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Content Knowledge
Ashley LeGrand
Regent University

In partial fulfillment of UED 495 Field Experience ePortfolio, Fall 2015

Introduction

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When assuming the role as a lead teacher, it is important to make sure the teacher
is aligning the content knowledge with the standards given by the department of
education, which is standardized by the state. Starting with the end goal in mind is the
best way to teach lessons; this concept allows the teacher to teach the content that is
necessary and standard. Turning the content knowledge into learning targets can help the
students understand what needs to be achieved. This can be managed in the classroom, by
placing a learning target section on the white board. The teacher can be sure that the
learning targets are written correctly according to the lessons administered on a weekly
basis. The targets can be written in a I can format, so the students are able to
understand what their ultimate learning goal for achievement is.
Rationale for Selection of Artifacts
For my first artifact, I decided to choose a standardized lesson plan that was given
to the fifth grade Reading teachers in a collaborative lesson plan meeting. One day at the
beginning of each week, the fifth grade teachers meet to go over lesson planning for the
following week. Before the school year began, the Reading specialists got together and
chose an appropriate curriculum that aligns with the standards given by the state. At each
meeting, the Reading specialists segment lessons and present each lesson for Reading and
Writing for each day of the following week, and they explain what needs to be taught and
how the content needs to be taught.
My standardized lesson plan is in the subject of Writing. The standards are aligned
to the content. I have also listed I can statements that were put on a white board, so the
students understood their learning targets. Two I can statements aligned with SOL

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standards are: I can use information collected on my graphic organizer to help write a
summary of nonfiction text. I can paraphrase information, so that ideas are in my own
words. The standards from the Virginia Department of Education are, ELA 5.6.7
Summarize a nonfiction reading selection, using important supporting details. ELA 5.7.1
Produce clear and coherent writing in which the development and organization are
appropriate to task, purpose, and audience (Virginia Department of Education). These
standards are properly aligned with the I can statements, so hands-on activities are
administered in the classroom that reflect the standards that need to be mastered in the
classroom.
The second artifact I have chosen is the graphic organizer we used
to write my modeled summary about gravity with the main idea and supporting details.
There is also another graphic organizer that has the main idea and supporting details
about free falling. The students had to use that graphic organizer to create their own
summary with that specific topic, main idea, along with the supporting details. The
students did a thorough job with their summaries, and I was very impressed when some
of them volunteered to read their summary paragraphs aloud.
When teaching a standard, it is important to ensure that the lesson
is tailored to the students interests. We read a scientific textbook called Forces of Motion.
I could have chosen any page in the textbook to model how to find a main idea statement.
During small group, I remember some of the students holding conversations about a local
place down at the beach called iFly. iFly is an indoor skydiving arena. Listening to my
students interests and knowing what they enjoy helped me make my lesson. Knowing the
age levels, cultures, and interests will improve the academic progress in the classroom.

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Reflection on Theory and Practice

Regent University has taught and showed me how to take the Standards of
Learning from the Virginia Depart of Educations website, and use the standards to create
my own lessons and unit in all of my classes. The best way to do this is to pick the
subject, look at the standards, and start with the end point of what needs to be learned
when writing a lesson. According to Creating Literacy Instruction for all Students,
providing clear goals and tracking students are two of the most essential elements in an
effective program (Instruction for All Students).
While attending Regent University, I have also learned the importance of building
a sense of community within the classroom. While the Standards of Learning and
learning targets are the foundation to instruction, motivating the students and building a
sense of community will make literacy effective. To motivate exemplary writing skills
amongst learners, a teacher needs to meet the needs of the students, create routines and
procedures for organizational purposes, praise and reinforce if the students are on track or
off track, keep the students engaged, use hands-on manipulates, and maintain a place of
instruction that is engaging (Gunning, 2013).
References
Gunning,T.(2013).13CreatingandManagingaLiteracyProgram.InCreatingLiteracy
InstructionForAllStudents(Eighthed.,p.P.530).UpperSaddleRiver,NJ:
PearsonEducation.

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VirginiaDepartmentofEducation(2015).StandardsofLearning.Richmond:
Authors.