Ptasienski 1

Lindsay Ptasienski
Reflective Statement

Artifact: Trophies Decoding Activity

Language Arts Standard 2

All teachers should model effective reading, writing, speaking, and listening skills during their
direct and indirect instructional activities. The most important communicator in the classroom is
the teacher, who should model English language arts skills.
2A. knows and understands the rules of English grammar, spelling, punctuation, capitalization,
and syntax for both written and oral contexts.
2B. understands how to communicate ideas in writing to accomplish a variety of purposes.
2D. reads, understands, and clearly conveys ideas from texts or other supplementary materials.
2E. writes and speaks in a well-organized and coherent manner that adapts to the individual
needs of readers/listeners.
2H. listens well.

1. Fully state the standard in bold text. Then write a paragraph explaining your knowledge and
understanding of the standard—put the standard into your own words.

This standard is about how I, as a teacher, will model reading, writing, speaking, and listening

well to my classroom during our immediate instructional activities, and informally as well. I will

know and demonstrate the rules of English grammar, spelling, punctuation, capitalization and

syntax in instances where I am writing as well as speaking. I will use writing, reading, and

writing within the classroom to achieve many different purposes. Not only will I utilize speech,

writing, and writing, but I will also remain a good listener to my students so that I may

understand their needs, wants, and excitement about learning.

2. Explain how the artifact you chose demonstrates your understanding and application of the
standard.

I chose this artifact because this chart is something that my class and I complete together each

and every morning. The chart is based off the book that we will be reading in class each day.

We read the chart aloud. We break the words down into blends and we identify literary rules as

we go, such as, “bossy ‘e’ makes a say his name.” As we identify these rules, I write them up on

the board on each word so that the students can be reminded of the words and blends.
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Throughout this activity I must be listening to the students to see which words are giving them

trouble, which blends they need more practice with, and which words they are skipping over. By

listening, I then can target student areas of weakness and address those issues right then and

there. Not only that but I am orally using English properly while I am at the board. The students

hear the pronunciation of each word correctly as they read the words themselves.

3. A If the artifact has been used in your practice, reflect on how your teaching will change in
the future to further meet the standard.
B If the artifact has not been used in your practice, i.e., a class assignment, reflect upon how
your teaching will be impacted by the assignment.

This artifact has been used in my practice. In the future my teaching will change in the future to

further meet this standard in the area of writing. Currently, I do not have the students writing

after doing this activity, but it may be helpful for me to have a list of words that reinforce some

of the rules that we review as a class, so that the students practice the blends that are in each set

of words. Not only that, but I can develop writing activities that include those words. With

other activities as well, I need to develop activities that will better help my students write

descriptively, persuasively, explanatorily, and in narrative form as well.

4. Conclude with a paragraph discussing how you are more prepared to Teach and Learn in a
Diverse Society as a result of satisfactorily meeting the standard.

I am more prepared to teach and learn in a diverse society as a result of satisfactorily meeting

this standard because I now understand the importance of modeling the English language to my

students. When I do so, it better prepares them for reading, writing, and communicating in the

real world. As I perfect my English in the classroom, the students will better understand the

communication code. In areas where dialects are prominent., the students will also understand

what school-code is, and they will better be able to code-switch for educational or more

professional situations. My model as a teacher goes a long way for my students. They are
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watching every move I make and listening to my direct instruction, so they should be receiving

true English instruction as well through my reading, writing, as well as my orally

communication.