Artifact # 3
Context: These artifacts were part of the mid-term
and final examinations in the "Teaching Beginning Reading and Writing" class
taught by Dr. Morris. The intent of these questions was to ensure the
teacher has a clear and fundamental background knowledge of phonics instruction
and methods of phonics presentation, along with an understanding of texts that
support reading instruction. A major component of the class was classroom
instruction based on theoretical reading assignments. The examinations
took ideas from both readings and classroom instruction and required reflection
to develop answers that are supported by teaching methods that have been used
and proven effective in teaching both the normal beginning reader and the
struggling reader.
Impact: In answering the question about phonics instruction including class size, difficulties to be expected, and various methods of presentation, allowed me to reflect on my own knowledge of teaching reading and to rethink pervious reading acquisition concepts. Answering the question about "Teaching methods of short vowels" reemphasized the importance of young readers seeing and learning the patterns of words, and then being able to take this pattern knowledge to a higher cognitive level. The words become a message instead of a complex code. Also, the question about "Teaching phonics in small groups" continued to instill in me the importance of placing students in instructional groups instead of groups where many are frustrated and continue to fall behind. Working with struggling readers has clearly revealed where they became lost in the system, and if a solid foundation in phonics instruction was adequately presented they probably would not be labeled as a struggling reader. The reflection required in answering the question of text integration by knowing the history of reading text allowed me to understand the importance of proper text selection for the specific reader. With this analysis I synthesized the following: First, books need to be leveled, and have word control and predictability. Second, phonics needs to be taught out of context. And third, teachers must have some power to decide what the students need, and the materials need to be meaningful and interesting.
Alignment:
Standard A: Instructional Expertise By completing the "Teaching Beginning Reading and Writing" class I am better able to select texts, develop, and implement lesson plans for the struggling readers I teach. Additionally, with a broader understanding of phonic instruction, I am more capable of adapting to the various reading levels of the students I encounter.
Standard D: Content Knowledge From the required readings and instruction I received in "Teaching Beginning Reading and Writing" class I feel more confident in communicating to both peers and administrators information I know is correct and based on research. This advanced knowledge of the fundamentals of reading enables me to better instruct my students and to assist fellow teachers when they encounter students with reading difficulties. This has been very valuable in helping to select text and reading selections for students.