Domain A: Making Subject Comprehensible to Students
TPE 1: Specific Pedagogical Skills for Subject Matter Instruction
Background Information: TPE 1 has two categories since self-contained classroom teachers are responsible for instruction in several subject areas, while departmentalized teachers have more specialized assignments. These categories are Subject-Specific Pedagogical Skills for Multiple Subject Teaching Assignments (1-A), and Subject-Specific Pedagogical Skills for Single Subject TeachingAssignments (1-B)
TPE1A: Subject-Specific Pedagogical Skills for Multiple Subject Teaching Assignments
Teaching Reading-Language Arts in a Multiple Subject Assignment
Candidates for a Multiple Subject Teaching Credential demonstrate the ability to teach the state adopted academic content standards for students in English-Language Arts (Grade K-8). They understand how to deliver a comprehensive program of systematic instruction in word analysis, fluency, and systematic vocabulary development; reading comprehension; literary response and analysis; writing strategies and applications; written and oral English Language conventions; and listening and speaking strategies and applications. They know how to strategically plan and schedule instruction to ensure that students meet or exceed the standards. Candidate create a classroom environment where students learn to read and write, comprehend and compose, appreaciate and analyze, and perform and enjoy the language arts. They understand how to make language (e.g., skills as a gateway to using all forms of language as tools for thinking, learning and communicating. They understand how to use instructional materials that include a range of textual, functional, and recreational texts and how to teach high quality literature and expository text. They understand that the advanced skills of comprehending narrative and informational texts and literary response and analysis, and the creation of eloquent prose, all depend on a foundation of solid vocabulary decoding, and word-recognition skills.
Candidates teach students how to use visual structures such as graphic organizers or outlines to comprehend or produce text, how to comprehend or produce narrative, expository, persuasive and descriptive texts, how to comprehend or produce the complexity of writing forms, purposes and organizational patterns, and how to have a command of written and oral English-language conventions. They know how to determine the skill level of students through the use of meaningful indicators of reading and language arts proficiency prior to instruction, how to determine whether students are making adequate progress on skills and concepts taught directly, and how to determine the effectiveness of instruction and students' proficiency after instruction.
Artifacts
1, Essay I wrote about how cues, imagery, and graphic organizers accelerate students' learning.
2. Reading games that I created to help students practice CCVC/CVCC words, short and long vowels and vocabulary.
3. Use of the SMART board to use visual structures such as graphic organizers.
In the background of this photo you can see examples of a venn diagram to teach students about then, both and now.
Reflection
Throughout my teaching experiences thus far, I have found a particular interest in teaching Reading and Language Arts. As I reflect upon all the different ways and strategies that I use I feel that students are more engaged when I plan my lessons with multiple opportunities of multi-sensory teaching. Simply put, multi-sensory teaching is teaching that is done in such a manner that it appeals to the five senses. Instead of just telling someone about an avocado, we let them touch it, taste it, etc. I have experienced that struggling readers (and learners), especially those with special needs may be weak in one particular ares (i.e., auditory) so integrating as many activities that are multi-sensory, kinesthetic, and visual into my lessons will help reach all learners. I have decided to chose the artifacts that I presented above to give you an idea of different types of systematic instruction I have used to teaching reading, writing, fluency, word analysis, reading comprehension, and listening/speaking strategies. I like to create a lively classroom where all types of learners can excel.
Future Implementation
In order to continue my knowledge in reading and language arts content areas, I will continue my education of researched methods that will improve reading and writing skills for my students. I will attend continuing education seminars and workshops focused on my content areas, as well as those provided by the school district. I will work to remain competent in content, as well as relating to my students.
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