bag home at any given week. In the stand 1B is stated that the competent teacher “understands effective literacy techniques to activate prior student knowledge and build schema to enhance comprehension of ‘text.’” I think by having many different books from many different reading levels and also having the theme revolve around the students’ interests I have shown that I understand this standard. Also in the book bag are a wide range of activities, which range from writing or talking with people, to drawing a picture about something that they read or learned from the books that they read. In standard 1C it states that the competent teacher “knows strategies and techniques for teaching communication skills to those students’ whose first language is not English.” By having activities in the book bag that scaffold to the students language needs and allowing them to practice the area that need most help with in a non-school environment (the book bag is always taken home) I believe that it shows that I also am aware of and understand this standard. On the whole, the book bag used a variety of activities, techniques and materials to interest students. Also the activities use everything from speaking to an adult to drawing a picture that the student them must write a sentence about, so the students reading, writing and speaking ability is being challenged but not over extended. The students are learning from the texts that they read, and then they are learning from their own writing and speaking with others. I believe that all of this fits well into the performance indicator 1G where the competent teacher “uses a variety of "text" and research resources with students/ in an attempt to enhance student learning from reading, learning from writing, and learning from oral communication.”
If the artifact has not been used in your practice, reflect on how your teaching will change in the future to further meet the standard.
This artifact has not yet been used in my practice, but I believe that it will be used in my practice which is how it’s going to change my teaching to further meet the standard. Right now I have a great tool that will help my students, but after actually implementing it into my classroom, I’ll know what needs to be better, and what needs to be changed and I can do so. By having this tool in the classroom, I can only make it better and I can only help my students more.
Conclude with a paragraph discussing how you are more prepared to Teach and Learn in a Diverse Society as a result of satisfactorily meeting the standard.
After completing this standard I feel better prepared to teach and learn in a diverse society because I’ve had the opportunity to actively think about the kinds of students that will be coming into my classroom. I might have low readers and writers who don’t speak any English or I might have very high readers who need a lot more than just the usual work to stay interested in school. Either way, creating this activity made me really sit down and think about what kinds of students would be coming into my classroom and trying to tailor something that would be good for all of them. I now have this book bag that I can take into the field with me, and though I may have to change some things, I know that I can use it to help my students better their reading, writing and speaking skills, regardless of level.