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Reflective Statement For LAS #2
Reflective Statement For LAS #2
Reflective Statement For LAS #2
demonstrating proper reading, writing, speaking, and listening skills as the classroom instructor.
These skills can be explicitly demonstrated through instructional activities on how to read and
write. However, these skills can also be indirectly taught by simply speaking in front of the class
in addition to clearly listening to the students’ opinions and thoughts. Without demonstrating
these skills as the classroom leader, students will not necessarily ever learn how to effectively
communicate by conveying their ideas through reading, writing, speaking, and listening.
Furthermore, as always, it is also important to consider the variety of students’ needs in order to
model these English language arts skills in a way that will benefit each individual student.
For this standard, I chose to use a lesson plan on blending letter sounds as the artifact to
demonstrate my understanding and application of the standard. This artifact clearly demonstrates
how to “model the rules of English grammar, spelling, punctuation, capitalization, and syntax in
both written and oral contexts.” In this lesson, students practice blending word parts together to
form new words as well as practice reading words with l-blends. Blending letter sounds is a
necessary skill to learn in order to effectively convey ideas through both writing and speaking.
Furthermore, this artifact not only exhibits how to “write and speak in a well-organized and
coherent manner that adapts to the individual needs of readers and listeners,” but it also shows
how to “express ideas orally with explanations, examples, and support in a clear, succinct style.”
In fact, students are given the opportunity to practice expressing their own ideas through
examples by brainstorming a list of words that begin with pl, fl, or bl. Although I have used this
artifact in practice, my teaching will change in the future to further meet this standard by
differentiating the instruction more to address the learning needs of all students. Scaffolding the
material further would significantly benefit a diverse student population and would in turn
demonstrate effective reading, writing, speaking, and listening skills more effectively for each
individual student.
speaking, and listening skills for students with various learning needs, I feel more prepared to
teach and learn in a diverse society. ‘Diverse’ can be defined in multiple ways. For one, it can be
interpreted as an ethnically and racially diverse environment. With an ethnically and racially
backgrounds during instructional planning to help adapt lessons to best fit their needs for
developing effective reading, writing, speaking, and listening skills. ‘Diverse’ can also be
have demonstrated how to incorporate each of these English language arts skills into the
classroom instruction to appeal to students’ diverse learning styles and performance preferences.
While some students may need to develop their reading skills further, other students may need to
improve their speaking skills. It is necessary to consider how to address this variety of student
learning needs through whole-class instruction. This will prepare me as a prospective teacher to
provide the best education for a diverse group of students. I look forward to using this
knowledge in my future and am confident that my future experiences will further build upon