Name: Katie Lamberth Johnson

Name: Katie Lamberth Johnson

IRA Standards / Artifacts / Rationale /
Standard 1. Foundational Knowledge.
1.1  Candidates 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. / Take Home Mid-term Exam, Final Exam from 5100
Reflective Paper from Psychological Basis of Reading 5120
Assessment Summary Sheet from RE 5715, Reading and Assessment and Correction
Case Report from RE 5725, Practicum in the Clinical Teaching of Reading
Wiki Participation from RE 6575 Technology and Literacy / My knowledge was impacted from the integration of assessments, lesson planning and continuous monitoring of student learning in the classroom while completing courses in the Reading program. This contribution of knoweldge is based upon a well-developed theoretical and philosophical foundation with consideration and reflection of educational research.
These artifacts reflect upon the building of my knowledge of the major theories and research in reading and writing, learning and teaching. In particular, exams from RE 5100 and reflective papers from RE 5120, display my depth of knowledge of the reading process and the psychological and developmental progressions of young learners supported by literacy research. The assessment summary sheet from RE 5715 and the case report from RE 5725, show my knowledge gained from utilizing assessments learned and further working to design and implement literacy instruction that met the individual needs of a student. I learned how to assess and determine student’s reading instruction and needs to build upon the individual’s reading ability. The technology integration of the Wiki in RE 6575, was used as a collaborative tool. It was used to share knowledge and learn from colleagues. We discussed ways in which reading instruction can be modified and supplemented to meet the needs of students. It is vital that reading instruction actively engage students and is based upon best reading practices, research, and is individualized according to student needs.
1.2  Candidates understand the historically shared knowledge of the profession and changes over time in the perceptions of reading and writing development, processes, and components.
1.3  Candidates 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. / Helping Hands Photography Unit from RE 5130, Teaching the Language Arts
Immigration Summaries/ Multiculatural Reviews from RE 5140, Advanced Study of Children’s Literature
Reading Strategy Lessons from RE 5730, Reading and Writing Instruction for Intermediate and
Advanced Learners / During my masters program, I designed various assignments to integrate and excellerate student learning in my classroom. Each of these artifacts show the knowledge gained and reading bases from which I created lessons that are conducive to meeting individual student needs, using leveled and various text, and diverse learning strategies. I created and implemented a photography unit, “Helping Hands”, in a second grade classroom during RE 5130. Through the integration of technology, students learned valuable lessons about the community and the importance of helping in the home, school, and community. Students also achieved goals in literacy instruction. They read leveld texts about photography and communities, and wrote personal narratives and letters. Exploring a wide range of children’s literature, I read and shared various texts with colleagues during RE 5140. I read several texts that focused on immigration. Reading texts about immigration, I realized the importance of working to increase my knowledge of different cultures and encourageing acceptance of all cultures in my classroom. After reading the text, I wrote a brief summary about the text. The texts and summaries are a significant addition to my educational and instructional resource file. In RE 5730, I researched and collected strategies that impacted student learning. Choosing three strategies, I planned and applied lessons to my classroom instruction. The strategies assisted students’ language comprehension and reading-writing connnections.
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.
3.1  Candidates understand types of assessments and their purposes, strengths, and limitations. / IRI and assessment battery (summary sheet) and letter to a parent from RE 5715, Reading Assessment and Correction
Case reports from RE 5725, Practicum in the Clinical Teaching of Reading
Parent Letter from RE 5740, Seminar in the Clinical Teaching of Reading / Quality assessments and data interpretations drive student learning. These artificats reflect my knowledge of assessment and evaluations and the effects that they have upon instruction and student learning. In RE 5715, I learned about the purpose and importance of administering an Informal Reading Inventory, using the results to plan and instruct. The results from the inventory were concluded on a summary sheet. The summary sheet was a visual aid for analyzation. Analyses from the summary sheet were completed in order to plan and carry out individualized instruction during summer reading tutoring. Using the summary sheet, I designed lessons and collected texts that were on the student’s reading instructional level and were of interest to the child. The students that I worked with during my Practicum in the Clinical, Re 5725, were contrasting in age and ability levels. For five weeks, I tutored the students using word study, read alouds, guided reading, and fluency (rereadings). At the conclusion of the clincial, I reviewed my notes, tape recordings, and data points. I wrote up case reports on both students that showed the growth during tutoring and suggested skills and strategies for continued growth in reading. In RE 5740, I communicated the assessment results to the teacher and parent. I wrote a parent letter, sharing progress, assessment results, and recommendations to help the student.
3.2  Candidates select, develop, administer, and interpret assessments, both traditional print and electronic, for specific purposes.
3.3  Candidates use assessment information to plan and evaluate instruction.
3.4  Candidates communicate assessment results and implications to a variety of audiences.
Standard 4. Diversity.
4.1  Candidates recognize, understand, and value the forms of diversity that exist in society and their importance in learning to read and write. / Reflections on Children’s Literature-Multicultural Book Summaries from 5140, Advanced Study of Children’s Literature
Reflection- “Teacher’s Are Lifelong Learners”, from RES 5535, Race, Class, and Gender in Literacy
Instructional Strategies Lesson Unit, from RE 5730, Reading & Writing Instruction for Intermediate & Advanced Learners
Reflections on Wiki, from RE 6575, Technology and Literacy / Recognizing and understanding the diverse background of students in the classroom requires designing and teaching a diverse curriculum. These artifacts will be evidence of the importance of the knowledge and use of diverse cultural experiences to support student engagement and learning. They are also evident of the work to develop and implement strategies in the classroom that advocate for equity. Children’s literature reflections, reading multicultural literature in RE 5140, helped me to be more aware of the varied literature available to be used in the classroom. The texts can be added to literacy resource file and can be used in the classroom daily. The literature will help make students aware of diverse cultures, extending their knowledge and making connections with students around them. In RE 5535, a plathera of research articles were read and examined considering how race, class, and gender connect to the classroom. The articles were discussed and further studied collaboratively on a class blog. At the conclusion of the course, I wrote a reflection of my learning and how I plan to utilize the knowledge gained, building upon my teaching philosophy. I further explored developing strategies to enhance diversity in my classroom by reading and highlighting instructional strategies in RE 5730, Reading & Writing Instruction for Intermediate & Advanced Learners. A compilation of instructional strategies were explored and added to my educational resource file. I chose three instructional strategies to write lesson plans. The instructional strategies were implelemented in my classroom to advocate equity in meeting the needs of all students. Reflections from utilizing the strategy were written and shared among colleagues. A variety of technology skills and resources were learned and conversed among colleagues during RE 6575, Technology and Literacy. I-pods, Skype, and Social Websites are examples of software and tools inquired during the course. During this course I was able to discover technology tools and software to increase diversity exploration in my classroom.
4.2  Candidates use a literacy curriculum and engage in instructional practices that positively impact students’ knowledge, beliefs, and engagement with the features of diversity.
4.3  Candidates develop and implement strategies to advocate for equity.
Standard 5. Literate Environment.
5.1  Candidates design the physical environment to optimize students’ use of traditional print, digital, and online resources in reading and writing instruction. / Action Research Paper from RE 5040, Teacher as a Researcher
Marla Frazee author’s study, from RE 5140, Advanced Study of Children’s Literature
Read, Write, Think Lesson Plan from RE 5730, Reading and Writing Instruction for Intermediate and Advanced Learners
Wiki from RE 6575, Technology and Literacy / A literate environment is critical to support best student instruction in the classroom. These artifacts exemplify my understanding and creating an environment which meets different reading and writing needs. They also show the importance of learning to group students according to their instructional needs. In RE 5040, Teacher as a Researcher, I explored the qualitative effects of book talks in a second grade classroom. I reviewed exsisting topic research, designed book talks, and reflected upon the instructional benefits of the research. According to the results of my research, book talks had a major impact in creating a literate environment in my classroom. Students made gains in social interaction, reading comprehension, and motivation. Author studies are also key motivators and allow choice in student reading and engagement in a literature environment. An author study in RE 5140, allowed me to learn about a children’s author, Marla Frazee. In completing the author study, I had the opportunity to read, write, examine, and share literature with colleagues, as well as create lessons to use in my classroom. Author studies can also be used to differentiate instruction and promote students’ creative abilities. In RE 5730, I created a Read, Write, Think Lesson plan which used a variety of classroom routines and configurations to support reading and writing environment and differentiate instruction. Using a work of children’s literature, I planned a five lesson science unit that incorporated reading, writing, and technology. Technology software, tools, and strategies that were learned in RE 6575, were helpful in the creation of lesson plans in additional Reading courses. RE 6575 allowed for exploration and implemenation of strategies and tools to differentiate and enhance vocabulary, comprehension, and reading instruction among struggling readers.
5.2  Candidates 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.
5.3  Candidates use routines to support reading and writing instruction (e.g., time allocation, transitions from one activity to another, discussions, and peer feedback).
5.4  Candidates use a variety of classroom configurations (i.e., whole class, small group, and individual) to differentiate instruction.
Standard 6. Professional Learning and Leadership.
6.1  Candidates demonstrate foundational knowledge of adult learning theories and related research about organizational change, professional development, and school culture. / Product of Learning and
reflections in RE 5525, Product
of Learning
Action research paper from RE 5040, Teacher as Researcher
Planned professional
development unit from RE 5730,
Reading and Writing Instruction
for Intermediate and Advanced
Learners
In-school professional development activities or leadership roles / It is imperative that educators strive to learn and lead in the school environment. The Master’s Reading program has encouraged and challenged me to be conciencious of my knowledge and development as a learner. These artifacts demonstrate the value of being a thoughtful educator in the teaching profession. In RE 5525, I developed an online portfolio in which I carefully reviewed, and reflected upon my teaching philosophy and the impact of learning instructional strategies, educational research, and professional development. The action research paper from RE 5040 reinforces my understanding of educational research and the powerful effects of research in the classroom. It examins ways to enhance literacy instruction. Completing the research study, a valuable experience was presenting and discussing research findings with colleagues. In RE 5730, I had the opportunity to design a professional development unit about, Braidy, a doll which encourages literacy communmication and comprehension among students. I was required to thoughtfully plan the workshop, and prepare to lead among colleagues, and evaluate the workshop at my school. In order to strengthen my role as a teacher, to be an active participating educatior in the teaching profession, I have attended county workshops and after-school meetings. I am also a member of the International Reading Association, and PENC, two organizations which help me to be up to date about current educational events and decisions.
6.2  Candidates 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.
6.3  Candidates participate in, design, facilitate, lead, and evaluate effective and differentiated professional development programs.
6.4  Candidates understand and influence local, state, or national policy decisions.