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Standard 2 Learning Diffs

The document discusses how metacognitive strategies can support reading comprehension in culturally diverse classrooms by helping students determine meaning from text. Specific strategies like making connections, using context clues, and generating images can help students master common core standards like determining meaning of words and phrases. The response also notes that teachers should learn about their students' backgrounds to best support them, and having students write autobiographies can help while also covering additional standards.

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78 views3 pages

Standard 2 Learning Diffs

The document discusses how metacognitive strategies can support reading comprehension in culturally diverse classrooms by helping students determine meaning from text. Specific strategies like making connections, using context clues, and generating images can help students master common core standards like determining meaning of words and phrases. The response also notes that teachers should learn about their students' backgrounds to best support them, and having students write autobiographies can help while also covering additional standards.

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© © All Rights Reserved
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The standard this artifact best exemplifies is Standard #2: Learning Differences: The

teacher uses understanding of individual differences and diverse cultures and communities to
ensure inclusive learning environments that enable each learner to meet high standards.
Briefly describe the artifact, including when it was created, the purpose and process of its
creation.
This artifact was the second class discussion for week two in EDTP 639. It was
originated September 16, 2015, and was titled Each and every student. The purpose of its
creation was to fulfill a discussion contribution to the prompt How could the use of
metacognitive strategies support reading comprehension in your classroom given the culturally
diverse classes most teachers face today? I studied the topic of metacognitive strategies in
support of reading comprehension in regards to culturally diverse classrooms and prepared the
response that serves as this artifact.
Explain how your artifact demonstrates achievement of the selected standard.

Every individual works in their own unique manner. Teachers cannot realistically teach
each and every student individually; however, they can use differentiated instruction to try to
reach more students at once. If a teacher honestly cares about the success of her students,
differences regarding learning abilities and methods have to be acknowledged and incorporated
into a teachers instructional practice.
Describe how your creation of this artifact has affected your understanding of the
standard, and/or how it may contribute to your effective teaching/learning in the future
related to the InTASC standard.
The creation of this artifact, and the research that went into formulating it, has affected
my understanding of this standard because it explicated the need of offering diverse instruction
to reach more students. Its application will contribute to effective teaching/learning in my future
related to the standard because I will now be more aware of the benefits of teaching in different
means to reach more students.
Given what your artifact demonstrates of your current abilities in comparison with the
selected standard, explain: What do you perceive to be your current strengths related to
the standard? What will you need to improve/learn in order to better embody the selected
standard? If you have ideas on how you may do so, describe them. Note that this
reflection should be on your strengths and weaknesses in relation to the standard, not
your strengths and weaknesses related to the artifact in particular.
My current strengths in comparison with the selected standard are the recognition I
already possess in the awareness of students as individuals and understanding the need for
differentiated instruction. As I have yet to teach in a classroom, I will need to learn how to apply
these strategies effectively, though. Good intentions are one thing, but following through is
another. I will have to constantly monitor my success at applying a diversified instruction, as
well as examine the success of my students in relation to my applications of the standard.

Discussion 2

Language and Diversity


As you review the Common Core State Standards (CCSS), please select a grade level (6, 7, 8) or
grade-level-band (9-10, 11-12) of interest to you. Then select either the Reading Standards for
Literature or the Reading Standards for Informational Text for your review.
How could the use of metacognitive strategies support reading comprehension in your classroom
given the culturally diverse classes most teachers face today? As you review the common core
standards, where do you see evidence that teaching students to use any of the thinking strategies
listed on p. 19 of Plaut's text would be helpful in addressing these content standards. Use
evidence from the texts to support your ideas and remember to respond to at least two of your
colleagues.
The use of metacognitive strategies could support reading comprehension in the classroom, even
with cultural diversity, by using the strategies that work best for each individual student. Not
every student needs to use a particular strategy; to each his own. For example, checking for
understanding[to know] when a reader can tell when they are understanding a text and when
they are confused would be a good strategy to work on with an ESL student (Plaut, 2009, pg.
19). Making connections[with] what they are reading to their own background knowledge
would also be a great strategy to support culturally diverse students with reading comprehension.
In fact, every strategy listed on page 19 of Plauts text can be applied to help a diversified
classroom. The creation of sensory images, asking question, drawing inferences, etc are all
great strategies that can be applied by every student, regardless of ethnicity. Although, each
strategy may need to be tweaked, just a little, to make it personally beneficial for each student.
These strategies can be applied to the Common Core Standards, too, especially in Literacy
standard RL 9-10.4. This standard relates to Craft and Structure and is used to determine the
meaning of words and phrases as they are used in the text, including figurative and connotative
meanings; to analyze the cumulative impact of specific word choices on meaning and tone
(CCSS, 2015). Students may use strategies such as making connections, using contextual clues,
images, and connections, all strategies from Plaut, to help them master the CCSS in Literacy RL
9-10.4 and understand the meanings of words and phrases, etc
We talk a lot about what helps the students learn, but teachers need to learn too. Instructors need
to become familiar with who their students are, where they come from, and what their lives at
home are like. I think it is a good strategy for teachers to ask their students to write some sort of
autobiography at the beginning of a course. Not only does it have the students practice writing
(which will cover additional Common Core Standards such as standards W.9-10A-E), but it also
helps the teacher get to know her students. When a teacher knows the level of success with
English for ESL learners, from examples of the students own writings, he/she will be able to
help them more by concentrating on their proficiencies and where they lack.
References
Common Core State Standards Initiative. (2015). Home | Common Core State Standards
Initiative. Retrieved September 16, 2015, from http://www.corestandards.org/

Plaut, S. (2009). The right to literacy in secondary schools: Creating a culture of thinking. New
York: Teachers College Press.

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