Name: Jessica Jackson
IRA Standards / Artifacts / RationaleStandard 1. Foundational Knowledge.
1.1Candidates understand major theories and empirical research that describe the cognitive, linguistic, motivational, and sociocultural foundations of reading and writing development, processes, and components, including word recognition, language comprehension, strategic knowledge, and reading–writing connections. / RE 5100, Beginning Readers and Writers
Midterm Exam Question #1
Final Exam selection
RE 5715, Reading Assessment and Correction
IRI
RE 5725 Practicum in the Clinical Teaching of Reading
Case Report
RE 5710, Seminar in Reading and Language Arts Research
Paper #1: Research on beginning literacy / Teaching reading deals largely in part with understanding the complex components that must come together to allow reading to occur. Instruction in best practice fueled by an informed view of the development of reading and writing are necessary in designing assessments and instruction that readily move a child through the stages of reading and writing development. The Midterm and Final exams in RE 5100 allowed me to examine how research based principles of reading are implemented in reading instruction and invited me to examine which of these principles needed the most work in my classroom and my school. Through these exams, I observed the relationship between orthographic knowledge and the phonological processor and how they relate to development of the concept of word and phonemic awareness. I developed a plan for reading instruction and word study for students at different levels of reading development. In RE 5710 I researched best practices that lead preschoolers to be prepared for learning to read when they reach Kindergarten. The IRI in RE 5715 and the Case Report in 5725 are examples of my ability to use sound professional judgment in assessing, carrying out appropriate instruction based on the ability of the child, altering instruction based on the child’s performance, and communicating results of achievement with parents.
1.2Candidates understand the historically shared knowledge of the profession and changes over time in the perceptions of reading and writing development, processes, and components.
1.3Candidates understand the role of professional judgment and practical knowledge for improving all students’ reading development and achievement.
Standard 2. Curriculum and Instruction.
2.1 Candidates use foundational knowledge to design or implement an integrated, comprehensive, and balanced curriculum. / RE 5130,Teaching the Language Arts
Multigenre project
RE5140, Advanced Study of
Children’s Literature
Summaries of diverse literature for children
RE5730, Reading and WritingInstruction for Intermediate and
Advanced Learners
*Integrated Novel Unit
*Vocabulary Lesson Sequence
RE 5740, Seminar in the ClinicalTeaching of Reading Reflective Summary Paper / Often the approach the teacher takes in presenting instruction can make all of the difference to a child. The demands put on time and the depth of the curriculum in schools require teachers to present students with a curriculum that integrates all areas of study in a way that allows for a wide range of experiences and teaches reading in each facet. In the Reading Program we produced several projects with this in mind. The Multigenre Project in RE 5130 allowed me to teach my students the Science standards of plants while having them design Ads on the computer, writing their own books for classmates to read about their learnings, putting together a journal, writing poetry, and being exposed to a wide range of genres through read alouds. My book summaries from RE 5140 represent diversity in culture, type of text, and offer many opportunities for comprehension. The Integrated Novel Unit in 5730 allowed me to expose my students to prairie life while integrating social studies with reading and writing, and exposing them to a wide range of experiences that enforced each of these concepts. The Vocabulary Lesson Sequence demonstrates my ability to turn any book into an opportunity to advance a child’s word recognition and vocabulary. This project showed me how to take appropriate words from the text and design very specific activities that when used with intentionality will increase students understanding of those chosen vocabulary words. The summary paper from RE 5740 shows my overall understanding of this standard as it shows how I planned instruction for a student in the Reading Clinic this summer based on their needs and their performance on the IRI.
2.2 Candidates use appropriate and varied instructional approaches, including those that develop word recognition, language comprehension, strategic knowledge, and reading–writing connections.
2.3 Candidates use a wide range of texts (e.g., narrative, expository, and poetry) from traditional print, digital, and online resources.
Standard 3. Assessment and Evaluation.
3.1Candidates understand types of assessments and their purposes, strengths, and limitations. / RE 5715, Reading
Assessment and Correction
IRI assessment battery and parental follow-up.
RE 5040, Teacher as Researcher
Action Research Paper
RE 5725,Practicum in the ClinicalTeaching of Reading
Case Report
RE 5740, Seminar in the ClinicalTeaching of Reading
Reflective Summary Paper / Assessment holds a very important role in the classroom as it drives and motivates instruction. The Action Research Paper from RE 5040 demonstrates my ability to see a need in my classroom, carry out action research to answer this need, and then use my results to exemplify best practice in my classroom. My specific study was on the effectiveness of small group instruction in my classroom. The IRI from 5715, Case Report from 5725, and the Summary Paper from 5740 all show my experiences in choosing an assessment that appropriately assesses what I desire to measure and my ability to accurately administer the assessment. They also detail my ability to interpret the results, use these results to plan instruction, and communicate results using appropriate language based on whether communication is with colleagues or parents.
3.2Candidates select, develop, administer, and interpret assessments, both traditional print and electronic, for specific purposes.
3.3Candidates use assessment information to plan and evaluate instruction.
3.4Candidates communicate assessment results and implications to a variety of audiences.
Standard 4. Diversity.
4.1Candidates recognize, understand, and value the forms of diversity that exist in society and their importance in learning to read and write. / RES 5535, Race, Class and
Gender in Literacy Research
Reflective Paper
RE 5140, Advanced Study
of Children’s Literature
Inquiry Paper
Reflections on diverse children’s literature
RE 5100, Teaching Beginning Readers and Writers
Midterm exam question #2 / My classroom is a very diverse environment. Throughout my years of teaching I have taught students from many differing cultural backgrounds, family structures, religious beliefs, physical abilities, and life experiences. The Reading Program has done an excellent job at teaching teachers how to embrace these differences and create a learning environment that allows all students to be successful readers and writers. RE 5535 was a whole course designed to examine the impact of race, class, and gender in literacy. My reflective paper demonstrates my learning across the board and my efforts to implement a learning environment that gives equal opportunity to all. The book reflections and Inquiry Project for RE 5140 show my exposure to books that focus on diversity in many areas. Now that I have an awareness of these titles, I can use them in my classroom. The Midterm exam in RE 5100 demonstrates my knowledge of the impact vernacular dialects can have on a child’s education, and how to avoid allowing this dialect to become a “label” for the student.
4.2Candidates use a literacy curriculum and engage in instructional practices that positively impact students’ knowledge, beliefs, and engagement with the features of diversity.
4.3Candidates develop and implement strategies to advocate for equity.
Standard 5. Literate Environment.
5.1Candidates design the physical environment to optimize students’ use of traditional print, digital, and online resources in reading and writing instruction. / RE 5111 Issues, Trends, and Practices in Reading
Reflective Blog Site
RE 5730, Reading and Writing Instruction for Intermediate and Advanced Learners
Transcript Analysis Project
RE 5130, Teaching the Language Arts
Multigenre project
RE 5710, Seminar in Reading and Language Arts Research
Paper #2
RE 5040, Teacher as Researcher
Action Research Paper / As a teacher, it is my job to create an environment that fosters the desire to become lifelong readers and writers. Part of this is allowing students to read and write for real world purposes. Another large part of creating lifelong readers and writers is teaching students about new literacies through technology. On my Reflective Blog Site created during RE 5111 I have demonstrated my ability to use many current technologies. Some of my entries include experiences with Skype, Smart Boards, file sharing, Twitter and other social networking sites, and using free sites to make simple books for students to read online. The Transcript Analysis Project in RE 5730 caused me to look at the commentary I share with my students during a read aloud. The goal of this project was that all comments lead to comprehension andunderstanding of the text rather than being filler statements. The Multigenre Project from RE 5130 supports students in choice and motivation as students are encouraged to read and write over a variety of different experiences. My RE 5531 Reflective Summary Paper captures my ability to use routines to maximize instruction in the classroom and show my use of a small groups. The RE 5040 Action Research Paper demonstrates my willingness to read current research, carry out my own experiments, and implement the results in my classroom.
5.2Candidates design a social environment that is low risk and includes choice, motivation, and scaffolded support to optimize students’ opportunities for learning to read and write.
5.3Candidates use routines to support reading and writing instruction (e.g., time allocation, transitions from one activity to another, discussions, and peer feedback).
5.4Candidates use a variety of classroom configurations (i.e., whole class, small group, and individual) to differentiate instruction.
Standard 6. Professional Learning and Leadership.
6.1Candidates demonstrate foundational knowledge of adult learning theories and related research about organizational change, professional development, and school culture. / RE 5710, Seminar in Reading and Language Arts Research
Faculty Development Lesson
Reflective papers
RE 5525, Product of Learning
Telefolio
RE 5040, Teacher as Researcher
Action Research Paper
In School:
*Notes from District Writing Team meeting
*List of resources used in helping to lead grade level in adopting word study and leveled spelling lists as best practice / A good teacher never stops learning and sharing that learning with others. My Faculty Development Lesson Reflective Papers from RE 5710 show how I organized, planned, and delivered a seminar for colleagues on implementing Family Literacy in the schools and another on best practices in teaching vocabulary in the classroom. My Product of Learning Telefolio from RE 5525 shows my desire to continue learning and growing in my field by going back to school. My Action Research Paper from RE 5040 demonstrates my interest in research, my willingness to go find research that will make a difference in my classroom, and my ability to create my own research by trying things in my classroom and gathering data on how they work.
In my school I have had some opportunities to lead as well. The notes from the District Writing Team meeting show my willingness to help and my desire for our district to implement best practice in all areas. I have also been instrumental in helping my grade level adopt word study through word sorting and using leveled spelling lists. There are several resources that I use in helping them come up with word sorts.
6.2Candidates display positive dispositions related to their own reading and writing and the teaching of reading and writing, and pursue the development of individual professional knowledge and behaviors.
6.3Candidates participate in, design, facilitate, lead, and evaluate effective and differentiated professional development programs.
6.4Candidates understand and influence local, state, or national policy decisions.