Name: Danielle N. Griffin
IRA STANDARD / Artifacts / Rationale1. Foundational Knowledge. Candidates have knowledge of the foundations of reading and writing processes and instruction. As a result, the candidates:
1.1Demonstrate knowledge of psychological, sociological, and linguistic foundations of reading and writing processes and instruction. / Midterm and Final Exams from RE5100
Case Studies from RE5715 / The artifacts show my understanding of the psychological, sociological, and linguistic foundations of language arts. I learned theories and developmental approaches that are the bases of reading instruction and I was able to apply what I learned to my teaching.
1.2Demonstrate knowledge of reading research and histories of reading. / Reading and Abstracting Research Reports
Teacher Research Project
Inquiry Project for RE5140 / It is important to read research that informs my instruction as well as implement research projects related to the needs of my students. I am now able to not only read research done by others in the field of reading, but also devise my own research projects and create a better learning environment for my students.
1.3Demonstrate knowledge of language development and reading acquisition and the variations related to culture and linguistic diversity. / Multicultural Project & PowerPoint
Journal Responses to Articles from RE5538 and RE5730 / The artifacts demonstrate my knowledge and understanding of how instruction must be designed and implemented in ways responsive to the need of the child. As my class becomes more culturally and linguistically diverse it is imperative that I understand how these children learn and provide instruction to meet their needs in order for them to be successful.
1.4Demonstrate 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. / Exams from RE5100
Exams from RE5715
Case Studies from RE5715
Teacher Research Project / My ability to understand the major components of reading is shown through these artifacts. I understand that being a fluent reader is more than being able to identify words. I learned that the components of reading relate and in order to teach someone how to be a fluent reader all components must be addressed in a reading program. If one part is missing, there is a breakdown in the reading process that causes the child possibly to become a struggling reader.
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:
2.1Use instructionalgrouping options (individual, small group, whole-class, and computer based) as appropriate for accomplishing given purposes. / Inquiry Project
Webquest
Classroom Description Paper
IRI and Spelling Assessments
Hypermedia in Learning Environments Paper / Every child has a different learning styles and all students do not
conform to one way of teaching. The artifacts show my ability to accommodate all students’ needs and design the classroom environment to meet their needs. The way students are grouped is dependent on the goal and my desired outcome of the assignment. Using hypermedia and computer-based programs offers an alternate way to provide instruction and addresses various learning styles.
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. / Author Study
Carnaval PowerPoint
Multitext Unit
Products from Multitext Unit
Practicum
Moonwalker Webquest / My artifacts show that I use a wide range of materials and approaches to foster learning in all children. Materials are chosen at various reading levels to meet the needs of everyone in the classroom. Students are given choices on what products they like to create to demonstrate their knowledge of the concepts being taught.
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. / Mulitext Unit
Moonwalker Wequest
Practicum
Developmental Spelling List / Literacy is integrated into other curriculums to peak students’ interest in reading. In my artifacts as well as in my classroom I use a wide range of curriculum materials to effectively teach diverse learners at all stages of reading and writing development. I give students materials at their reading levels and I read books above their reading level to expose them to vocabulary words and concepts they may not be exposed to since they read at a lower level. It is also important to include multicultural books that accurately portray other ethnic groups as well.
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:
3.1Use 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. / Individualized Reading Inventories (IRI)
Rubrics from Multitext Unit
DIBELS
IRI write-ups for RE5715
Spelling Assessments / Formal and informal assessments must beused to show strengths, weaknesses, and continuous progress children make during reading instruction. My artifacts showassessment tools used in my resource class. They show that I am capable of using assessments to monitor progress and teach appropriately based on the learner’s needs. I use individual standardized tests such as DIBELS, Brigance, and K-TEA are used to decide placement decisions and measure progress made towards instructional goals.
3.2Place students along a developmental continuum and identify students’ proficiencies and difficulties. / Spelling Assessments
IRI results
Case Studies from RE5715
Practicum Notes / Assessments must be ongoing because as studentsprogress or regress their instruction must be adjusted. My artifacts show my ability to assess students, find their instructional levels, and readjust my instruction to meet their individual needs. I use what I learned in practicum and other classes at ASU to monitor my students’ progress. I use the data from the assessments to plan my lessons and modify the standard course of study to meet their individual needs in the resource classroom.
3.3Use 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. / IRI results
Case Studies from RE5715
Assessments for Multitext Unit
Spelling Assessments
Fluency Assessment / Data from assessments are used to plan, evaluate, and modify instruction to meet the needs of students with diverse needs. I use the artifacts to plan and implement effective instruction to increase my students’ knowledge and understanding. I am able to design activities and lessons based on assessment results. Assessments are ongoing so I know when instruction needs to be revised to meet the learner’s needs.
3.4Communicate results of assessments to specific individuals, (students, parents, caregivers, colleagues, administrators, policymakers, policy officials, community, etc.). / Parent Letter
Diagnostic Letter from Practicum
IRI results shared at IEP meetings / The artifacts show my knowledge and ability to communicate assessment results with parents, administrators, and teachers. I am able to explain what tests were administered, results, and how to implement instruction to increase their child’s instructional level in reading. The artifacts show that I am confident in my ability to effectively communicate information to everyone involved in the child’s learning.
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. / Learning inventories
Student interviews used in practicum
Classroom Description Paper from RE5040 / In order for students to be actively engage in reading, they must be given materials based on their interests and abilities. When students are interested in what is being taught they are motivated to learn the information. The artifacts listed show how I invite students to share their interests and I build some of my teaching materials and instruction around that. My resource class is student-centered and I try to use students’ interest to engage them in what is being taught.
4.2 Use a large supply of books, technology-based information, and non-print materials representing multiple levels, broad interests, cultures, and linguistic backgrounds. / Multitext Unit/Internet Workshop
Book Review Logs
Author Study
Multicultural Project
Moonwalker Webquest / The artifacts demonstrate how I incorporate various books, technology and various resources into my instruction to motivate students to learn. I use the knowledge I gained in my classes to teach students about interesting authors, books, and resources to increase their understanding of what they read. I used the information I learned in my classes to create a classroom library with multiple levels of books for all my students.
4.3Model reading and writing enthusiastically as valued life-long activities. / Multitext Unit
Reading Responses
Teacher Research
Read for 2007 Scholastic Read-a-thon / In my classroom, I model fluent reading and writing.I show interest in reading and writing by participating in the activities I have my students do. A student cannot effectively do what is asked of him or her unless they first have a good model. My artifacts show what I learned in this program. I learned by observing my professors enthusiastically teach me then I tried some of the same activities with my students.
4.4Motivate learners to be life-long readers. / Multitext Unit
Two week unit plan
Author Study
Classroom library / These artifacts show readers how exciting reading can be. Using a variety of activities and texts help students learn to appreciate good literature. Using research-based practices and materials that peaks student interest willhelp them be successful and motivated to continue to learn. By creating an environment where literature and learning is celebrated, I hope my students carry this over to their adult life.
Standard 5. Professional Development.Candidates view professional development as a career-long effort and responsibility. As a result, candidates:
5.1Display dispositions related to reading and the teaching of reading. / Read for 2007 Scholastic Read-a-thon
Participation in Reading Program at ASU / These artifacts show that I am vestedin reading. I create that excitement in my class by the activities and projects we do to celebrate reading. Through my participation in the Master’s program, I have gained a new disposition towards reading which can be seen in my classroom and learning community. Participating in the reading program at Appalachian State University has advanced my knowledge about reading and now I can accurately teach students how to read and be excited about learning.
5.2Continue to pursue the development of professional knowledge and dispositions. / Participation in Reading Program at ASU
National Board Certification
HillCenter Professional Developments / My artifacts show my commitment to being a lifelong learner. In order to be an effective educator I must stay abreast of new research and strategies to help my students be successful. I will continue to increase my training and knowledge by participating in professional development related to my field. I have also obtained my National Board certification in the area of Exceptional Needs Specialist Birth to Young Adulthood.
5.3Work with colleagues to observe, evaluate, and provide feedback on each other’s practice. / RE5040
Mentor for colleagues at school
Mentor for lateral entry teachers working on certification in GCS
Advisory Board Member for Project PISCES at A&T University / This artifacts show my responsibility as an educator and member of a Community of Practice. My participation in class dialogues online and with members of my Community of Practice show my desire to share what I know and learn from others in the field. I observe fellow teachers and provide feedback on their instruction to help our students be successful. As a Community of Practice, we all are responsible for teaching children so they can be productive members of our society.
5.4Participate in, initiate, implement, and evaluate professional development programs. / School Leadership Team (SLT)
Chairperson of SLT
Teacher Research Project
Advisory Board Member for Project PISCES at A&T University / As a member of a Community of Practice, I help evaluate and implement profession development programs and trainings at my school and at a local university. The artifacts show how I participate in helping to find new ways to improve instruction and increase students’ learning.