ARTIFACT: The artifact I have submitted is a running record analysis of a kindergarten student. Running records provide a way to evaluate a students reading ability and match it to a continuum of learning. I felt this artifact reflects my belief that we need to know where to begin with students of all ages. It is important to meet them where they are on the learning continuum so we can plan a path to guide them toward where they need to go. This tool helps me to know how they are using the components of reading in the authentic application process of reading.
PROFESSIONAL GROWTH: After taking the Emergent Literacy class, I have a better idea of what students are capable of along a continuum and what is developmentally appropriate across the early childhood spectrum. I believe it has allowed me to interpret data with appropriate expectations, plan effective lessons, and provide better coaching for teachers from preschool to third grade. Knowing the stages of reading and developmental abilities of students has provided me with the needed knowledge to become a trainer in our district for an Orton Gillingham based reading curriculum. I am able to help the teachers as they are navigating through teaching students with a variety of abilities and needs in the areas of handwriting, letter recognition and sounds, blending and segmenting words, teaching sentence structure, syllable types, reading for accuracy and fluency and finally comprehension. This class made it apparent that many learning styles need to be addressed during any one lesson and multi-sensory learning is a key to reach all students.
STANDARDS:
Standard #1 Teachers know the subject they teach
In this class, I learned about some of the best theories and research in literacy and brain research. By knowing the subject being taught, for example, phonemic awareness, vocabulary, oral language, fluency, phonics, and comprehension, teachers are capable of presenting the material explicitly and systematically in a continuum to meet the needs of the students at the appropriate time.
Standard # 2 Teachers know how students grow
This class provided the awareness of understanding how students grow and when it is appropriate to teach various components making up the 5 pillars of reading, as well as what elements of those components should be taught at each grade level.
Standard #3 Teachers understands that children learn differently.
The emphasis put on multi-sensory instruction and different learning styles increased my knowledge about how children learn differently and need different types of instruction to grow academically.
IMPACT ON STUDENT LEARNING: Students need to be provided with explicit and systematic instruction with a multi-sensory approach to have the best chance for growth. In my classroom, students have the opportunity to choose sitting on a ball, a chair or stand while working. They benefit from exercises incorporated into the day to provide sensory breaks and prepare them for learning. By using multi-sensory approaches, such as skywriting, verbal cues, with visual representations during handwriting, students have a number of ways to understand letter formation and letter recognition. Gradual release of responsibility is practiced in all subjects so activities are modeled for them, practiced with them, and then students are given individualized opportunities to practice so they can demonstrate their progress.
PROFESSIONAL GROWTH: After taking the Emergent Literacy class, I have a better idea of what students are capable of along a continuum and what is developmentally appropriate across the early childhood spectrum. I believe it has allowed me to interpret data with appropriate expectations, plan effective lessons, and provide better coaching for teachers from preschool to third grade. Knowing the stages of reading and developmental abilities of students has provided me with the needed knowledge to become a trainer in our district for an Orton Gillingham based reading curriculum. I am able to help the teachers as they are navigating through teaching students with a variety of abilities and needs in the areas of handwriting, letter recognition and sounds, blending and segmenting words, teaching sentence structure, syllable types, reading for accuracy and fluency and finally comprehension. This class made it apparent that many learning styles need to be addressed during any one lesson and multi-sensory learning is a key to reach all students.
STANDARDS:
Standard #1 Teachers know the subject they teach
In this class, I learned about some of the best theories and research in literacy and brain research. By knowing the subject being taught, for example, phonemic awareness, vocabulary, oral language, fluency, phonics, and comprehension, teachers are capable of presenting the material explicitly and systematically in a continuum to meet the needs of the students at the appropriate time.
Standard # 2 Teachers know how students grow
This class provided the awareness of understanding how students grow and when it is appropriate to teach various components making up the 5 pillars of reading, as well as what elements of those components should be taught at each grade level.
Standard #3 Teachers understands that children learn differently.
The emphasis put on multi-sensory instruction and different learning styles increased my knowledge about how children learn differently and need different types of instruction to grow academically.
IMPACT ON STUDENT LEARNING: Students need to be provided with explicit and systematic instruction with a multi-sensory approach to have the best chance for growth. In my classroom, students have the opportunity to choose sitting on a ball, a chair or stand while working. They benefit from exercises incorporated into the day to provide sensory breaks and prepare them for learning. By using multi-sensory approaches, such as skywriting, verbal cues, with visual representations during handwriting, students have a number of ways to understand letter formation and letter recognition. Gradual release of responsibility is practiced in all subjects so activities are modeled for them, practiced with them, and then students are given individualized opportunities to practice so they can demonstrate their progress.