Artifact #1 Home & School Connection
Artifact # 2 Practicum Experience
Artifact # 3 Transcript Analysis
Artifact # 4 Multi-Genre Project
Artifact # 5 Vocabulary Lesson
Artifact # 7 Assessment & Correction
Context: I worked with a fourth grader to provide individualized instruction in guided reading, word study, and writing. I began by administering the Informal Reading Inventory to assess and determine the student's instructional reading level . The first aspect of the IRI was the word recognition test using both flashed and untimed scores. By using the word recognition flash scores I was able to begin testing his oral reading using passages that accessed his accuracy, rate, and comprehension. I used the oral accuracy scores to determine where to begin assessing his silent reading. I tested him one level below, one level at, and one level below his oral reading level. After completing the silent reading passages, I gave my student the spelling inventory. The spelling inventory provided me with key information on his ability to associate sounds with letters within a written context. Once the assessment was complete I filled out the IRI summary sheet completely so that I could finalize his independent, instructional and frustration reading levels. I then wanted to get acquainted with my student, so I conducted an interest inventory. Once I had determined his instructional reading level I was then able to choose reading materials for my lessons that would be of high interest for him. I planned and implemented daily lessons that involved guided reading, word study, writing, an easy read and a read to. During the guided reading lesson the student would read a story or passage on his instructional reading level in which he modeled his fluency and comprehension strategies. Throughout guided reading, we alternated between choral reading, echo reading, partner reading, and silent reading. The word study component was essential in aiding my student in identifying patterns within words and then being able to transfer that knowledge into his reading and writing. Once the student sorted the cards successfully, we then played a game of concentration or pitty pat to reinforce the word patterns being covered. After each word sort, the student was asked to complete a spell check to assess whether or not he was retaining the newly learned word pattern. By using the spell checks, I was able to monitor his strengths and weaknesses and change the sequence of instruction when necessary. Once instruction actually began, I brainstormed various writing topics that would be of interest for my student to write about. I used that list of writing topics to plan writing activities during the lesson sequence. On a daily basis my student read from text that was one level below his instructional level to practice his fluency. The last phase of the guided reading lesson sequence is the read to. It is important to read to the student every day because it models the fluency and comprehension strategies that all fluent readers exhibit.
Alignment:
Standard A: Instructional Expertise By using the assessment information I designed and modified reading instruction. Various teaching strategies were implemented to improve student learning. The materials used during the practicum were chosen to meet the diverse learning needs of all the participating students.
Standard B: Knowledge of Learners Accomplished teachers seek to understand and respect the difference that exist in each student. Instruction is designed and implemented in an effective manner that meets the needs of all students and their unique learning styles. The elementary school in which the practicum was held was conducive to learning and very welcoming to the tutor students. They all felt welcomed in the new environment and encouraged to be successful in their reading.
Standard C: Research Research is used to investigate educational practices in hopes of improving student learning and performance.
Standard D: Content Knowledge Content knowledge is demonstrated and applied to analyze, diagnosis, and determine how to implement effective reading instruction based on the child's individual needs.
Standard E: Professional Development and Leadership Input from professors aided me in the continuous improvement and reflections of my daily lessons. I exhibited leadership in communicating with parents about the academic performance of their child in hopes of strengthening the home-school connection.