Name: Clyde Rice
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 5120 (Psychological Bases of Reading)
Blog entries
RE 5100 (Teaching Beginning Readers and Writers)
Midterm Exam
RE 5100 (Teaching Beginning Readers and Writers)
Final Exam
RES 5535 (Race, Class, and Gender in Literacy Research)
Blog entries / In order to effectively provide reading and writing instruction, it is important for teachers of these subjects to have knowledge of the history of these fields and how research and various theories have influenced how these fields are currently taught. Reading teachers also should make an effort to be aware of the backgrounds of their students in order to make the most of reading and writing instruction. Through blog entries for RE 5120, I had to critically examine the important points presented in various research articles and elaborate as to what implications said points could have in classroom instruction. On both the midterm and final exams for RE 5100, I had to demonstrate my understanding of various movements (such as whole language) within the reading field and how they morphed into other movements. On these exams, I also had to demonstrate professional judgment in determining different children’s instructional levels based on information given. Lastly, through entries on the class blog for RES 5535, I learned of the influence of a student’s culture, socioeconomic status, and gender on how he/she relates to the processes of reading and writing. I was also expected to relate examples of how ideas presented in the articles read related to what I saw happening in my own 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. / RE 5130 (Teaching the Language Arts)
Literacy through Photography Project
RE 5140 (Advanced Study of Children’s Literature)
Author’s Study
RE 5140 (Advanced Study of Children’s Literature)
Reading Response Logs
RE 5730 (Reading and Writing Instruction for Intermediate and Advanced Learners)
Comprehension Strategy Demonstration
RE 5730 (Reading and Writing Instruction for Intermediate and Advanced Learners)
Multi-text Unit / One of the many responsibilities a reading teacher has is developing instruction that covers a wide spectrum of reading skills. He/she must also know how best to deliver said instruction. In 5130, I developed a “Literacy through Photography” project that sought to integrate technology through the use of digital cameras to help young students become familiar with names of classmates, color words, etc. as they began exploring reading and writing. In RE 5140, I explored the work of a particular author (Bill Martin) to gain background knowledge of his body of work and how it could be used in the classroom. I developed a handout using one of his books that was designed to have students explore how they could be more descriptive in their writing. Also, in this class, I read a wide range of texts representing different genres, cultures, time periods, etc. and examined the author’s craft in an attempt to glean such elements as point of view, mood, character development, and symbolism. In RE 5730, I studied a particular comprehension strategy wherein individuals who may be reluctant to share within groups can gain support by having their comments written down. In that course, I also developed an integrated science unit that made use of a wide variety of resources in many different formats. In this unit, students would use comprehension strategies and word study activities, as well as have opportunities for viewing, writing, listening, and speaking/oral language activities.
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)
Mid-term Exam
RE 5715 (Reading Assessment and Correction)
Assessment Summary Sheet
RE 5533 (Literature and Language Arts Integration)
Updating of Classroom Website, specifically “Assessment and Grading” section / Besides delivering instruction, teachers are also responsible for assessing the outcomes of that instruction in order to gain valuable information about its effectiveness and in what areas further instruction might be needed. Assessment can be done in a variety of different ways and can range from formal to informal. In RE 5715, I learned how to administer different assessments, such as informal reading inventories and spelling tests, and how to interpret the results to find frustration and instructional reading and spelling levels for students. I demonstrated this knowledge in exams and assignments required for this class. I also shared the results of these assessments with the teachers who let me borrow their students for the assignments. For RE 5533, I had to examine the literacy assessments I used in my pre-kindergarten classroom and relay information to parents and other visitors to my classroom website about how students in pre-kindergarten are assessed and graded. I had to let them know that observations and anecdotal records from these observations would make up a large amount of what would be considered assessment in the pre-kindergarten environment.
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. / RE 5140 (Advanced Study of Children’s Literature)
Inquiry Project
RE 5140 (Advanced Study of Children’s Literature)
Reading Response Logs
RE 5535 (Race, Class, and Gender in Literacy Research)
Blog Entries
RE 5130 (Teaching the Language Arts)
Personal Memoir Assignment / As a male in a field dominated by women, diversity is a topic I hold dear. It is also important to me because I am considered a minority since I am gay. Throughout this master’s program, I relished opportunities to work with diversity whenever assignments would lend themselves to it because I realize it is important for students to see themselves depicted in what they are reading, as well as see a variety of viewpoints different from their own. Additionally, the acknowledgement of diversity through reading and writing assignments may provide motivation for those who are reluctant to participate in such assignments. As part of an inquiry project for RE 5140, I explored the use of literature containing lesbian, gay, bisexual, or transgender (LGBT) individuals in the classroom, as well as the attitudes that parents and teachers had on this issue. Reading various memoirs of people of various ages, races, disabilities, etc. in RE 5130 helped me to see how reading and writing can help to “heal” people as they deal with issues in their lives, and this culminated in my own personal memoir dealing with my “coming out.” In RE 5140, I composed reading response logs after reading a variety of different books depicting a variety of different cultures, disabilities, etc. In each case, examination of these texts allowed for exploration into how they could be used in classroom settings to approach issues of diversity and equity. In RE 5535, I read many research articles dealing with the effects of race, class, and gender on students’ performance in schools. I then posted my critiques of these articles on the class blog. Additionally, I offered comments regarding others’ critiques of the various articles.
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 5130 (Teaching the Language Arts)
Literacy Through Photography Project
RE 5533 (Literature and Language Arts Integration)
Updating of Classroom Website
RE 5533 (Literature and Language Arts Integration)
Poetry Notebooks
RE 5730 (Reading and Writing Instruction for Intermediate and Advanced Learners)
Multi-text Unit
RE 5535 (Race, Class, and Gender in Literacy Research)
Henry & Staples Post from Blog / If teachers expect students to become literate individuals, they must not only provide instruction to this end, but they must also work to provide a classroom environment that serves to teach literacy. In RE 5130, I designed a “Literacy through Photography” project that integrated literacy and technology in an effort to provide activities for motivating writing and reading, culminating in books to be added to the classroom library. In RE 5533, I updated my classroom website to inform visitors to the website about my classroom’s literacy activities. The classroom schedule on the website shows my students’ daily routines. The “What Does Research Say . . .” section gives research-based answers for why I have set up things as I have in my classroom in an effort to support my students’ literacy development. One new activity I have used this year that has been very popular with students is the weekly use of a student poetry notebook in which the students illustrate a poem of the week. They are very motivated to look at and “read” poems from weeks past. In RE 5730, I developed an integrated science unit that used multiple texts from a variety of formats to facilitate instruction. In this unit, instruction was differentiated by giving students opportunities to work individually, in small groups, etc. In RE 5535, I read and critiqued an article from Henry and Staples and, while doing so, I made the realization that some of my routines (drawing and dictation of a story, for example) constitute best practice even though I had not really thought about it as such. Specifically, a point was made in the article that reading and writing activities, when presented together, make for greater learning than when separate.
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 5140 (Advanced Study of Children’s Literature)
LGBT Resource List
RE 5130 (Teaching the Language Arts)
Writer’s Journal
RE 5730 (Reading and Writing Instruction for Intermediate and Advanced Learners)
Comprehension Strategy Demonstration
RE 5140 (Advanced Study of Children’s Literature)
Author Study Handout for Presentation
RE 5525 (Product of Learning)
Assembly of Product of Learning and Accompanying Reflections
In-school professional development and leadership roles / As reading teachers, individuals should actively seek to read and write themselves. They should not only be leaders in their own classrooms, but they should be willing to share their knowledge with a larger audience. Two opportunities arose in RE 5140 that allowed me to share information with colleagues. In one instance, I did an author study on Bill Martin and developed a Powerpoint presentation of background information on him to share. I also developed an accompanying student activity that could be adapted for use with primary and upper elementary students to develop their writing, based on Bill Martin’s work. The second instance came from my work on an inquiry project in which I developed a list of texts and other resources depicting LGBT individuals/families. This topic is not on many elementary teachers’ radar and is seen as too controversial by many. This list gave many of my colleagues resources to begin investigating the topic. In RE 5130, after reading various memoirs, I had to write my thoughts about my impressions and whether I thought the author’s particular style and use of craft would be a good fit for my own memoir. In RE 5730, I demonstrated for colleagues a comprehension strategy called “Save the Last Word for Me” and then allowed them to practice the strategy. For RE 5525, I have to evaluate the various courses I’ve taken as part of the master’s program at Appalachian and show how the professional development I have undertaken to get this degree has influenced the decisions I make as a teacher in my classroom.
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.