STANDARD 2
All teachers should model effective reading, writing, speaking, and listening skills during their direct and indirect instructional activities. The most important communicator in the classroom is the teacher, who should model English language arts skills.
Knowledge Indicators - The competent teacher:
2A. knows and understands the rules of English grammar, spelling, punctuation, capitalization, and syntax for both written and oral contexts.
2B. understands how to communicate ideas in writing to accomplish a variety of purposes.
Performance Indicators - The competent teacher:
2C. models the rules of English grammar, spelling, punctuation, capitalization, and syntax in both written and oral contexts.
2D. reads, understands, and clearly conveys ideas from texts or other supplementary materials.
2E. writes and speaks in a well-organized and coherent manner that adapts to the individual needs of readers/listeners.
2F. expresses ideas orally with explanations, examples, and support in a clear, succinct style.
2G. helps students understand a variety of modes of writing (persuasive, descriptive, informative, and narrative).
2H. listens well.
2A. knows and understands the rules of English grammar, spelling, punctuation, capitalization, and syntax for both written and oral contexts.
2B. understands how to communicate ideas in writing to accomplish a variety of purposes.
Performance Indicators - The competent teacher:
2C. models the rules of English grammar, spelling, punctuation, capitalization, and syntax in both written and oral contexts.
2D. reads, understands, and clearly conveys ideas from texts or other supplementary materials.
2E. writes and speaks in a well-organized and coherent manner that adapts to the individual needs of readers/listeners.
2F. expresses ideas orally with explanations, examples, and support in a clear, succinct style.
2G. helps students understand a variety of modes of writing (persuasive, descriptive, informative, and narrative).
2H. listens well.
![](http://www.weebly.com/weebly/images/file_icons/rtf.png)
languagearts2artifact.docx | |
File Size: | 28 kb |
File Type: | docx |
Reflection
Artifact: Making Meaning Lesson
LAS 2: All teachers should model effective reading, writing, speaking, and listening skills during their direct and indirect instructional activities. The most important communicator in the classroom is the teacher, who should model English language arts skills.
Write a paragraph explaining your knowledge and understanding of that standard—put the standard into your own words.
All teachers should be able to effectively demonstrate the kinds of skills that they want to see in their students. Whether this be reading, writing, speaking, or listening, teachers need to be the example so that their students know what these things look like, and can learn by seeing. The teacher is the person with whom most students spend the most amount of time, and so the teacher needs to be the role model which the students glean better understanding.
Explain how the artifact you chose demonstrates your understanding and application of the standard.
I chose the artifact of a making meaning lesson because I believe that it shows off my performance more so than my knowledge of this standard. In this artifact, a reading lesson that I did with my students, I showed nearly all of the indicators labeled in this standard. For instance, indicator 2D it states that the competent teacher “reads, understands, and clearly conveys ideas from texts or other supplementary materials.” In this lesson, I read a book to my students, modeling rhythm, expression, and fluency, and then I asked questions to the students and helped them to understand characters and author purpose, thus conveying ideas from the text. In indicator 3D it states the competent teacher “writes and speaks in a well-organized and coherent manner that adapts to the individual needs of readers/listeners.” During the course of the lesson, I constructed my questions to the students in an organized fashion so the lesson could be easily followed, and I also gave instant feedback or asked a question in different ways to help students who needed further guidance. Indicator 2F states that the competent teacher “expresses ideas orally with explanations, examples, and support in a clear, succinct style.” In this particular lesson, all explanation and examples and support were oral, as I modeled how I supported my ideas and inferences with passages of the text. Finally, indicator 2H states that the competent teacher must “listens well.” In all of my lessons I listen well, I listen to hear understand or confusion and I often reorganize questions and lessons to help my students because of things I’ve heard from them specifically. I listen to their responses and ask different questions based on those responses. I also listen to their feedback on the lesson, and design better lessons based on these responses. I am an ever vigilant listener.
If the artifact has been used in your practice, reflect on how your teaching will change in the future to further meet the standard.
Because of using these kinds of lessons in my practice I will continue to use them in the future. These lessons are fun and the students enjoy the stories that are read and they also enjoy adding their two cents into any conversation. I’m also interested in finding ways to make learning fun and enjoyable, and for the most part I’m not sure the students realize that they are practicing a skill or even learning anything. All they notice is they liked the story and they have something to add to a general discussion.
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.
I feel more prepared to teach and learn in a diverse society because these lesson help work on a lot of things. They help with listening skills, speaking skills, reasoning and analyzing skills and if you have non-English speakers in the classroom, you can use books that written in both English and whatever language the student speaks. Or conversely, you can have a book in a language that no one speaks and ask questions about what the students thought the book was about, using pictures and words they may know to help them. There are so many different ways to adapt a making meaning lesson, and they’re so useful.
Artifact: Making Meaning Lesson
LAS 2: All teachers should model effective reading, writing, speaking, and listening skills during their direct and indirect instructional activities. The most important communicator in the classroom is the teacher, who should model English language arts skills.
Write a paragraph explaining your knowledge and understanding of that standard—put the standard into your own words.
All teachers should be able to effectively demonstrate the kinds of skills that they want to see in their students. Whether this be reading, writing, speaking, or listening, teachers need to be the example so that their students know what these things look like, and can learn by seeing. The teacher is the person with whom most students spend the most amount of time, and so the teacher needs to be the role model which the students glean better understanding.
Explain how the artifact you chose demonstrates your understanding and application of the standard.
I chose the artifact of a making meaning lesson because I believe that it shows off my performance more so than my knowledge of this standard. In this artifact, a reading lesson that I did with my students, I showed nearly all of the indicators labeled in this standard. For instance, indicator 2D it states that the competent teacher “reads, understands, and clearly conveys ideas from texts or other supplementary materials.” In this lesson, I read a book to my students, modeling rhythm, expression, and fluency, and then I asked questions to the students and helped them to understand characters and author purpose, thus conveying ideas from the text. In indicator 3D it states the competent teacher “writes and speaks in a well-organized and coherent manner that adapts to the individual needs of readers/listeners.” During the course of the lesson, I constructed my questions to the students in an organized fashion so the lesson could be easily followed, and I also gave instant feedback or asked a question in different ways to help students who needed further guidance. Indicator 2F states that the competent teacher “expresses ideas orally with explanations, examples, and support in a clear, succinct style.” In this particular lesson, all explanation and examples and support were oral, as I modeled how I supported my ideas and inferences with passages of the text. Finally, indicator 2H states that the competent teacher must “listens well.” In all of my lessons I listen well, I listen to hear understand or confusion and I often reorganize questions and lessons to help my students because of things I’ve heard from them specifically. I listen to their responses and ask different questions based on those responses. I also listen to their feedback on the lesson, and design better lessons based on these responses. I am an ever vigilant listener.
If the artifact has been used in your practice, reflect on how your teaching will change in the future to further meet the standard.
Because of using these kinds of lessons in my practice I will continue to use them in the future. These lessons are fun and the students enjoy the stories that are read and they also enjoy adding their two cents into any conversation. I’m also interested in finding ways to make learning fun and enjoyable, and for the most part I’m not sure the students realize that they are practicing a skill or even learning anything. All they notice is they liked the story and they have something to add to a general discussion.
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.
I feel more prepared to teach and learn in a diverse society because these lesson help work on a lot of things. They help with listening skills, speaking skills, reasoning and analyzing skills and if you have non-English speakers in the classroom, you can use books that written in both English and whatever language the student speaks. Or conversely, you can have a book in a language that no one speaks and ask questions about what the students thought the book was about, using pictures and words they may know to help them. There are so many different ways to adapt a making meaning lesson, and they’re so useful.