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Language Arts Standard 2, March Newsletter

Language Arts Standard 2, March Newsletter

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Published by lcurtin22744

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Published by: lcurtin22744 on Mar 29, 2011
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03/29/2011

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Artifact: Weekly Newsletter (March)
Language Arts Standards 2:
 
All teachers should model effective reading, writing, speaking, and listening skills during theirdirect and indirect instructional activities. The most important communicator in the classroom isthe teacher, who should model English language arts skills.
1.
 
Write a paragraph explaining your knowledge and understanding of the standard ± put thestandard into your own words.
I think this standard wants me to realize that a competent teacher needs to always set an examplefor her students during the school day. Teachers need to appropriately model reading, writing,speaking, and listening skills during all instructional times to be truly effective. It is not enough for ateacher to teach the skills, if they are not modeling them as well. Teachers are one of the mostinfluential people in a young childs life, therefore, it is imperative that the teacher exhibits effectiveEnglish language arts skills whenever they are in front of the students.
2
.
 
Explain how the artifact you chose demonstrates your understanding and application of thestandard.
A
If the artifact has been used in your practice, reflect on how your teaching will change inthe future to further meet the standard.B If the artifact has not been used in your practice, i.e., a class assignment, reflect upon howyour teaching will be impacted by the assignment.
This artifact demonstrates my understanding of the standard because I used appropriate Englishlanguage arts skills when creating my weekly newsletter that is sent home with each of my students.Through the newsletter, I am modeling effective writing skills in the English language they have beenlearning about and I am using them to compose the letter. Students need to be shown examples of the skills they are learning to truly understand the importance behind learning them. Through my

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