Reflective Statement
Artifact: Kindergarten ESL Differentiated Phonics Unit
Artifact: Kindergarten ESL Differentiated Phonics Unit
STANDARD 1
All teachers must know a broad range of literacy techniques and strategies for every aspect of communication and must be able to develop each student's ability to read, write, speak and listen to his or her potential within the demands of the discipline.
I selected to use my Phonics Literacy Lessons that I created for a small group of kindergartners in my English as a Second Language Class for Language Arts Standard 1 because it demonstrates my ability to create consecutive literacy lessons for second language learners. In the case of these lesson plans, the students were from four different language backgrounds and were the lowest in the class in regards to reading and writing English literacy. For this assignment, I was instructed to create four consecutive lesson plans on any topic and implement them in my field placement. For the lesson, my objectives were for the students to discover the relationship between letters, sounds, words, and sentences. This was done through using a variety of instructional strategies, including making a “name book” to learn these connections. Examples can be found in the appendix. The goal was to further develop the students’ English literacy skills in a small group setting to increase communication through the thing that interests them the most: their names!
This artifact is an appropriate representation of the standard because it shows how lessons can be created specifically for the students in the class to develop literacy through a variety of strategies and techniques with positive results. Knowledge indicator 1C states that the competent teacher “knows strategies and techniques for teaching communication skills to those students’ whose first language is not English.” Throughout these lessons, I use strategies such as using student interest, using pictures and visuals, using pictures of themselves, teaching modeling (by creating my won book), and highlighting letters and words in newspapers. All of these techniques and strategies were combined together to teach the connection between sounds, letters, words, and sentences. The students loved seeing pictures of themselves and seeing that their book was created just for them with their own letters in the book. During the lesson, students listening, speaking, reading, and writing skills will all be used and strengthened.
All teachers must know a broad range of literacy techniques and strategies for every aspect of communication and must be able to develop each student's ability to read, write, speak and listen to his or her potential within the demands of the discipline.
I selected to use my Phonics Literacy Lessons that I created for a small group of kindergartners in my English as a Second Language Class for Language Arts Standard 1 because it demonstrates my ability to create consecutive literacy lessons for second language learners. In the case of these lesson plans, the students were from four different language backgrounds and were the lowest in the class in regards to reading and writing English literacy. For this assignment, I was instructed to create four consecutive lesson plans on any topic and implement them in my field placement. For the lesson, my objectives were for the students to discover the relationship between letters, sounds, words, and sentences. This was done through using a variety of instructional strategies, including making a “name book” to learn these connections. Examples can be found in the appendix. The goal was to further develop the students’ English literacy skills in a small group setting to increase communication through the thing that interests them the most: their names!
This artifact is an appropriate representation of the standard because it shows how lessons can be created specifically for the students in the class to develop literacy through a variety of strategies and techniques with positive results. Knowledge indicator 1C states that the competent teacher “knows strategies and techniques for teaching communication skills to those students’ whose first language is not English.” Throughout these lessons, I use strategies such as using student interest, using pictures and visuals, using pictures of themselves, teaching modeling (by creating my won book), and highlighting letters and words in newspapers. All of these techniques and strategies were combined together to teach the connection between sounds, letters, words, and sentences. The students loved seeing pictures of themselves and seeing that their book was created just for them with their own letters in the book. During the lesson, students listening, speaking, reading, and writing skills will all be used and strengthened.