Main Topic Anchor Chart
Using Academic Language
One artifact that demonstrates my competency with instruction in academic language is the anchor chart I created to teach the students about main topic.
This artifact addresses my competency in using academic language by defining the vocabulary terms “main topic” and key details”, providing a visual graphic, and listing strategies to describe the topic. I used a drawing of a stool with three legs, and introduced students to the concept that the main topic is like the seat of a stool, and the supporting details are the legs that support the stool. Together as a class, we discussed and then defined “main topic” as “what the passage is mostly about.” We then defined “key details” as “information that tells about the topic.” This anchor chart displays my competency with using those vocabulary terms and defining them in a way that students on a first grade level can comprehend. The visual reinforced the concept of support, and then we used a matching visual as a blank graphic organizer when describing the topic and identifying key details.
Impact on Learning
The impact this chart had on student learning was to give them a visual reference to hang in the classroom, help them learn and memorize the vocabulary terms, and provide a visual analogy to help them understand. With the use of this chart as one of my teaching tools, all of my 16 students achieved satisfactory competency with describing a topic on their summative assessment.
Future Modifications
One way that I might modify this artifact for future learning is when I define the terms, instead of telling the students which term goes in the seat and which goes in the legs, I might instead let the students tell me. I would ask them to first define the terms, then think about how details support the topic, and then ask them to consider if “key details” should be on the seat, or on the legs. I believe letting them tell me and getting them to first think about it without being told would lead to even greater comprehension.