RATIONALE/ REFLECTION COMPENTENCY C- ARTIFACT 1

Rationale/ Reflection Competency C

Developmentally Appropriate Instruction
Artifact 1

Stephanie Carmen
Regent University

RATIONALE/ REFLECTION COMPENTENCY C- ARTIFACT 1

Rationale for Developmentally Appropriate Instruction

The artifact I selected that demonstrated developmentally appropriate instruction is a
game I created called I have, Who has. I created this game for the alphabet and sight words. I
found the cards on a website and laminated them so they could be used throughout the year. In
this game, each student gets a card and for example it says, I have A, Who has F and then the
student that has the letter F says, I have F, Who has and so on. You can play this game two
ways: each student can say the letter or sound it out. The same rules go for the sight word game.
Each student will get a card with a sight word on it such as, I have the, who has am and the
same concept applies. The cards are colorful and appeasing to children. The directions are simple
enough for a kindergarten student to comprehend.
This artifact demonstrates developmentally appropriate instruction because it aligns with
the Virginia SOLs. K.7.1 states, identify and name the uppercase and lowercase letters of the
alphabet (Virginia Department of Education). The focus of this standard is that students will
develop an understanding of basic phonetic principles. This begins with the alphabet and the
student being able not just to recognize the letters but what the letters sound like. Phonetic skills
are the foundation for decoding and encoding words. In addition, they are the basic skills needed
to develop fluency and automaticity in reading and writing. Everything begins with letter
recognition and sound. Incorporating phonemic awareness in instruction is more beneficial when
students are speaking the sounds. Once students are taught and they understand letter knowledge,
the students can begin the steps to reading.
The artifact game, I have, who has is a fun interactive way to teach students letter
identification and sounds. My rationale for using this artifact is simple. It aligns with the

RATIONALE/ REFLECTION COMPENTENCY C- ARTIFACT 1

appropriate Virginia SOL and it gets the students sway from worksheets and up out of their seats
engaged and having fun which is one of the best ways to learn. The more the game is played the
better and faster the students will be at recognizing their letters and sight words. Once students
understand how letters work, students will understand how words work, then the student can
begin reading.
Reflection for Developmentally Appropriate Instruction
The artifact I selected mirrors my teaching philosophy because the dynamics of
this activity enhances student learning. I find this activity very useful because you can present it
in two different ways to the students (letter identification and letter sounds). Teachers can
present this activity as whole group instruction, small guided group instruction, enrichment, or
even remediation depending on the students learning needs. Its also just good practice and
repetition is vital for kindergarten learning. I also, find this activity truly engaging for students
and they have a lot of fun. This artifact aligns with the appropriate Virginia SOLs, is engaging
for students, has multiple purposes, and the students are learning. What more could a teacher ask
for?

RATIONALE/ REFLECTION COMPENTENCY C- ARTIFACT 1

References
Virginia Department of Education (2010). The Curriculum Framework.
www.doe.virginia.gov