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Kristin Huff
Quality Indicator 5 The Quality Indicator 5 states, The pre-service teacher uses a variety of instructional strategies to encourage students development of critical thinking, problem solving, and performance skills. This is shown in the Literacy Project: Civil Rights artifact by sharing an assortment of reading strategies that have students use different levels of thinking, problem solving, and performance skills. Blooms Taxonomy of higher order thinking is used throughout the entire assortment by having the students answer questions that use basic thinking skills to answering questions that make them use critical thinking, problem solving, and performance skills. To ensure success with the use of these strategies, modeling would have to be used for students to understand. The Quality Indicator 5 is also broken into two parts. Part 1 states, The pre-service teacher selects alternative strategies, materials, and technology to achieve multiple instructional purposes and to meet student needs. This indicator was used throughout the artifact. The artifact includes six strategies that allows students to organize their thinking while reading. The strategies included are the content text set, vocabulary word sort, vocabulary self-awareness chart, QAR, graphic organizer, note taking, and shared reading. These strategies can also be used to assess how students are comprehending the text. The graphic organizer strategy is a strategy that could be used to assess. Ogles KWL chart is a way to assess students knowledge before the lesson and after the lesson. The list of resources titled Content Text Set provided in the artifact gives a variety of different materials and uses of technology. There are books, articles, poems, music lyrics, and different websites that helps each student gain knowledge in different ways. The music lyrics included would help the students who have the intelligence of music. Howard Gardeners theory of Multiple Intelligences helps us determine which materials and resources to pick for students with different intelligences. Part 2 of the Quality Indicator 5 states, The pre-service teacher engages students in active learning that promotes the development of critical thinking, problem solving, and performance capabilities. This is evident in each strategy in the assortment. Each section of the artifact is a different strategy that can be used to meet different levels of students needs. The questions for each strategy were carefully thought out so that students would be able to successfully think in many different way from basic thinking skills to higher order thinking skills. The QAR strategy by T. E. Raphael is designed specifically to allow students to think critically about the text they are reading. It also allows them to problem solve when asked a question that makes them choose a side to agree upon. Pearson and Johnson describes this as allowing students to think text explicit, text implicit, and script implicit. Students are asked questions straight from the text, questions they have to make inferences to answer, and questions that do not require information from the text. The Word Sort strategy allows students to sort main ideas and vocabulary terms that are alike. Gillet and Temple described this as helping students make connections between the main ideas and vocabulary terms. A Word Sort can be an open sort which allows students to make their own connections between the terms or it can be a closed sort which is determined by the teacher on what connections the students make between the terms. By using this literary artifact, all students can successfully learn. These strategies are designed to improve comprehension and can be used for any student from struggling readers to higher readers. For struggling readers, a teacher must model and scaffold the strategy more than for a higher reader. The Vocabulary Self-Awareness Chart by Goodman makes students determine words they know well, words they know either the definition or example, and words they dont know at all. This helps students be accountable for their own learning and helps students of all reading level with learning their vocabulary terms. They can fill this chart out and continue to add new terms to it as the student reads. This can also be used to assess where a student is on their reading level. The Literary Project: Civil Rights is an artifact that can be a useful resource when teaching Civil Rights and successfully relates to Quality Indicator 5. It includes a variety of strategies that help students to think critically about the text they are reading. The Content Text Set that is included also gives annotations of what the resources are about making it easier to know what each text is about in the artifact. Each strategy includes examples so that its quick and easy to pull out and use. Teaching these strategies will allow a teacher to know what help a student needs and what area they are in on the Blooms Taxonomy.
References Fisher, D., & Frey, N. (2008). Improving adolescent literacy: Content area strategies at work. Upper Saddle River, N.J: Pearson/Merrill/Prentice Hall.
