FEAP Indicators: A. QUALITY OF INSTRUCTION 3. Instructional Delivery and Facilitation. A.3.b. Deepen and enrich students understanding through content area literacy strategies, verbalization of thought, and application of the subject matter. I deepened and enriched students understanding through content area literacy strategies, verbalization of thought, and application of the subject matter by using a variety of reading strategies to teach students how to effectively read and understand social studies informational text. If I just told the students to read the informational text many of them would have had an extremely hard time getting through it. However, since I used literacy strategies such as, bio-impressions, Venn diagrams, dinner parties, and diamantes, the students would be more apt to want to read the material because they saw the strategies as fun and engaging activities. Reading informational text is always better if the students’ assignment is to create a poem, graphic organizer, or recreate a scene through a dinner party. Since these strategies really engage the students, the students actually retain and comprehend the subject matter on a deeper level.
A.3.c. Identify gaps in students’ subject matter knowledge. I identified gaps in students’ subject matter knowledge by creating rubrics for every strategy I used. The rubrics would help me to see where each student was struggling in regards to the components of reading. If a student did great with vocabulary and oral language, but struggled with reading comprehension and reading and writing connections I would be able to tell that by evaluating the rubric. Once I figured out which component of reading the student was struggling with the most, I would be able to give that student specific strategies to deal with certain components of reading they struggled with the most.
A.3.d. Modify instruction to respond to preconceptions or misconceptions. I modified instruction to respond to preconceptions or misconceptions by having the students mainly work with partners or small groups to accomplish reading tasks. Most students have the misconception that reading informational and nonfiction text is boring and difficult to get through. However, I used engaging and unique strategies to get the students to realize that informational text does not have to be difficult if they understand the right strategies to use to get through it. Some of these strategies include bio-impressions, which is a graphic organizer to help students learn about a specific person’s life, or an alphabet book which helps students remember 26 different important topics about the text. Using these types of strategies help students break their misconceptions about informational and nonfiction text.
A.3.e. Relate and integrate the subject matter with other disciplines and life experiences. I related and integrated the subject matter with other disciplines and life experiences by having the students complete a product or assessment that integrated another subject. I also asked the students to make personal connections to the text they were reading. I integrated other subjects by having the students paint a picture of what they learned after completing their structured note taking, creating a poem after reading a book about how children hid during the Holocaust, using technology to create a Prezi ABC book about the Holocaust, and having the students act out different people who survived the Holocaust through the strategy called dinner party. The students related the information with their own life experiences by constantly asking themselves how the text they were reading related to other books, movies, or their own life experiences.
A.3.f. Employ higher order questioning techniques. I employed higher order questioning techniques by not just having the students answer questions that they could find word for word in the text. Most if not all of the questions they were asked to answer required them to actually think about the text and infer, or give their own predictions or thoughts. The types of questions I asked the students were analytical questions, synthesis questions, and evaluation questions. The type of analytical questions I asked were on the Venn diagram strategy. The questions asked the students to compare and contrast facts about two of the main characters from the book, The Book Thief. The types of synthesis questions I asked were, asking the students to infer and predict. Some of these questions were “How do you think George S. Pick felt when he was finally liberated?” and “How do you predict hate groups can escalate to something as horrible as the Holocaust?” The types of evaluation questions I asked were “What have you learned” and “What do you want to learn more about?”
A.3.g. Apply varied instructional strategies and resources, including appropriate technology, to provide comprehensible instruction, and to teach for student understanding. I applied varied instructional strategies and resources, including appropriate technology, to provide comprehensible instruction, and to teach for student understanding by providing the students with ten different reading strategies they could use to help them with the different components of reading including, reading comprehension, oral language, comprehension by differentiating instruction, word study/fluency, vocabulary and reading and writing connections. All of the strategies required the students to use a variety of resources such as creating poems, graphic organizers, anticipation guides, skits, and journals to better help them understand the text. I included appropriate technology to provide for comprehensible instruction by including a technology integration section for each of the ten strategies. Some of the technology I integrated was PowerPoint and Prezi presentations, The Smart Board, the internet, paint programs to create graphic organizers, YouTube, interactive blogs, Wikis, Webquests, and an online collage of photos (Photo Story).