Steve Altstadt LTM 621 Exit Paper I Have What it Takes to be a Teacher of Literacy and Content

As I work my way closer to student teaching, it is helpful for me to look back and reflect on how far Ive come. Before starting the LTM Program, I had virtually no experience in the field of education. Today, l feel solidly prepared for the final stretch of my training. I know now that I have what it takes to be a teacher of literacy and English content at a secondary level. By this point, I have the disposition, skills, abilities and knowledge to do so.

Definition of Literacy/Modes of Communication

If theres one thing Ive learned over the course of this class, its that literacy does not have a simple definition. I will first say that to be literate, one needs a full understanding of a concept. Literacy is certainly more than the decoding of the message, whether it is by reading, listening, or viewing. One can read text on a page out loud without comprehending the content. To be fully literate, one must first comprehend, then understand, and finally, retain the information that has been given. Only once these three steps have occurred can one be considered literate.

In the content area of English, literacy does not simply mean the ability to decode or even comprehend texts and literary works. It means the ability to recognize literary elements (such as plot points, symbolism, foreshadowing, etc.),

Steve Altstadt LTM 621 Exit Paper make inferences about a text, and analyze and create original representations of those works.

With that in mind, it is crucial for me to be able to utilize and teach the six modes of communication: reading, writing, speaking, listening, viewing, and representing.

Application of Standards to Content and Literacy

English Standards Grades 9-10 Ive selected the Wisconsin State Education Standards that most reflect my definition of literacy, along with the six modes of communication: reading, writing, listening, viewing, representing, and speaking. RL.9-10.1. Cite strong and thorough textual evidence to support analysis of what the text says explicitly as well as inferences drawn from the text. READING RL.9-10.10. By the end of grade 9, read and comprehend literature, including stories, dramas, and poems, in the grades 910 text complexity band proficiently, with scaffolding as needed at the high end of the range. READING RL.9-10.7. Analyze the representation of a subject or a key scene in two different artistic mediums, including what is emphasized or absent in each treatment (e.g., Audens Muse des Beaux Arts and Breughels Landscape with the Fall of Icarus). READING, VIEWING RL.9-10.10. By the end of grade 9, read and comprehend literature, including stories, dramas, and poems, in the grades 910 text complexity band proficiently, with scaffolding as needed at the high end of the range. READING By the end of grade 10, read and comprehend literature, including stories,

Steve Altstadt LTM 621 Exit Paper dramas, and poems, at the high end of the grades 910 text complexity band independently and proficiently. SL.9-10.1. Initiate and participate effectively in a range of collaborative discussions (one-on-one, in groups, and teacher-led) with diverse partners on grades 910 topics, texts, and issues, building on others ideas and expressing their own clearly and persuasively. SPEAKING, LISTENING SL.9-10.2. Integrate multiple sources of information presented in diverse media or formats (e.g., visually, quantitatively, orally) evaluating the credibility and accuracy of each source. SPEAKING, REPRESENTING SL.9-10.3. Evaluate a speakers point of view, reasoning, and use of evidence and rhetoric, identifying any fallacious reasoning or exaggerated or distorted evidence. READING, LISTENING SL.9-10.4. Present information, findings, and supporting evidence clearly, concisely, and logically such that listeners can follow the line of reasoning and the organization, development, substance, and style are appropriate to purpose, audience, and task. SPEAKING, REPRESENTING SL.9-10.5. Make strategic use of digital media (e.g., textual, graphical, audio, visual, and interactive elements) in presentations to enhance understanding of findings, reasoning, and evidence and to add interest. SPEAKING, REPRESENTING SL.9-10.6. Adapt speech to a variety of contexts and tasks, demonstrating command of formal English when indicated or appropriate. SPEAKING

L.9-10.1. Demonstrate command of the conventions of standard English grammar and usage when writing or speaking. 0 1 Use parallel structure.* Use various types of phrases (noun, verb, adjectival, adverbial, participial, prepositional, absolute) and clauses (independent, dependent; noun, relative, adverbial) to convey specific meanings and add variety and interest to writing or presentations. L.9-10.2. Demonstrate command of the conventions of standard English capitalization, punctuation, and spelling when writing.

Steve Altstadt LTM 621 Exit Paper 0 Use a semicolon (and perhaps a conjunctive adverb) to link two or more closely related independent clauses. Use a colon to introduce a list or quotation. Spell correctly. SPEAKING, WRITING Additionally, I have incorporated different strategies that address the six modes of communication to promote literacy development. The standards I have chosen cover all modes of communication, which is something I want to instill in these students. If I want to reach all of them, I will need to differentiate my instruction: not only class discussion and textbook reading, but group activities, visual projects, technology-based activities, and videos are all important ways to reach different types of learners with different backgrounds. One vocabulary strategy I will use is semantic feature analysis. In this method, a group of similar terms are placed into a table. Across the top of the table is a list of descriptors. If a term fits the description, a plus sign is placed in the cell. If it does not fit the description, a minus sign is placed in the cell. The entire table can be filled with plus or minus signs, and by the time it is complete, students have conducted an effective comparison analysis. This is particularly effective in the content area of secondary English, as many literary terms are very closely related (i.e. tone, mood, voice, style, atmosphere). Another vocabulary strategy I like is Cloze Reading. This allows students to fill terms into blanks in a chosen reading. The object is to insert the

Steve Altstadt LTM 621 Exit Paper words that best fit the piece. This tests students ability to not only recall definitions, but to apply their vocabulary knowledge by having them choose the most appropriate term. One comprehension strategy I plan to employ is paired reading. In this strategy, students are paired up and one student reads a passage for five minutes. Then, the second student reads the same passage. After both have read the same passage, one student summarizes what theyve read to his/her partner. Then the process begins again, this time with the other student summarizing. Modifications to accommodate gifted and talented students is to have them read more in the same period of time, or to have them complete their analysis in written form as well as speaking. Modifications to accommodate special needs students include having them read a smaller amount of text, giving them more time to read and summarize, and providing additional one-on-one help as needed. This process helps to ensure that comprehension is taking place. It is especially helpful for a more challenging literary work, such as something by Shakespeare. Not only does this tactic hone reading skills, but it also helps the speaking and listening modes of communication. Students must speak clearly in order to summarize what theyve read, and they must listen carefully to hear the other students summarization. If comprehension of difficult literary work is

Steve Altstadt LTM 621 Exit Paper achieved, a students self-efficacy and self-esteem is high. According to Banduras Theory of Self-Efficacy, there is almost no limit to what a student can achieve if his or her self-confidence is high. Other ways I plan to teach comprehension include illustrating fiction using text-to-text, text-to-self, and text-to-world comparisons. I feel the best way for a young reader to get something worthwhile out of a piece of fiction in an English class is to be able to draw comparisons to his/her own life. By comparing a main characters struggles to the struggles of their own lives, students will have a better appreciation for that character and that story. To teach writing, I will have students do a lot of journaling on a regular basis, both about texts and simply free writing on a topic of their choice. Like in reading, I will allow them to write about something they choose so as to ease them into the boring school-based writing. Modification for students who struggle with writing includes allowing them to first dictate their journal before easing them into writing. I also believe it is crucial that teachers not only embrace, but develop the role that technology plays in their classroom. According to Prensky, who argues that todays students speak a different, digital language, The single biggest problem facing education today is that our Digital Immigrant instructors, who speak an outdated language (that of the pre-digital age), are struggling to teach a

Steve Altstadt LTM 621 Exit Paper population that speaks an entirely new language (Page 2). This is one area where I, as a younger teacher, can have a positive impact. I grew up in the so-called digital area, and I know firsthand the role that technology plays in the lives of current students. I embrace things like computers, the Internet, and SmartBoard technology, and I plan to utilize it every day that I teach. My use of these strategies demonstrates I am able to meet the Wisconsin Teacher Standards 3, 4, and 6. Standard 3 states that teachers understand that children learn differently. I adhere to this standard by regularly differentiating my instruction, by incorporating all modes of communication, and by having different strategies to teach reading, writing, comprehension, and vocabulary. Standard 4 states that teachers know how to teach. Bronfenbrenners Theory of Human Development, no student can learn on his or her own. A support group that most certainly includes good teachers is required. In addition to all the qualities mentioned in the previous paragraph, I am also in tune with students of today. I am aware that they have grown up in a different world that is dependent on the latest technology. I am able to embrace and relate with that as a younger teacher, and I use that knowledge in my instruction.

Steve Altstadt LTM 621 Exit Paper Standard 6 states that teachers communicate well. In addition to teaching the six modes of communication, I practice what I preach: I communicate myself as a teacher using all six forms. Most importantly, I exhibit good listening skills. Without good listening skills, a teacher will not be able to be in tune with the real needs of students. Assessments An area that I have learned about extensively is providing appropriate forms of assessment. While forms like tests, quizzes, and papers are essential, I am a big fan of both informal and formative assessments as well. Strategies as simple as gauging student understanding during a class discussion give great detail as to whether comprehension is occurring. I also believe in differentiated instruction when it comes to assessments. Aside from tests and papers, things like art projects, presentations, and technology-based assessments all need to be included. Strengths and Weaknesses All these standards, modes of communication, and education abilities are one thing, but at the end of the day, I still have my own style of teaching. Within that style, I have strengths and weaknesses. One of my strengths is my ability to be myself when Im teaching. In my

Steve Altstadt LTM 621 Exit Paper view, this is not something that can be taught from standards and education abilities. I can recall some teachers I had who would get up in front of the class and teach a lesson in a monotone voice without any of their personality coming across. I found it difficult to stay focused in such a setting. I try to make a point to smile, move around, and seem energetic while Im teaching. If the goal is to keep students engaged, well then Id sure better be engaging! One area upon which Id like to improve is my planning. It was not for a lack of effort, but some of the lessons Ive taught within the past year have not gone the way I envisioned or worked as well as Id have liked. My most recent lesson went more according to plan, but planning is still an area Id like to address and improve upon. Therefore, I am setting the goal of becoming a more effective planner when it comes to activities, the order in which I conduct them, and the time I allow for them. This is something that will surely improve with time and experience, but in my opinion, I have been doing this long enough now that I should be much better than I was. I will achieve this goal by A) utilizing the resources around me, such as class textbooks, prior instruction on lesson planning, and cooperating teachers to collaborate on a better and more organized lesson plan, B) using the experiences of past lessons that didnt go perfectly and learning from past

Steve Altstadt LTM 621 Exit Paper mistakes, and C) simply making a more conscious effort to design efficient lesson plans. Armed with my newfound knowledge of standards, strategies, modes of communication, and methods of learning, I absolutely have what it takes to be a teacher of literacy and English content. My list of strengths is growing by the week, and I am aware of my weaknesses and armed with a plan of attack with which to improve in those areas. For this reason, I am anxious to finish up my schooling and get out into the teaching world! Reference: Prensky, M. (2001). Digital Natives, Digital Immigrants. From On the Horizon (MCB University Press, Vol. 9 No. 5, October 2001).