Selecting and using a wide range of curriculum materials, including children’s and young adult literature and instructional enhancement materials (e.g., related literature, primary source documents, artifacts, etc.), appropriate for learners at differing stages of development and from differing cultural and linguistic backgrounds.
Thanks to contemporary advances in technology, a wealth of information is now at our fingertips. Many classrooms are equipped with or have access to computers, laptops, and/or tablets. Hundreds of websites and apps exist that provide students and teachers with resources to enhance the literacy experience. Items can be printed for distribution or projected for shared viewing. In addition, putting books in children's hands is still a tried and true tradition. Books that represent a multitude of genres, levels, cultures, and subjects should permeate every classroom. A wide variety of materials ensures that all students can feel supported, challenged, and interested in reading material.
My first artifact is a book that was created by a sixth-grade student I worked with during Practicum II. Her mother and reading teacher expressed concern related to Madison's comprehension of complex ideas and writing assignments related to reading material. I decided to have Madison try a character analysis. After reading a few chapters, Madison chose one character. We completed graphic organizers and formulated paragraphs with supporting material from the text. She used this work to create her character analysis book in an app called Bookpress. The second artifact is the research project my kindergarten students did on an ocean creature of their choice (previously mentioned in Artifact 1.6). Students used a combination of books, computers, and iPads to complete this project. The third artifact is an example of a "thinking image." Reading images like this is part of our morning routine. Each one is related to current themes and concepts we are learning about. They can be wonderful introductions and conversation starters about our learning. Students use the sentence stems and share their thinking with a partner. The fourth artifact is samples from myOn Reader. Each student can log in to their own account, add books to their library, and listen to reading. The fifth artifact is a sample from Discovery Education. Our district pays for teachers to have access to this site. It is filled with videos that are tied to the Common Core standards. Teachers can click on a link that says "Curriculum Standards" to see which ones the video meets. All of these artifacts demonstrate my ability to apply my knowledge of using a variety of materials to engage students and meet differing needs.
Thanks to contemporary advances in technology, a wealth of information is now at our fingertips. Many classrooms are equipped with or have access to computers, laptops, and/or tablets. Hundreds of websites and apps exist that provide students and teachers with resources to enhance the literacy experience. Items can be printed for distribution or projected for shared viewing. In addition, putting books in children's hands is still a tried and true tradition. Books that represent a multitude of genres, levels, cultures, and subjects should permeate every classroom. A wide variety of materials ensures that all students can feel supported, challenged, and interested in reading material.
My first artifact is a book that was created by a sixth-grade student I worked with during Practicum II. Her mother and reading teacher expressed concern related to Madison's comprehension of complex ideas and writing assignments related to reading material. I decided to have Madison try a character analysis. After reading a few chapters, Madison chose one character. We completed graphic organizers and formulated paragraphs with supporting material from the text. She used this work to create her character analysis book in an app called Bookpress. The second artifact is the research project my kindergarten students did on an ocean creature of their choice (previously mentioned in Artifact 1.6). Students used a combination of books, computers, and iPads to complete this project. The third artifact is an example of a "thinking image." Reading images like this is part of our morning routine. Each one is related to current themes and concepts we are learning about. They can be wonderful introductions and conversation starters about our learning. Students use the sentence stems and share their thinking with a partner. The fourth artifact is samples from myOn Reader. Each student can log in to their own account, add books to their library, and listen to reading. The fifth artifact is a sample from Discovery Education. Our district pays for teachers to have access to this site. It is filled with videos that are tied to the Common Core standards. Teachers can click on a link that says "Curriculum Standards" to see which ones the video meets. All of these artifacts demonstrate my ability to apply my knowledge of using a variety of materials to engage students and meet differing needs.