PCK final assignment

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Southern New Hampshire University *

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5500

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Communications

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Feb 20, 2024

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docx

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Uploaded by MinisterArtButterfly24

Pedagogical Content Knowledge Assignment I am perusing my certification in EC-6. I hope to continue teaching junior high, specifically 6 th grade Reading Language Arts. The site I found to complete my Pedagogical Content Knowledge assessment is Edutopia.org. The title of the article is 6 Foundational Ways to Scaffold Student Learning by Youki Terada. Here is the link: 6 Foundational Ways to Scaffold Student Learning | Edutopia These 6 tools that are given are to not only help those students who struggle the most but: “ The benefits are hard to ignore: Advanced learners, who may easily grasp the material, will have more durable memories, while struggling students will receive the support, they need to make learning more achievable” The 6 different methods of scaffolding include: 1.Clarity 2.Build Background Knowledge 3.Be Multimodal 4.Use Graphic Organizers and Anchor Charts 5.Use Pre-Lesson Activities 6.Ask Metacognitive Questions This article goes in depth as to how each one of these tools can benefit student learning and retention. Clarity, this concept is to use headings and annotations to direct student attention to key ideas. This allows the students to focus on what they are looking for directly. To scaffold through background knowledge, the article discusses word walls, videos, vocabulary games. This helps students pick up knowledge they know about the topic they didn’t know they already knew. Like background knowledge, being multimodal allows the students to learn in more ways than one. Don’t have them sit at a desk all day copying notes because that will not work for every student. Again, utilize pictures, or play a video about the topic you are about to discuss. This increases student retention to improve content knowledge, and ultimately performance. Using graphic organizers and anchor charts helps students stay organized, allowing their brain to process the information given to them appropriately. If words are scrambled all over the place and they cannot connect to the work they are providing, that is exactly what is going on inside their heads. Pre- lesson activities help students spark their curiosity, organize their thoughts, and help them search for the correct answer. Lastly, asking metacognitive questions allows students to slow down their learning and not overflow their heads with too much information. Asking questions like “"What stands out?" rather than letti ng students do the asking, it can inadvertently send the signal that there is something you’ve already noticed, as a teacher, and you want to know if they see it too.

After reading this article, it gave me great insight as to how many ways I can scaffold that will help students at all levels. This article wasn’t designed to target one audience, but a pleather of them. This allows me to teach and interact with all my students so that I may see who has different learning abilities. Some of these coexist with each other but are still different, I don’t see how I can’t use multiple tools in one day to target all my students. This method can be implemented in all my lessons and for every grade I end up teaching. There is no limit to scaffolding and the only thing I can get from it is benefiting the students learning. Below is an academic language list that is needed in a 6 th grade Reading Language Arts classroom. Beside the list are reasons these words are crucial and beneficial. Academic Language Vocabulary The importance of Academic Language Vocabulary 1. Author’s Purpose Knowing the purpose or intent the writer has for creating the piece of work helps the reader evaluate the piece of work better. The author’s purpose is composed of persuade, inform, and entertain. Without the knowledge of why the author wrote the text, students won’t be able to comprehend the text. 2.Background Knowledge Background knowledge is essential for reading comprehension, the ability to understand what you are reading. The more you know about a topic, the easier it is to read a text, understand it, and retain the information. 3. Analyze Every student needs to learn the ability to analyze a text. In Reading Language Arts, students must learn to analyze written text, visual text, dialogue between multiple characters, etc. 4. Genre Identifying the genre of a text is important so students will be able to predict some of the content and language that will be used in it. Predicting language is a technique that is used a lot when reading and which enables us to become proficient readers. Reading Language Arts is all about genres and depending what genre you are reading can determine how you analyze the text. 5. Effect This word is very important because it is in fiction and nonfiction literature. Before every effect, there is a cause in the article, passage, story, etc. It shows the connections between a result and the events that preceded it. This forces the students to need to be able to understand the passage, so they can see the cause and effect of the piece of

literature. 6. Evidence Reading Language Arts is tied hand in hand with writing. Students must write an essay as part of their STAAR test. Part of the essay MUST include evidence from the text to support student’s answers. Knowing what to put in an essay is crucial. Questions on the STAAR test do ask evidence needed questions and that is also essential for students to read and comprehend why certain pieces from the text are considered evidence and not just a sentence from the passage. 7. Identify Identify is the act of recognizing, pointing out, or determining the essential characteristics, key points, or main ideas of a text or a specific section of a text . Students learn in Reading Language Arts to identify characters, main ideas, plot, text structure and many more. 8. Informational Text Students are required to analyze informational texts in Reading Language Arts. When you can analyze informational text, you are able to identify the thesis statement/controlling idea, topic, topic sentence, and the reasons that explain/support the topic. 9. Text Structure Students are required to learn the text structure in Reading Language Arts and analyze them. There are multiple types of text structure; description, cause and effect, compare and contrast, problem and solution, and sequence. It is important because it help students focus attention on key concepts and relationships, anticipate what is to come, and monitor their comprehension as they read .

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