Matthew L. Henties
KU Portfolio
Artifact i
Model and apply technology standards as candidate designs, implements and assesses learning experiences/environments to engage students and improve learning; and enrich professional practice. CAEP 1.5
Article I is the e-book and paper that comes from C&T 840: Emergent Literacy and Beginning Reading. We focused on theories and research that supported classroom reading practices for early elementary children. This article specifically demonstrates my ability to apply technology into the classroom and use it to assess and improve student learning.
The goal of the e-book is to improve student fluency by offering a read aloud option for students, word recognition with pronunciations, a glossary all vocabulary words for reference, and guided reading questions to improve comprehension throughout the book. The paper is a guide to why I chose specific details used throughout the e-book.
Throughout the e-book, you will see implemented use of comprehension questions to help highlight important concepts that could be overlooked due to the vocabulary or reading ability of the student. I use various pictures to help students visualize the content. Students were engaged with the subject matter with the comprehension questions and an active response video to the book.
This was one of my favorite piece to create in the program because I was able to use this assignment to connect and engage my students with my writing sample to improve theirs. I used narrative style writing to create 4 different types of hooks to begin a story about a boy named Miles who always seems to be in trouble. He makes his way through the story in and out of detention while doing the things he is forced to do and not complaining. Overall, he makes a friend over a simple bonding experience.
For this assignment I purposely lacked descriptions of the character to keep readers unbiased about Miles, but also wanted to connect with environments many of my students experience.
I wanted to write something my students could demonstrate different ways to begin narrative writing, and show strong characterization through action and narration to connect with my students and improve their writing skills with descriptions and writing techniques. During our reading of Esperanza Rising we follow a narrative about a girl who migrates from Mexico to a labor camp in California. My students wanted to watch the movie after reading, but there has not been one created, yet. Connecting this artifact to the CAEP standards to engage student learning using technology, my students took it into their hands to create a tailer for the "Hollywood productions" to select for the Esperanza Rising movie trailer. An example of one trailer can be seen by clicking the link next to the artifact above.
Artifact iI
