Literate Environment
Standard 5: Candidate creates a literate environment that fosters reading and writing by integrating foundational knowledge, instructional practices, approaches and methods, curriculum materials, and the appropriate use of assessments.
Exemplars: Lesson Plans from practicum courses
During my Phonological and Orthographic Language Systems course, I performed assessments that would guide my instruction with my practicum student. I was able to identify my student's instructional reading level that I used for all lessons. I provided my student with a wide variety of text options, both fiction and nonfiction. The books included different elements of adventure and mystery that she expressed an interest in on an Interest Survey. The attached lesson was designed around the book she chose to read. I scaffolded my student’s learning throughout the lesson to support her learning in reading and writing. The word knowledge section included an electronic word game. This game offered a unique learning opportunity that she had never experienced. The transitions between different types of activities through the lesson were smooth and continually supported and built upon each other from the engagement phase to the final phase where my student displayed understanding and growth in her writing.
During my Diversity class, I learned the value and positive effects we can have on students and their thinking by choosing rich text to share in the classroom. Choosing text that promotes critical thinking and allows students to share and discuss their ideas making deep personal and real-world connections. Valuing their personal past experiences and welcoming each individual’s culture and ideas into the classroom, helps provide students a safe place to share and learn. By creating a supportive social environment for all students, the students' opportunities for learning to read and write is optimized.
Through my studies and experiences, I have learned how to actively engage students with literature cross curriculum. Graffiti maps, Heart maps, Sketch-to-Stretch, and many other visual creations are now regularly used in my classroom. I look for rich text, both picture books, short stories, and novels that will interest my students about our world around us. Gallery tours and reciprocal teaching allow students to think, create, share, discuss, and learn from one another in whole group, small group, and individually to differentiate the instruction as needed. Anchor charts and Thinking Stems are also new additions to my classroom and help to focus our thinking, going deeper into the text, as we share, make connections, and compose writings.
Standard 5: Candidate creates a literate environment that fosters reading and writing by integrating foundational knowledge, instructional practices, approaches and methods, curriculum materials, and the appropriate use of assessments.
Exemplars: Lesson Plans from practicum courses
During my Phonological and Orthographic Language Systems course, I performed assessments that would guide my instruction with my practicum student. I was able to identify my student's instructional reading level that I used for all lessons. I provided my student with a wide variety of text options, both fiction and nonfiction. The books included different elements of adventure and mystery that she expressed an interest in on an Interest Survey. The attached lesson was designed around the book she chose to read. I scaffolded my student’s learning throughout the lesson to support her learning in reading and writing. The word knowledge section included an electronic word game. This game offered a unique learning opportunity that she had never experienced. The transitions between different types of activities through the lesson were smooth and continually supported and built upon each other from the engagement phase to the final phase where my student displayed understanding and growth in her writing.
During my Diversity class, I learned the value and positive effects we can have on students and their thinking by choosing rich text to share in the classroom. Choosing text that promotes critical thinking and allows students to share and discuss their ideas making deep personal and real-world connections. Valuing their personal past experiences and welcoming each individual’s culture and ideas into the classroom, helps provide students a safe place to share and learn. By creating a supportive social environment for all students, the students' opportunities for learning to read and write is optimized.
Through my studies and experiences, I have learned how to actively engage students with literature cross curriculum. Graffiti maps, Heart maps, Sketch-to-Stretch, and many other visual creations are now regularly used in my classroom. I look for rich text, both picture books, short stories, and novels that will interest my students about our world around us. Gallery tours and reciprocal teaching allow students to think, create, share, discuss, and learn from one another in whole group, small group, and individually to differentiate the instruction as needed. Anchor charts and Thinking Stems are also new additions to my classroom and help to focus our thinking, going deeper into the text, as we share, make connections, and compose writings.
Exemplar 5.1-5.2-5.3 - Lesson Plan | |
File Size: | 581 kb |
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Exemplar 5.1-5.2-5.3 - Diversity Lesson Plan | |
File Size: | 287 kb |
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