Bondurant-Farrar Community Schools Artifact

Artifact Title: Literacy Visuals

Portfolio Author: Miss. Dohmen

Date: November 9th- 13th

Iowa Teaching Standard #2 Demonstrates competence in content knowledge appropriate to the teaching position.
a. Understands and uses key concepts, underlying themes, relationships, and different perspectives related
to the content area.
b. Uses knowledge of student development to make learning experiences in the content area meaningful and
accessible for every student.
c. Relates ideas and information within and across content areas.
d. Understands and uses instructional strategies that are appropriate to the content area.

I chose this artifact to show:

__X__ growth in this standard
_____ strength and competency in this standard
Evidence to support attainment of this standard:
Description of artifact and how the artifact meets the standard:
This artifact demonstrates competence in content knowledge that includes key concepts, underlying themes,
relationships, and different perspectives related to the content area. These three images consist of our Journeys reading
focus wall, vocabulary clue cards, and guided re-tell cards. I incorporate these visuals around the room to enhance my
whole group and small group reading instruction. These visuals change weekly based on the key concepts and
underlying themes for the weekly objectives. The focus wall includes the targeted reading skill, targeted vocabulary
skill, essential question, anchor text, and spelling words. These visuals help enhance the students learning during
instruction as a useful visual resource.
Reflection on artifact (what went right, what went wrong, how to make better)
These visual posters display important information based on the instruction and assessment. The focus wall poster
includes underlying themes that reoccur every 5 weeks and key concepts of skills and strategies that reoccur throughout
the year. I use these visuals throughout my small group and whole group instruction. I refer to them during instruction to
help students have a visual in their mind. Some of my reading group stations are also designed for students to refer to
these visuals as a resource.
Most of my students are visual learner; therefore, they notice when the posters change every Monday. They are eager to
see the next anchor text, vocabulary skill, reading theme, vocabulary cards, and guided re-tell cards. I also try to use our
vocabulary words in my daily conversations with them or point them out in our read aloud book. It is a great feeling
when a student makes the connection to our underlying theme and key concepts.