Reflection

Teaching across ECE 323, ECE 322, and CI 633 deepened my understanding of how theory, assessment, and instructional design intersect to create meaningful early learning experiences. In ECE 323: Formative Assessment, I guided candidates in using observation and documentation as ongoing, child-centered tools to individualize instruction. In ECE 322: Early Literacy, I helped candidates integrate the Science of Reading within developmentally appropriate, play-based contexts that emphasize vocabulary development and oral language as foundations for comprehension. In CI 633: Family Engagement, I emphasized culturally responsive, research-informed strategies that build authentic family-school partnerships. Collectively, these experiences strengthened my ability to bridge research and practice, preparing educators to assess with purpose, teach with intentionality, and lead through collaboration.

Artifact

This template was designed to help teacher candidates plan intentional, interactive read-alouds that promote higher-order thinking and vocabulary development. It aligns with the Science of Reading by emphasizing oral language, tiered vocabulary, and comprehension through meaningful dialogue. The artifact demonstrates my ability to design tools that bridge theory and practice, modeling how educators can create language-rich, developmentally appropriate literacy experiences.

The ECE 322 Read-Aloud Planning Template reflects my growth as a reflective practitioner who continually examines how theory informs practice. In designing this tool, I analyzed how intentional questioning, tiered vocabulary, and oral language opportunities shape comprehension and engagement during shared reading. The reflective component built into the template (“What evidence showed students used higher-order thinking?”) models metacognitive practice—not only for teacher candidates but for myself as an instructor—illustrating how reflection drives instructional improvement.

This artifact demonstrates my ability to engage in cyclical reflection: designing, implementing, observing, and refining instructional tools based on student learning evidence. It captures how reflection transforms planning from a procedural act into an inquiry process that deepens understanding of effective early literacy instruction.