Reflective Statement
Artifact: Autobiography Rubric
STANDARD 2
All teachers should model effective reading, writing, speaking, and listening skills during their direct and indirect instructional activities. The most important communicator in the classroom is the teacher, who should model English language arts skills.
I selected to use my autobiography assessment as an artifact for Language Arts Standard 2 because it demonstrates my ability to design an assessments to measure students effective English language writing skills and abilities. During the biography unit I taught in my second grade student teaching placement, the students created their own autobiography through a “Me Quilt.” The students were not only able to demonstrate their knowledge of creating an autobiography, but were also instructed to use the “5 stars of writing”: capitalization, punctuation, spelling, spacing, and sense. The students engaged in pre-writing, teacher conferences, and final editing, the students created their final autobiography Me Quilt.
This artifact is an appropriate representation of the standard because it shows how I can design and assignment and assessment to meet the needs of the content standards and school curriculum while incorporating the development and assessment of students English writing skills. meet the needs of all of my learners to demonstrate their reading and writing abilities. Knowledge indicator 2A states that the competent teacher “knows and understands the rules of English grammar, spelling, punctuation, capitalization, and syntax for both written and oral contexts.” Throughout the creation and assessment of the students’ Me Quilts, this knowledge is demonstrated through the guidance for students to create their autobiographies follow the rules of the English language. Throughout the process of creating the quilts, I engaged in conferences with the students about the events they were writing about, as well as the language they were using to retell the events. Creating this assignment and assessment aided greatly in my skills in creating and implementing lessons that not only meet the core curricular needs, but also develop students’ literacy skills in the process. This interdisciplinary lesson was enjoyable for the students and was a great time to conference with students about the writing abilities and to measure their writing skills.
Artifact: Autobiography Rubric
STANDARD 2
All teachers should model effective reading, writing, speaking, and listening skills during their direct and indirect instructional activities. The most important communicator in the classroom is the teacher, who should model English language arts skills.
I selected to use my autobiography assessment as an artifact for Language Arts Standard 2 because it demonstrates my ability to design an assessments to measure students effective English language writing skills and abilities. During the biography unit I taught in my second grade student teaching placement, the students created their own autobiography through a “Me Quilt.” The students were not only able to demonstrate their knowledge of creating an autobiography, but were also instructed to use the “5 stars of writing”: capitalization, punctuation, spelling, spacing, and sense. The students engaged in pre-writing, teacher conferences, and final editing, the students created their final autobiography Me Quilt.
This artifact is an appropriate representation of the standard because it shows how I can design and assignment and assessment to meet the needs of the content standards and school curriculum while incorporating the development and assessment of students English writing skills. meet the needs of all of my learners to demonstrate their reading and writing abilities. Knowledge indicator 2A states that the competent teacher “knows and understands the rules of English grammar, spelling, punctuation, capitalization, and syntax for both written and oral contexts.” Throughout the creation and assessment of the students’ Me Quilts, this knowledge is demonstrated through the guidance for students to create their autobiographies follow the rules of the English language. Throughout the process of creating the quilts, I engaged in conferences with the students about the events they were writing about, as well as the language they were using to retell the events. Creating this assignment and assessment aided greatly in my skills in creating and implementing lessons that not only meet the core curricular needs, but also develop students’ literacy skills in the process. This interdisciplinary lesson was enjoyable for the students and was a great time to conference with students about the writing abilities and to measure their writing skills.