Diversity

Title: Literacy Circle Groups

Date: Spring 2015
Artifact Description:
The following artifacts are comprehension worksheets that I used to determine
which literacy circle group I would have children placed. I not only used the worksheet
but I also was able to decipher where they should go on based on the students abilities,
comprehension questions and engagement during whole group discussions. This was
during Spring 2015 student teaching 3rd Grade at The Wheatlands School District.
Alignment:
Wisconsin Teacher Standard Alignment:
I believe that this experience best aligns with standard three of the Wisconsin
Teacher Development and Licensure Standards which states: The teacher understands
how students differ in their approaches to learning and creates instructional opportunities
that are adapted to diverse learners. This experience aligns with standard three because it
shows that used different tools to help me decide where to place students for literacy
groups. I focus on the same strategy with each group however my approach is different.
With the above level group we can start off with the strategy and use higher-level
thinking, making inferences and connections. With the on level group we focus on the
strategy, comparing and contrasting in our whole group and reading groups, talk about
vocabulary and make predictions. I meet with my on level group more to also allow them
to engage in the higher-level thinking and comprehension.
UW-Platteville School of Education Knowledge, Skill, Disposition Statement:
I believe that this experience best aligns with KS3.b. Questioning And Discussion
Techniques. It states: The candidates questioning techniques and instructional
strategies are of uniformly high quality with special attention given to available time for
student response, varied levels of questions, and adequate student involvement in the
discussion/instructional process. This experience aligns with KS3.b. because I use a lot
discussion techinques throughout the literacy block time. I start off with introducing the
strategy for the whole group book. We then use the strategy to discuss and make
connections with the book. The questions we use for our book are Level I, II and III. In
the on level group we focus on Level I & II questioning, literal and inferencial
comprehension. The above level group focuses on inferencial and text to self, author or
world comprehension.
Secondary Alignments:
KSD1.b. Demonstrates Knowledge of Students
KSD2.a. Creates an Environment of Respect and Rapport
KSD2.d. Manages Student Behavior
KS2.e. Organizes Physical Space

Reflection:
What I learned about teaching/learning:
I learned that all children learn and comprehend differently. Some children are able to
grasp new ideas and concepts right away and some need more time to explore the text. I
hadnt realized how many different styles of learning there are. Some children came
ready with their background knowledge activated. Other students had never experienced
these situations so we had to look at things a bit differently. I did learn that every student
has the potential to learn new ideas, it is the teachers job to find out how to best go about
engaging that student and make the learning fun.

What I learned about myself as a prospective educator:

I learned a lot about myself through this experience. I learned that findings ways
for the children to connect was different than I thought. I understand that technology has
taken over a big part of these childrens lives and that I can help them relate and make
connections to students based on their interests.