The first artifact that I added to this portfolio was
a literacy map bulletin board I created in my first placement of teacher's college. This board shows the outline of what I did throughout my novel study on the Undergrounders novel by David Skuy. I highly recommend reading this book if you want to read about hockey, homelessness, and have an exciting back story! On this page in my blog it describes in more detail the breakdown of everything I did during this unit. My main focus was on voice and writing. The end of my novel study I had students write a narrative with 5 topics that they could choose from. These were very well done and I was very happy with this unit. The next artifact that I have is a board I created on Pinterest! This website is amazing to find resources for teaching! On my board I focussed it to be on the Junior/Intermediate age group (grades 4-10) and on language. I Have resources on a daily 5 lesson, café, bell work sheets, websites to find teaching tips and more resources, as well as blogs from other language teachers. This is a great artifact as I can always add to it and continue to grow professionally extending my knowledge and resource collection as society is always growing and changing! My third artifact that I included was an anchor chart that I created on peed editing. Anchor charts are very common in classes today and very helpful. I love to refer back to them and have them hanging in the room for the students to be able to look at, at any time. I also like to use them for success criteria, roles, and expectations as well. This peer editing chart was a great tool to help the students know what to look for when editing their peers narratives. My fourth artifact was of a media video that we watched in my language class at Brock. I thought this video was very informative, and accurate in terms of using media in the classroom! The only thing I would add to it is some safety, and age levels of when they should include/teach parts. I love including technology into my lessons as I am making them more current and relevant for my students! I can also learn from my students as more or more they can learn from me as they are growing up in the advancing technological 21st century society. They are becoming exposed to this at a younger age then I did growing up. I didn't have my first cell phone till I was 10! My next artifact that I included was an 'All About Me' sheet that I used on my first day of teaching literacy. I love the idea of building relationships with my students and showing that I care about them by wanting to find out more about who they are! I also answered this sheet myself so the students can learn more about me and feel comfortable with me as I teach their class for a few weeks during my placement. This was such a great sheet to use as an ice breaker activity! I would recommended this to be used by all starting out teachers! The last artifact that I have is the book: The name of the tree. This is a great resource as it relates to the reading strand in the curriculum, and teaches the students about a way of memorizing information. This can be taught as a station where students can discuss the book, or as a teaching tool read by the teacher to the class.
In this piktochart above I have included: the goal of comprehensive literacy, the connections to the curriculum strands in language arts, an example of a 100minute literacy block, and the roles of the teacher and students. The goal is for teachers to create and deliver a literacy program that meets the 4 curriculum strands: reading, writing, oral communication, and media literacy, and supports individual student needs. In a 100minue literacy block there will be routine (silent reading, bell work, etc.), and it will be split up into allotted times for individual, group, and whole class instruction/work. These are not equal but will depend on the lesson you teach. There is a gradual release of responsibility as it is split between the teacher (modeling, directing, and guiding), and the students ( individual work, discover, learn). For comprehension instruction it will include the 6 plus 1 traits in writing, self selected reading, guided reading, word study, and read aloud. A few examples of this includes using the daily 5 techniques or café approach's that can be seen on my pinterest language board page artifact.
In this piktochart above I have included: the goal of comprehensive literacy, the connections to the curriculum strands in language arts, an example of a 100minute literacy block, and the roles of the teacher and students. The goal is for teachers to create and deliver a literacy program that meets the 4 curriculum strands: reading, writing, oral communication, and media literacy, and supports individual student needs. In a 100minue literacy block there will be routine (silent reading, bell work, etc.), and it will be split up into allotted times for individual, group, and whole class instruction/work. These are not equal but will depend on the lesson you teach. There is a gradual release of responsibility as it is split between the teacher (modeling, directing, and guiding), and the students ( individual work, discover, learn). For comprehension instruction it will include the 6 plus 1 traits in writing, self selected reading, guided reading, word study, and read aloud. A few examples of this includes using the daily 5 techniques or café approach's that can be seen on my pinterest language board page artifact.
No comments:
Post a Comment