Name: Candace Barnes Heffinger
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. / Exam papers from RE 5100 Teaching Beginning Reading and Writing
Case reports from RE 5715 Reading Correction and Assessment
Reflective summary paper from RE 5531, Seminar in the Clinical Teaching of Reading
Case reports from RE 5725, Practicum in the Clinical Teaching of Reading
Exam papers from 5210, Educating Students with Reading Disabilities and RES 5535, Race, Class, and Gender in Literacy Research
Research paper conducted in RE 5040, Teacher as a Researcher / Each of these reading courses has made me more knowledgeable as to how to diagnose students who are below grade level readers. The artifacts include assessments, lesson plans and/or units, and analysis of student learning. Through papers written in RE 5100, I learned the foundations of reading and writing and how deeply it affects student learning. Focused greatly on how much time should be spent reading daily. Also, quizzes were given to assess my knowledge of the concepts being taught. During RE 5715 I was required to administer the ERSI and an IRI on two students. As an artifact I completed a Summary Sheet to show the results of these assessments, as well as interpret results and make suggestions based on the instructional needs of the student. Through clinical experience in RE 5725 and RE 5531, held at Icard Elementary, I assessed students as well as planned instructional activities based on students learning abilities. Daily after each lesson I reflected on the activities taught and how the student responded to each (word study, guided reading, writing, and being read to). Through RE 5210 and RE 5535 I have learned different and unique ways of approaching reading instruction in order to help those students who are reading below grade level or have a reading disability. I have also discovered how important it is to take into consideration a student’s cultural background and life outside of the school environment. In RE 5210 RTI was the focus where probes were administered 3 times a week to two specific students. Through RE 5040 I learned the process of how research a specific topic and plan collaboratively with another colleague. The Wiki was used to post what would take place in the classroom.
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. / Planned units of study (literacy through photography, integrated language arts, writing instruction) from RE 5130, Teaching the Language Arts.
Planned units of study (integrated science and reading and writing instruction) from 5730, Reading and Writing Instruction for Intermediate and Advanced Learners.
Planned units of study, author’s study, book summaries from RE 5111, Issues, Trends, and Practices in Reading.
Case report from RE 5725, Practicum in the Clinical Teaching of Reading
Research (implemented in classroom) from RE 5040, Teacher as Researcher. / Throughout my graduate courses, I have created multiple assignments which have been implemented into the classroom. Each of these artifacts demonstrates my knowledge and understanding of how to create lesson plans based on students learning abilities and needs. In RE 5130 I created a “Literacy Through Photography” unit which was taught to my EC middle school classes 6th-8th grades. In this lesson I was able to incorporate technology through digital cameras and the activeboard. Also, a mini-lesson was created and taught on Similes. Many texts were read aloud that included many examples of Similes. Students practiced with these texts. Prior to that lesson an activity on Similes was completed using the active board. In RE 5730 I created an integrated science unit. The lesson was based on the Read, Write, Think requirements. Students would use technology interactives, graphic organizers, PowerPoint Presentation, and digital maps. Also during this course we were required to create asecond lesson which had to be taught and reflected upon. The lesson focused on finding the main idea and summarizing the selection. Many strategies were implemented throughout the lesson such as graphic organizers and the activeboard. In the Practicum/Seminar experience, RE 5725, I worked with two students who ranged greatly in ability levels. Each day required lesson planning that involved word study, guided reading, writing, and a read-aloud. To conclude this course I wrote a reflective paper about the progress of each student and the type of instruction neededin order to continue reading growth. In RE 5040 students read a wide range of texts: books on tape, books online, poetry, fiction, non-fiction, etc.
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. / IRI and assessment battery (summary sheet) from RE 5715, Reading Assessment and Correction
Action research paper from RE 5040, Teacher as a Researcher
Case reports and letter to parent from RE 5725, Practicum in the Clinical Teaching of Reading
Reflective summary paper from RE 5210, Educating Students with Reading Disabilities / Conducting assessments and later interpreting assessments is the first step in diagnosing where any student may be in their learning. The artifacts will demonstrate my knowledge of assessments and my interpretations of assessment results. In RE 5715, I formed an understanding of how to administer an Informal Reading Inventory and Early Reading Screening Inventory. The results were charted on a Summary Sheet, where results were then analyzed based on student performance. These assessments allowed for students to be placed on the appropriate reading levels, instructionally and independently. In RE 5725, I worked with two students who varied in reading ability. I began by administering a pre test and then monitored learning throughout. Based on the pre-assessment I was able to better understand where each child was in their reading abilities and plan lessons that revolved around their learning needs. I wrote a paper analyzing where each child began in the Clinic and the progress made throughout. Ended the Clinic by writing a follow up letter to their parents communicating their assessment results and progress. As part of RE 5210, I also completed a comparative case study on two students. One student who was a low level reader who is SLD to a student with a labeled learning disability-IDMI and OHI. The assessments were called “probes” which were focused around the RTI model.
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. / Reflective paper from RES 5535, Race, Class, and Gender in Literacy Research
Planned units of study (integrated literacy lesson-photography) from RE 5130, Teaching the Language Arts
Reflective paper for RE 5210, Educating Students with Reading Disabilities
Reflective papers and blogs from 5111, Issues, Trends and Practices in Reading / Due to the diversity within the classroom educators must create and implement a diverse curriculum so that student learning is supported. These artifacts will demonstrate my understanding and reflection towards race, class, and gender and how it can affect a student’s or any individual’s reading/academic performance. In RES 5535, I read and analyzed many different research articles about how race, class, and gender play a role in the school environment. In response to the articles I posted critiques on the class blog, as well as provide input to other colleagues’ blog posts. In RE 5130, an integrated unit was created, “Literacy Through Photography,” where many African Americans were featured. This was done to honor Black History Month. Many pictures were viewed where students later made up stories about each. Also, variety technologies were used during this unit such as a digital camera, the activeboard, computers, and a film camera. In RE 5210I learned and reflected on how to address and teach students with reading disabilities while taking into consideration that diverse backgrounds can affect a child’s reading ability. Educators must take into consideration that not all homes are English speaking and not all parents read to their children. In RE 5111 I explored many diverse genres which I was to reflect on using a blog. Also, I had to create specific projects portrayed and took into consideration the diversity around me.
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. / Planned units of study RE 5130, Teaching the Language Arts, RE 5040, Teacher as a Researcher
Planned units of study and reflective paper (taught lessons) from RE 5730, Reading and Writing Instruction for Intermediate and Advanced Learners and RE 5130, Teaching the Language Arts
Action research paper from RE 5040, Teacher as Researcher / Creating an effective reading environment is crucial to successful reading for students. These artifacts will show how I have differentiated reading instruction to support all ability levels by grouping students based on instructional reading/writing levels. In RE 5130 students were able to take pictures, view pictures, and create stories based on those pictures. They were able to type up final assignment using the computers. Students were very motivated to take unique pictures, especially when they were going to be double exposed pictures. In Action Research, RE 5040, I designed a study focus on “what motivates struggling readers to read.” Many strategies were implemented through books on tape, books online, book talks, and Pilate balls for those with ADD/ADHD. Motivational reading took place daily for about 30 minutes. Research confirmed that the ultimate drive to motivating struggling readers is allowing them choice of texts. In RE 5730 I created a series of lessons that would teach students to find the main idea in a selection as well as summarize. These lessons incorporated various classroom strategies: 5 W’s and H, sequence of events, KWL, and QAR charts. Technology used throughout was the LCD projector computer, and activeboard. In supporting all learners, dictations were taken throughout for those who struggled with writing.
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. / Product of Learning and reflection in RE 5525, Product of Learning
Memoir from RE 5130, Teaching the Language Arts
Action research paper from RE 5040, Teacher as Researcher
Planned professional development unit (Staff Development Workshop) from RE 5730, Reading and Writing Instruction for Intermediate and Advanced Learners / Through the Master’s Reading program I now realize more than ever the importance of being a lifelong learner. In the teaching profession educators must become reflective practitioners and these artifacts show just that. In RE 5525, I created an online telefolio to take a closer look at instructional theories, educational, research, and professional development taught during each course and how these apply to my teaching. In RE 5130, I was required to write a memoir which required me to look back on my life. In RE 5040, a collaborative research was conducted on low level readers and how to get to them motivated to read. My partner and I read scholarly articles and later made educational critiques. The articles were the foundation to plan we developed and strategies that were implemented into our classrooms. Collaboration with my research partner took place through our course Wiki and a GoogleDoc. In RE 5730, I designed a professional development workshop that focused on exposing teachers to a variety of different literacy centers and resources. The five centers discussed were: sequencing center, listening center (books on tape), word study/guided reading, writing, and read around the room. Also, discussed classroom management techniques while centers were going on. Other areas that demonstrate professional development would include participating in Beginning Teacher Meetings held each month, frequent EC Meetings with other colleagues and parents, and being a committee member of the Struggling Readers Group at my school.
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.