Artifact 1

Context: These four exams (midterm and final) specifically addressed critical language issues that were explored in the Teaching Beginning Readers and Writers course RE5100 taught by Dr. Robert Schlagal. This course addressed the content and developmentally appropriate methods for primary grade reading (kindergarten - 2nd grade). Careful attention was given to phonics, systematic spelling instruction as well as word study. Subject matter presented was both practical, transferable to the classroom setting as well as theory-based.

Alignment: A. Instructional Expertise: The candidate demonstrates instructional expertise by applying theoretical, philosophical, and research bases for educational practice in P-12 settings to improve student learning. Writing a theoretical paper considering such issues as 'fluency' and 'inventive spelling' is an exercise of reflection on your current practice. It helps a teacher to evaluate current instruction and design lesson plans that are diagnostic as well as prescriptive and research-based. This analysis results in lesson plans that consider not only students' developmental needs, but their diverse learning styles in the context of a school setting.

Alignment: B. Knowledge of Learners: The candidate incorporates knowledge of the nature of the learner, learning process, variations in learning abilities and learning styles, and strategies for evaluating learning into the planning, delivery and evaluation of instruction. Although I work with older dyslexic students; designing a first grade classroom was extremely helpful in considering my current instructional model. As these students tend to have a fragmented skill-base with gaps in areas such as phonemic awareness, it is important that remediation be responsive to their individual needs and language skill-base set. Many students carry the debilitating 'burden' of failure at a young age and it is critically important that 'learning' be realized as a successful venture that students can certainly attain.