T.O.C. by NCDPI & NCATE Standards
Book Clubs in a Third Grade Classroom Research Project
Inquiry Project on Reading and ESL Students
Oregon Trail Language Arts Unit
Professional Development Certificates
Artifact Three
Midterm and Final Exams. This artifact was completed as a requirement for RE 5100, Beginning Readers and Writers. It includes my midterm and final exam essay responses.
Context
The midterm and final exam essay questions related to several reading education issues that teachers face when teaching beginning readers and writers. Some of the questions focused upon the relationship between current reading programs and the history of reading education. Other questions related to the strategies and techniques that can be used to teach beginning readers and writers the alphabet, concept of word, spelling, and word recognition. Another question focused upon specific case studies that included beginning readers and writers. We were asked to identify the reading stage of each child and then specify which strategies would work best for these students.
The research and articles that I read in order to complete the midterm and final exam questions provided insight into different aspects of reading education. These questions allowed me to examine my knowledge of the foundations of the reading and writing processes. I closely considered the instructional strategies and techniques that are used to teach each aspect of beginning reading and writing. Understanding the foundations of reading and writing has allowed me to use this knowledge in my own classroom. Even though I teach third grade, I still have below average readers who need assistance with some beginning reading and writing concepts.
These exams also gave me the opportunity to identify children at specific reading and writing levels. By closely examining results from a beginning reader’s assessments, I was able to place the student on a continuum that identified his weaknesses and strengths. Having this information available about my struggling readers would guide my reading instruction with these students. All teachers should assess their students on a regular basis in order to mark each student’s progress. By understanding the level in which each student is reading at, the teacher can better plan and guide instruction.
The questions that related to the historical aspects of reading education allowed me to examine how previous education movements have affected current reading programs. Educational trends come and go, but there are some that make more of an impact than others. Understanding the historical basis of reading and writing programs allows teachers to recognize the research and opinions that support these programs. From the knowledge gained from this class and exams, I have a better understanding of the reading program that my school has adopted and the research that supports its success.
Alignment
In completing this research project, the following International Reading Association (IRA) Standards were met:
Standard 1. Instructional Strategies and Curriculum Materials. Candidates have knowledge of the foundations of reading and writing processes and instruction.
This artifact demonstrates my understanding of the major components of reading including phonemic awareness, word identification and phonics, vocabulary and background knowledge, fluency, comprehension strategies, and motivation. All of these components work with one another to create proficient and knowledgeable readers. This artifact specifically identifies how to use these different reading components with beginning readers and struggling readers. Differentiating instruction for all readers will create an environment where every student is given the opportunity to reach his or her full learning potential.
Standard 2. Instructional Strategies and Curriculum Materials. Candidates use a wide range of instructional practices, approaches, methods, and curriculum materials to support reading and writing instruction.
This artifact demonstrates my ability to use a wide range of instructional practices, approaches, methods, and materials to teach my beginning or struggling readers how to read and write. The exams required a specific knowledge of methods and techniques that could be used in the classroom to help these students. Some of the techniques include word sorts, language experience activities, matching games, and different reading strategies such as echo reading, partner reading, and independent reading. With the knowledge of these methods, I was able to answer the exam questions successfully and also incorporate techniques into my classroom that has benefited my students.
Standard 3. Assessment, Diagnosis, and Evaluation. Candidates use a variety of assessment tools and practices to plan and evaluate effective reading instruction.
These artifacts demonstrate my ability to use a variety of assessment tools to help evaluate my students’ progress and determine the next lesson that would be most beneficial for my students. Through the use of spelling tests, word sort activities, informal reading evaluations, and writing assessments I am able to determine my students’ strengths and weaknesses in regards to reading. These exams required specific knowledge of assessment tools in order to answer the questions thoroughly.