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ARTIFACT REFLECTION SHEET

NAME: Rose Wagner

DATE: 02/25/2013

MAJOR: Elementary Education K-8


ARTIFACT TITLE: Reading Lesson Plan/ Using Visualization
RELATED COURSE & INSTRUCTOR:
Dr. Ingrid Graves
EDU 335 Fundamentals and Corrective Strategies in the Elementary Reading Program

RELATED COURSE OBJECTIVE(S):


Teacher candidates will have an understanding of reading as a complex process involving not one but many
facets.
Teacher candidates will explore the basic principles of effective reading instruction including the teacher, the
student, the context, and the content of instruction.
Teacher candidates will examine different methods of reading assessment, evaluation, and record keeping.
Teacher candidates will demonstrate an awareness of the impact environment, culture (Indian Education for
All), linguistics, socio-economic (concentrated intergenerational poverty), exceptionalities, gender, and other
factors have on teaching reading to all students.
RELATED INTASC STANDARD(S):
Principle 3 Teacher candidates understand how students differ in their approaches to learning and create
instructional opportunities that are adapted to diverse learners.
Principle 4 Teacher candidates understand and use a variety of instructional strategies to encourage students
development of critical thinking, problem solving, and performance skills.
Principle 5 Teacher candidates use an understanding of individual and group motivation and behavior to
create a learning environment that encourages positive social interaction, active engagement in learning, and
self-motivation.
IN THE SPACE BELOW, DESCRIBE THE ARTIFACT AND HOW IT RELATES TO THE
CONCEPTUAL FRAMEWORK OF THE EDUCATION PROGRAM:
The artifact was a lesson on reading comprehension to help students learn to visualize what they are reading. To
determine the content of the lesson, student data was collected through various reading assessments. The lesson
was appropriate for all learning levels and learners. The story was read through several times and was followed
by group and class discussions for audio learners. The character drawings and book illustrations were designed
for visual learners, and the act of drawing and using art supplies addressed the kinesthetic learners. A small
group follow-up for the students who struggled with the activity is part of the lesson.

IN THE SPACE BELOW, DESCRIBE AND EXPLAIN IN WHAT WAY(S) THIS ARTIFACT
RELATES TO THE COURSE OBJECTIVE(S) YOU ALIGNED IT WITH AND HOW IT
CONTRIBUTED TO YOUR GROWING COMPETENCE IN THE EDUCATION PROGRAM:
Before writing the lesson data had to be collected on students in the classroom. Through fluency tests, sight
word tests, comprehension tests, grade level word list, and spelling tests, students measured at different skill
levels in reading. To determine a lesson that would benefit all students, attitude and interest surveys were given
along with students daily work in reading comprehension, reading tests, and a prep test for state exams.
Visualization was a skill most students said they did not use as a strategy while reading or recalling information
for comprehension questions. The lesson took all learners abilities and learning modalities into consideration.