Name: Patricia Edwards
IRA STANDARD / Artifacts / Rationale /1. Foundational Knowledge. Candidates have knowledge of the foundations of reading and writing processes and instruction. As a result, the candidates:
1.1 Demonstrate knowledge of psychological, sociological, and linguistic foundations of reading and writing processes and instruction. / RE 5100 Mid-Semester Exam / This exam describes the acquisition of beginning language, reading, and writing. Assessments strategies are used to facilitate responsive instruction. The causes of early reading difficulties and responsive instruction to the difficulties are addressed.
1.2 Demonstrate knowledge of reading research and histories of reading. / RE 5100 Mid-Semester Exam
RE 5100 Final Essay / The exam addresses the process of acquiring language and learning to read with the perspective of culture and history. The essay also describes the acquisition of language with an in-depth look at the orthographic and phonological processors and the stages of reading development.
1.3 Demonstrate knowledge of language development and reading acquisition and the variations related to culture and linguistic diversity. / RE 5100 Mid-Semester Exam
RES 5535 Summative Self-Critique / The exam describes vernacular dialect relationships to literacy development and how professionals should facilitate the development of language and reading acquisition. The self-critique addresses the differences of literacy learning among cultures as strengths instead of a deficit.
1.4 Demonstrate knowledge of the major components of reading (phonemic awareness, word identification and phonics, vocabulary and background knowledge, fluency, comprehension strategies, and motivation) and how they are integrated in fluent reading. / RE 5725/5531 Case Study Summary Report
RE 5715 Final Exam / Through practical experience, this summary paper addresses assessment, projected instructional goals and instructional efforts of the child tutored in order to help them become a fluent reader. The exam demonstrates theory based methods for addressing the major components of reading and how all need to be considered in order to determine instruction.
Standard 2. Instructional Strategies and Curriculum Materials. Candidates use a wide range of instructional practices, approaches, methods, and curriculum materials to support reading and writing instruction. As a result, the candidates:
2.1 Use instructional grouping options (individual, small-group, whole-class, and computer based) as appropriate for accomplishing given purposes. / RE 5725/5531 Instructional
Strategies for Classroom Use
RE 5725/5531 Practicum Case Study / Theoretical knowledge and practical experience were used to implement reading instruction strategies and grouping options. The practical experiences of individual tutoring led to greater knowledge of correcting areas of literacy weakness. This experience fostered the in-depth knowledge of the importance of instructional groupings within the regular classroom. The paper addresses how grouping students can be accomplished.
2.2 Use a wide range of instructional practices, approaches, and methods, including technology-based practices, for learners at differing stages of development and from differing cultural and linguistic backgrounds. / RE 5111
trishstechnology.blogspot.com / This blog is a multimedia reflection that describes technology- based approaches and methods that can be used in the classroom. The practices that are included are: voicethread, podcasting, interactive whiteboard, Animoto, photo story, class writing blog and Edmodo. Each of these technology-based practices deal with 21st Century Technology that students will encounter. Through the use of video, music, social interaction and writing, students are motivated and inspired to reach literacy goals that go beyond the traditional classroom.
2.3 Use a wide range of curriculum materials in effective reading instruction for learners at different stages of reading and writing development and from different cultural and linguistic backgrounds. / RE 5140 Inquiry Project
RE 5140 Reading Logs
RES 5535 Blog Post-Storytelling / These artifacts demonstrate different ways to respond to literature and engage students. The blog post adheres to the multicultural perspective and global themes and literature that can be used. The inquiry projects details the effects of literary borrowing among students when children’s literature is used to teach writing. Through the use of literature content learning, different genres and collaborative literacy instruction, students understand the diverse world in which we live.
Standard 3. Assessment, Diagnosis, and Evaluation. Candidates use a variety of assessment tools and practices to plan and evaluate effective reading instruction. As a result, candidates:
3.1 Use a wide range of assessment tools and practices that range from individual and group standardized tests to individual and group informal classroom assessment strategies, including technology-based assessment tools. / RE 5725/5531 Instructional
Strategies for Classroom Use
RE 5725/5531 Practicum Case Study / Literacy levels of students can be accessed through, word recognition test, oral/silent reading (Informal Reading Inventory), comprehension, fluency and a spelling inventory. The results are interpreted and instructional plans are based on these results.
3.2 Place students along a developmental continuum and identify students’ proficiencies and difficulties. / RE 5725/5531 Practicum Case Study / Literacy levels were assessed and interpreted. Instructional plans were based on these assessments. Research based strategies were used during instruction and reflection after each lesson led to deeper understanding of how to adapt instruction for the student.
3.3 Use assessment information to plan, evaluate, and revise effective instruction that meets the needs of all students including those at different developmental stages and those from diverse cultural and linguistic backgrounds. / RE 5725/5531 Instructional
Strategies for Classroom Use
RE 5725/5531 Practicum Case Studies
RE 5100 Mid-Semester Exam / The exam led to the understanding of the developmental process of reading and differences of literacy learning among cultures. This knowledge was used during the practicum to form responsive instruction. By using the two case studies, instructional strategies for the classroom were developed which are researched based.
3.4 Communicate results of assessments to specific individuals, (students, parents, caregivers, colleagues, administrators, policymakers, policy officials, community, etc.). / RE 5725-5531 Practicum Case Study Letter / This letter communicates instructional reading level, strengths and weaknesses, instructional strategies used, and goals to help facilitate further literacy development.
Standard 4. Creating a Literate Environment. Candidates create a literate environment that fosters reading and writing by integrating foundational knowledge, use of instructional practices, approaches and methods, curriculum materials, and the appropriate use of assessments. As a result, candidates:
4.1 Use students’ interests, reading abilities and backgrounds as foundations for the reading and writing program. / RE 5140 Inquiry Project
Re 5140 Literature in the Classroom
RE 5111 Mrsedwardsclass.blogspot.com / Students were able to choose their own poetry topics to write about in their own poetry notebook. Poems and a novel were used to tap into the students interests and to give them a model in which they could borrow to create their own poetry. A short animoto video was created and downloaded to the class blog, where students could share their poetry.
4.2 Use a large supply of books, technology-based information, and non-print materials representing multiple levels, broad interests, cultures and linguistic backgrounds. / RE 5140 Inquiry Project
Re 5140 Literature in the Classroom
RE 5111 mrsedwardsclass.blogspot.com / A multiple of poetry books were used during the Inquiry Project. Students were exposed to many forms of poetry along with poetry elements. Students were exposed to many nonfiction topics with books written by Gail Gibbons. The class blog allowed the students to write reflections about reading and writing experiences.
4.3 Model reading and writing enthusiastically as valued life-long activities. / RE 5140 Inquiry Project
Re 5140 Literature in the Classroom
RE 5111 Mrsedwardsclass.blogspot.com / During the inquiry project reading students were exposed to the genre of poetry and the many forms it can take through read aloud by the teacher. The students were given their own poetry notebooks to write in.
Students were able to appreciate authors and illustrators by studying their lives and work. Students were able to identify with the writing process of authors.
4.4 Motivate learners to be life-long readers. / RE 5140 Inquiry Project
Re 5140 Literature in the Classroom
RE 5111 Mrsedwardsclass.blogspot.com / Through the study of poetry, students learned about literary elements and different types of poetry (alliteration, free verse, concrete poetry, imagery, onomatopoeia, repetition, rhyme and simile)
Standard 5. Professional Development. Candidates view professional development as a career-long effort and responsibility. As a result, candidates:
5.1 Display dispositions related to reading and the teaching of reading. / RE 5725/5531 Instructional
Strategies for Classroom Use
School Website-Philosophy of Language Arts Link / I created a link to my school website which details my philosophy of language arts instruction. By using Livebinders, I was able to link to articles and videos which support research based teaching.
5.2 Continue to pursue the development of professional knowledge and dispositions. / RE 5725/5531 Instructional
Strategies for Classroom Use
RE 5725/5531 Practicum Case Study / I will facilitate the Professional Learning Community for my grade level. Currently we are working on administering a spelling inventory in order to form instructional spelling groups. I will assist in using the data from the assessment to help form groups that will best meet the needs of the students.
5.3 Work with colleagues to observe, evaluate, and provide feedback on each other’s practice. / RE 5725/5531 Instructional
Strategies for Classroom Use / I am working with my colleagues to incorporate instructional spelling groups using word sorts. I will evaluate their scores and facilitate them in forming their groups.
5.4 Participate in, initiate, implement, and evaluate professional development programs. / RE 5725/5531 Practicum Case Study
RE 5725/5531 Instructional
Strategies for Classroom Use / I have been using my knowledge of assessing students reading ability from the practicum to facilitate using fluency as a tool to help determine reading level.