Creating and Developing My Professional Development Quest Portfolio Michael Bohannan National University Domain A: Making Subject Matter Comprehensible to Students

Table of Contents Making Subject Matter Comprehensible to Students Artifact: Teacher Evaluation Comments Artifact: Venn Diagram Artifact: Literature Review

Domain A Making Subject Matter Comprehensible to Students TPE 1A: Teaching English Language Arts in a Multiple Subject Assignment Ability to teach State adopted content standards Understand how to deliver a comprehensive program of systematic instruction in word analysis, fluency, and systematic vocabulary development; reading comprehension; literary response and analysis; writing strategies and applications; written and oral English Language conventions; and listening and speaking strategies and applications Know how to strategically plan and schedule instruction to ensure that students meet or exceed the standards Create a classroom environment where students learn to read and write, comprehend and compose, appreciate and analyze, and perform and enjoy the language arts

Domain A (continued) Making Subject Matter Comprehensible to Students TPE 1A: Teaching English Language Arts in a Multiple Subject Assignment Understand how to make language (e.g., vocabulary, forms, uses) comprehensible to students Understand how to use instructional materials Teach students how to use visual structures Know how to determine the skill level of students through the use of meaningful indicators of reading and language arts proficiency prior to instruction, how to determine whether students are making adequate progress on skills and concepts taught directly, and how to determine the effectiveness of instruction and students’ proficiency after instruction.

Student Teaching Observation - USP “Michael communicates clearly and effectively with the students. His instruction includes interesting and effective lessons.” - Dr. Joyce Byrne, Univ. Support Provider

Student Teaching Observation - SSP “Mr. Bohannan takes advantage of instructional time. He is able to keep students engaged while providing a variety of methodology including technology-based instruction.” - Janet Estrada(Site Support Provider) “Michael takes students’ interests, abilities and backgrounds into consideration when providing instruction. He does a great job involving students in subject discussions.” - Mrs. Urias (Site Support Provider)

Vocabulary Teaching Tool – Venn Diagram There are many tools available to assist us in teaching students. Below is an example of a Venn diagram. This allows us to compare subjects.

Literature Review Author: Thomas G. Gunning Title: Creating Literacy Instruction for All Students Year: 2010 Seventh Edition Chapter 11: Approaches to Teaching Reading, Pages: 472-505

Literature Review Main Idea Supporting Evidence Understand how to deliver a comprehensive program of systematic instruction in reading comprehension; literary response and analysis. (TPE 1A) “One of the most important tasks in structuring a literature-based program is choosing the books. If the program is to be schoolwide or districtwide, teachers at each grade level should meet and decide which books might be offered at that level. Quality and appeal of the materials must be considered” (Gunning, 2010, p. 485). “Programs such as Breakthrough to Literacy and Lightspan make heavy use of technology. In addition to computerized lessons, Breakthrough to Literacy includes big books, pupil books, and take-home books” (Gunning, 2010, p. 479). “Reading programs vary in the rate at which they introduce skills, the number of words they introduce, and the amount of practice they provide” (Gunning, 2010, p. 478).

Literature Review continued Main Idea Supporting Evidence Create a classroom environment where students learn to read and write, comprehend and compose, appreciate and analyze, and perform and enjoy the language arts (TPE 1A) “At the heart of the reading workshop is the time when students read self-selected books, respond to their reading, or engage in group or individual” (Gunning, 2010, p. 488). “Serafini (2006) uses read-alouds of literary selections to prepare his students for reading. Read-alouds are used to demonstrate fluent reading, key strategies, ways to respond to others in discussions, and ways to listen to and talk about literary selections ” (Gunning, 2010, p. 488). “Workbooks have both management and instructional roles. Students can work in them independently while the teacher meets with a small group or individual students” (Gunning, 2010, p. 478).

References Estrada, J.(2013). SSP Student Teaching Observation. Urias, (2013). SSP Student Teaching Observation. Byrne, J. (2013). USP Student Teaching Observation. Gunning, Thomas G. (2010). Creating Literacy Instruction. (8th ed.). United States: Pearson