T.O.C. by NCDPI & NCATE Standards
Vocabulary, Fluency, and Comprehension Lessons
| Vocabulary Lesson | definition tree | Comprehension Lesson | Poetry Reading Guide |
| Fluency Lesson | Speech | Speech Rubric |
Context: These lessons were created as partial fulfillment for RE 5730, Reading and Writing Instruction for Intermediate and Advanced Learners, taught by Dr. Gary Moorman. In this course, I learned about the main components of reading success as students get older. Vocabulary is one of the highest predictors of reading success, yet it is one of the most poorly taught components of literacy. I also learned strategies to promote reading comprehension, an area of particular importance to me since that is the area in which my high school students struggle the most. I also learned that fluency is a key component in the reading process, and I discovered ways to build fluency in a secondary setting. In creating these lessons, I employed research findings to the needs of my students in these areas.
My vocabulary lesson incorporated the use of a semantic map to discuss the meaning of "freedom." My comprehension lesson involved activating background knowledge and setting a purpose for reading using the PreP, or pre-reading plan, a plan that involves previewing the text. My fluency lesson incorporated repeated readings in the context of a speech. I felt that using a speech to build fluency would create a more authentic context for my students because they would otherwise balk at the idea of re-reading a text.
A. Instructional Expertise
The candidate demonstrates instructional expertise by applying the theoretical, philosophical, and research bases for educational practice in P-12 settings to improve student learning.
Rationale: These lesson plans show that I apply theoretical, philosophical, and research bases to improve student learning in my classroom. To create these lessons, I had to engage in research of best practices for vocabulary, fluency, and comprehension. These lessons also show that I design and modify instruction and learning environment based on my assessment of the needs of my particular students. Also, each of these lessons required reflection on the effectiveness of implementation, which demonstrates that I "monitor the effects of instructional actions, selection of materials, and other instructional decisions on students’ learning and behavior."
B. Knowledge of Learners
The candidate incorporates knowledge of the nature of the learner, learning processes, variations in learning abilities and learning styles, and strategies for evaluating learning into the planning, delivery, and evaluation of instruction.
Rationale: To create these lessons, I had to have a knowledge of the learners in my classroom. I took into account the various learning styles and abilities of my students when crafting them. For many of my students, I knew that activating prior background knowledge would be pivotal because many of my students at the alternative school where this lesson was implemented struggled greatly in reading. By setting a purpose for the reading and truly engaging them in the text, they exhibited much better comprehension of the text. With my vocabulary lesson, I used a song and a written text, appealing to both my visual and my auditory learners. Finally, my fluency lesson with its speech and demonstration components, appealed to my kinesthetic learners.
C. Research
The candidate uses research to examine and improve instructional effectiveness and student achievement.
Rationale: Prior to the creation of each of these lessons, I had to research the best practices for teaching the targeted concepts. I then used this input to improve my instructional effectiveness and positively impact student achievement. Prior to this course and this research, I paid little attention to the method I used to teach these skills, and fluency was a skill I was wholly unaware of. In fact, my motivation in entering this masters program was to be able to better teach my students reading comprehension, an area that high school students of all abilities struggle with. The research done in this course has equipped me with the necessary knowledge to better address these areas of weaknesses for my students.
D. Content Knowledge
The candidate demonstrates advanced depth and breadth of knowledge and skills in the academic discipline and in education.
Rationale: These lessons demonstrate my knowledge of the North Carolina Standard Course of Study for English 1. One of the targeted goals in this course is to effectively teach students to read and understand a variety of genres. These lessons help students with one of the hardest genres to comprehend: poetry. Another goal is to familiarize students with the oral domain of language: in this case, using speeches to convey information. And finally, learning to define words through a definition essay is another targeted area in the English curriculum.
E. Professional Development and
Leadership
The candidate engages in continued professional development and provides leadership at the classroom, school, and community levels, and within the profession.
Rationale: I shared these lessons with fellow members of RE 5730, showing both leadership and my involvement in appropriate professional communities.