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Danielle Vetesnik Artifact Title: Comprehension Belief Reflection, Belief Reflection Rubric Date: December 4, 2013

Artifact description: The artifact 1.1 is a comprehension belief reflection that I wrote stating my beliefs about the importance of reading comprehension and effective strategies to teach reading comprehension along with evidence from different resources. Artifact 1.2 is a belief reflection rubric from my professor. The rubric shows that my paper was exceptional in all areas. Wisconsin Teacher Standard Alignment Standard 1: Teachers know the Subjects they are Teaching. The teacher understands the central concepts, tools of inquiry, and structures of the disciplines she or he teaches and can create learning experiences that make these aspects of subject matter meaningful for pupils. The artifacts demonstrate my competency in this standard because I was able to use resources to extract and articulate research on comprehension, describe the central focus of comprehension, and relate my observations and experiences of teaching comprehension strategies to the research. This comprehension belief reflection helped me understand the goals and outcomes of teaching comprehension strategies. Furthermore, artifact 1.1 helped me identify readers that struggled with comprehending what they read and then recognize an appropriate strategy to help them gain the tools to comprehend better when reading.

As a result of these experiences, I realize how important reflections on teaching strategies are that includes supporting evidence. They help assimilate what I read into real life situations with students needing different strategies to move forward academically.

UW Platteville knowledge, skills, disposition, alignment This experience best aligns with KSD1.a. Demonstrating Knowledge of Content and Pedagogy The candidate displays extensive content knowledge of his/her subject areas and demonstrates a continuing search for new content knowledge, resources, and best instructional practices, while understanding student diversity and student misconceptions and misunderstandings as key to the teaching process. Artifact 1.2 displays my knowledge of reading comprehension. Artifact 1.1 demonstrates my understanding of reading comprehension and in the paper I explain how I have used it during my placement in the guided reading and the L.L.I group that I taught. As a result of these experiences, I understand that there are many different resources that identify and explain best instructional practices. As a prospective educator it is important to always search for new ways to teach subject areas because every student will learn and develop differently and may need a different strategy taught to him/her.

Secondary KSDS KSD1.e. Designs Coherent Instruction KSD3.c. Engages Students in Learning Personal Reflection What I learned about teaching/learning: Through this experience I have found that relating the strategies to my L.L.I. and guided reading group helped me make a better connection to the information I read about reading comprehension. I understand now why it is so important to have research to back up your teaching strategies, for example, a principal or parent could ask, Why do you ask questions before you read every book? Therefore, I could confidently tell him/ her I am activating prior knowledge and research shows that when readers think about what they already know relating that knowledge to the text, helps them assimilate new information.

From this experience, I learned that by utilizing different resources it will benefit my students and me greatly because I will understand what I am teaching better, and my students will experience meaningful lessons with strategies to help them become better readers overall. What I learned about myself as a prospective educator: As a result of this experience, I will become a better teacher because I understand that doing research on concepts I am teaching is essential to fully understanding the strategies and reason that back up how we are teaching our students. I understand now that activating prior knowledge, making predictions, and using beginning middle and end sheet are just a few examples for students to become better at reading comprehension; furthermore, these strategies will help readers to develop a higher-level of thinking. As a result from this experience, I feel confidant creating learning experiences that are meaningful and will connect with students individually and as a whole group. There are so many reliable sources I will be able view that will better my instruction but more importantly better my students learning experiences.

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