Standard 1: Candidates demonstrate knowledge of major theoretical, conceptual, historical, and evidence-based foundations of literacy and language, the ways in which they interrelate, and the role of the reading/literacy specialist in schools.
Coach/Specialist Interview: https://docs.google.com/document/d/17aFfDA52IG3GF0YQOXPxLHlUoXWNoDVSpHCEkULyLQI/edit
For this assignment, we were asked to interview a literacy specialist and/or coach to better understand them and their role in the school.
Research Powerpoint: https://docs.google.com/presentation/d/19N8vnP5Y1-CBJ4HSFf39KwBAKKigsv9YHjWpl6JvCak/edit
This powerpoint was created to present the research findings of children with ASD.
Rationale: The Coach/Specialist Interview helped me to better understand the “role of a literacy specialist/coach” in the school setting. This helped me to better understand what to expect as a reading specialist/coach. The Research Powerpoint required me to “demonstrate knowledge of major theoretical, conceptual, historical, and evidence-based foundations of literacy” through thorough research and examination of what my partner and I discovered.
Standard 2: Candidates use foundational knowledge to design literacy curricula to meet needs of learners, especially those who experience difficulty with literacy; design, implement, and evaluate small-group and individual evidence-based literacy instruction for learners; collaborate with teachers to implement effective literacy practices.
Modified Lesson Plan: https://docs.google.com/document/d/1PeCIy2peB30o0F7zyCFsAimzEP7JDWmA/edit
The link provided will take you to a modified lesson plan designed to account for one EL in your class at Starting (level 1) language proficiency and two EL’s in your class at Developing (level 3) language proficiency.
Literacy Tutoring Plan: https://docs.google.com/document/d/105mFEED4Eqy70-qLc8dhfoTZDjDv7A7VJMB4F9UpCxY/edit
The link provided will take you to five lesson plans that were completed over the course of one semester. These lesson plans include what happened in the lesson as well as my personal reflection to how the tutoring went.
Rationale: Both of these artifacts represent my ability to “design literacy curricula to meet the needs of learners.” In both of these lessons, I was required to create a plan that best met the needs of those particular learners.
Standard 3: Candidates understand, select, and use valid, reliable, fair, and appropriate assessment tools to screen, diagnose, and measure student literacy achievement; inform instruction and evaluate interventions; assist teachers in their understanding and use of assessment results; advocate for appropriate literacy practices to relevant stakeholders.
Case Study: https://docs.google.com/document/d/1O282k-AR4TKyaCTviPFEidVZP1Cv1aOA/edit
Over the course of an entire semester I tutored an instructional beginner level reader. We worked on fluency, word work, comprehension, and writing. Once tutoring was completed, I took the pre and post assessment information to complete a Case Study to show the growth of the student and where this student lies developmentally compared to their peers.
Assessment Assignment: https://docs.google.com/document/d/1NztHuhAS20LZgqRVD8-0XuJMJi1Yb1O7WB_a-GNFxKY/edit
For this assignment, I was asked to look over a class overview of assessment data. With that data, I was asked to put the students into instructional groups.
Rationale: Both of these assignments required me to “understand, select, and use valid, fair, and appropriate assessment tools to screen, diagnose, and measure student literacy achievement.” I learned what specific information to look for when administering and reviewing assessment data. I learned the relevance and significance of progress monitoring and using assessment results to drive instruction.
Standard 4: Candidates demonstrate knowledge of research, relevant theories, pedagogies, and essential concepts of diversity and equity; demonstrate an understanding of themselves and others as cultural beings; create classrooms and schools that are inclusive and affirming; advocate for equity at school, district, and community levels.
Teaching Demonstration: https://docs.google.com/presentation/d/1UGoGpD_jrKPMuzEU5MK-U4tZE5jHuk0Dg0-hQ-MstTU/edit#slide=id.p
Using our 50 Strategies for Teaching English Language Learners, this assignment required us to create a professional development presentation to provide a specific strategy to reach our ELL students.
Cultural Self-Reflection: https://docs.google.com/document/d/1GdxCuUGsxrrMnWIxhBlYhfWQVj13smLgzFp26lIFZsE/edit
This personal reflection asked us to reflect on our own personal culture competence and if we are actively incorporating culture into our classrooms.
Rationale: Both of these assignments required me to “demonstrate knowledge of essential concepts of diversity and equity.” For the Teaching Demonstration, we were asked to look through the lens of an EL student to better help teachers differentiate their instruction to them. For the Cultural Self-Reflection, I was asked to “demonstrate an understanding of themselves and others as cultural beings.” It stressed the importance of creating a welcoming and accepting classroom environment.
Standard 5: Candidates meet the developmental needs of all learners and collaborate with school personnel to use a variety of print and digital materials to engage and motivate all learners; integrate digital technologies in appropriate, safe, and effective ways; foster a positive climate that supports a literacy-rich learning environment.
Letter to the Editor: https://docs.google.com/document/d/1nokIDs-T3Jf2hYWDxnbKdD0kiijqxYLX4zp6dw4Prjs/edit
For this assignment, I was asked to review a textbook and write a letter to the editor addressing the text’s strengths and concerns.
Text Set: https://docs.google.com/document/d/1WkF-PRENRwM-43plMUF6BP5C7FpPFBJNqPbwTE852oA/edit
For this assignment, we were asked to choose an SOL and create a text set of below, on, and above grade level to promote a literate environment.
Rationale: Both of these assignments “support a literacy-rich learning environment” because it requires the teacher to ensure that all students are able to read books at their independent level. The letter to the editor required us to look through the lens of a student in that particular grade level to ensure that the text is appropriate for the students.
Standard 6: Candidates demonstrate the ability to be reflective literacy professionals, who apply their knowledge of adult learning to work collaboratively with colleagues; demonstrate their leadership and facilitation skills; advocate on behalf of teachers, students, families, and communities.
Literature Review and Research Proposal: https://docs.google.com/document/d/1huEgdtttXDail_NZctaCNn42H1I8qvKHZDWnfe0BNH4/edit
For this assignment, my partner and I chose a topic that we were passionate about to research and wrote a literature review and research proposal on the subject.
Literacy Plan: https://docs.google.com/document/d/15o7p64_7wgnt7_xaB3kzHinOT-Wuyz9O8EIONICBz18/edit
For this assignment, my group and I were asked to collect data from a school to determine its literacy needs. We identified a particular solution that would benefit the needs of the school.
Rationale: For both of these assignments, I was asked to “advocate on behalf of teachers, students, families, and communities” because these assignments required research skills and the ability to determine the needs of the students. The Literacy Plan gave me the opportunity to go through and deeply analyze a school’s data to determine a solution that would better help the teachers remediate the students.