Mentor/s
June Cahill
Participation Type
Poster
Abstract
In the TCAPC, I demonstrated strategies to make complex text accessible to a fourth grade class of 18 students. As a student teacher, I supported their learning in terms of reading, writing, and use of academic language. This consisted of contextualizing, planning and preparing, instructing, assessing and reflecting. Due to a Literacy crisis around the world, I tested out research based teaching strategies to effectively teach my students. My central theme was understanding point of view within a text, and I focused on utilizing the gradual release of responsibility throughout my lesson planning and instructing. In the end I was able to pinpoint the key moments of the lesson segment that benefited my students, while also figuring out what I could do better next time. The class was able to prove their understanding of the narrator's point of view and their feelings expressed throughout the given story. This was a learning process for both me and the students, and as a teacher candidate I will continue to question what I could do better in future lessons.
College and Major available
Education BA/BS
Academic Level
Undergraduate student
Location
Digital Commons & West Campus West Building University Commons
Start Day/Time
4-25-2025 12:00 PM
End Day/Time
4-25-2025 2:00 PM
Creative Commons License
This work is licensed under a Creative Commons Attribution-Noncommercial 4.0 License
Prize Categories
Most Scholarly Impact or Potential, Best Visuals, Most Creative
Gradual Release of Responsibility
Digital Commons & West Campus West Building University Commons
In the TCAPC, I demonstrated strategies to make complex text accessible to a fourth grade class of 18 students. As a student teacher, I supported their learning in terms of reading, writing, and use of academic language. This consisted of contextualizing, planning and preparing, instructing, assessing and reflecting. Due to a Literacy crisis around the world, I tested out research based teaching strategies to effectively teach my students. My central theme was understanding point of view within a text, and I focused on utilizing the gradual release of responsibility throughout my lesson planning and instructing. In the end I was able to pinpoint the key moments of the lesson segment that benefited my students, while also figuring out what I could do better next time. The class was able to prove their understanding of the narrator's point of view and their feelings expressed throughout the given story. This was a learning process for both me and the students, and as a teacher candidate I will continue to question what I could do better in future lessons.
Students' Information
Kathleen Plitt, Interdisciplinary Studies, Honors Student, Class of 2025