Bondurant-Farrar Community Schools Artifact

Artifact Title: Instructional Reading Strategies

Portfolio Author: Miss. Dohmen

Date: October

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:
I demonstrate competence in content knowledge that is appropriate to my classroom teacher position by using
instructional strategies that are appropriate to the content area. This artifact consists of a few different instructional
reading strategies used in our district adopted reading curriculum, Journeys. These strategies are used during my
reading block to help increase fluency rate with my students.
Reflection on artifact (what went right, what went wrong, how to make better)
During our professional development, we had the guest speaker, Wendy Robbison, discuss different instructional reading
strategies to use during our small groups. She discussed how and why these strategies should be used with students to
help build and improve their fluency rates. We also received the opportunity to practice with a partner of how to
implement these strategies into our class as a routine.
In 3rd grade, we focus mainly on fluency during small groups. Our small groups are based on students CBM-reading
fluency scores, so we can target students that need specific help with fluency. Each reading group practices their fluency
by using these strategies, and some group will then transition into comprehension strategies and others spend more time
on fluency strategies. I took the time at the beginning of the school year to set up these important reading strategy
routines within my small groups. I will continue to use them as they benefit the students needs in reading.