Rationale 1C: Standards

Link to Artifact 1C

Louis Stevens III

C&T 898: Masters Project

Dr. Steven White

04 July 2022

 

Artifact Description

            This artifact originates from C&T 741: Comprehension and Study Strategy for Use with Multiple Texts. This project contains a portfolio demonstrating my implementation of common core and Ohio state learning standards. It also highlights specific learning standards from each reading strand and the relevance to my educational practice. The course itself focuses on varied delivery in reference to the learning contexts and needs of the student, making this artifact an appropriate counterpart to Outcome 1B as well. The primary standard mode highlighted within the portfolio is the craft and structure strand, chosen because it was identified as a key component of my instruction in relations to my students with IEPs and learning accommodations. Craft and structure focuses on the areas of learning materials and artifacts, reading and writing interpretation, and reading methodology. The specific standard reflected upon is common core standard RI.7.6: Determine an author’s perspective or purpose in a text and analyze how the author distinguishes his or her position from that of others. This standard sets the tone for the research and detail I examine within the portfolio. Since the completion of this portfolio, I have completed the school year for this district, orchestrated summer school learning, and signed a follow-up contract for the 2022-23 school year.

The attached lesson plan is based on a format supported by my employed district, Toledo Preparatory Academy from the 2021-22 school year. The contents of the lesson plan are original plans of mine aligned with the Ohio state 5^th/6^th grade English language arts standards pacing guide. It is important to remember that this lesson plans acts as an introductory or “Cliff notes” version of my instruction and is purposefully condensed in the interest of submitting to my administration and team with ease and reader-friendly accessibility. Not every lesson component will highlight the standard addressed, but rather the standard is the overarching theme for that assessment cycle. Lastly, group listing is related to small group rotations that take place in my classroom. These small groups help students to apply their reading knowledge in a different context, make connections with their peers, and demonstrate independence and responsibility in their own learning. Each group rotates their focus daily as outlined in the lesson plan.

 

Artifact Rationale

            Learning Outcome 1C states directly, “Use and apply standards relevant to the candidate’s context to design, implement, and/or assess learning experiences” (2020). This is the most interpretative learning standard because of its high level of variability amongst contexts. Each educator will complete these prompts with a great diversity in submissions. This artifact was chosen because it encompasses the teaching philosophy in my personal practice through the lens of KU coursework. Since this outcome is so dependent on learning standards, this artifact was the appropriate vessel by which to display an analytical approach to those guidelines. This artifact will also complement the artifact submitted in conjunction with Learning Outcome 1B, which highlights the how’s and why’s of activities conducted to reflect a learning standard.  

            The completion of this project helped me to make connections between my personal lesson planning and curriculum philosophy that will continue to benefit my knowledge of both. C&T 741 provided a framework for strengthening both aforementioned qualities found in high caliber educators. It is my hope that this artifact exhibits those characteristics. This project also contextualized many of the decision-making processes that make the greatest impact on students and yields the greatest potential in learning.

While this artifact focuses on RI.7.6, it represents my attention to detail in dissecting learning standards from the state or common core curriculum. The comprehension portfolio demonstrates my analysis of a standard and reading strand on the macro-level and the lesson plan does so on a micro-level. Instruction is derived from careful consideration of the standard and essential question to design a lesson that is balanced, wholesome, differentiated, and conducive to the student’s learning. This is exemplified in my critique in of RI.7.6, where I consider the interests of my students, their strengths and areas for development, and their backgrounds to engage them. My dissection also demonstrates scaffolding technique and the gradual release of responsibility. A typical assessment aligned with standards is attached here to demonstrate the standard’s relevance to my short assessment cycle, preparing my students for the Ohio state standard test and the AIR test.

 

References

University of Kansas Department of Curriculum & Teaching. (2020, July). C&T 898 Course Syllabus. KU Connect . Retrieved June 30, 2022, from https://kuconnect.ku.edu/courses/2837/assignments/syllabus