Name: Jennifer Coffey
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. / RE 5100: Teaching Beginning Reading and Writing final exam / This artifact shows that I have an understanding of the foundations of the reading and writing processes and can therefore implement this knowledge into teaching reading and writing to students of all ages. I can differentiate my instruction to meet individual students’ needs.
1.2Demonstrate knowledge of reading research and histories of reading. / Action research project
Literature review / In order to complete my action research project, I read dozens of articles on the history of reading and the importance of reading aloud to children in order to motivate them to become readers themselves. I also wrote detailed abstracts of many reading related articles for my Teacher as Researcher class as well.
1.3Demonstrate knowledge of language development and reading acquisition and the variations related to culture and linguistic diversity. / RE 5100: Teaching Beginning Reading and Writing final exam
Word sorting activities / These activities show that I am able to recognize the diversity of learners and the need to differentiate instruction to meet the needs of students from various backgrounds and ability levels.
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. / RE 5100: Teaching Beginning Reading and Writing final exam
Vocabulary Unit / These artifacts demonstrate that I understand the components of reading and show that I have the ability to instruct students in these areas.
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:
2.1 Use instructional grouping options (individual, small-group, whole-class, and computer based) as appropriate for accomplishing given purposes. / Multi-level literature circle lesson plans
Word study groupings / I am able to plan multi-level literature circle groups that read different books related to the same theme. These books are carefully chosen so that each student can read on his/her instructional level and not become frustrated by the print. The activities are planned to enhance comprehension, vocabulary, summarizing ability, and other crucial skills.
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. / Vocabulary lesson sequence
Developmental spelling unit
Novel study / These artifacts show that I have implemented the use of various approaches to studying vocabulary and spelling, different types of literature, and many activities related to literature to enhance student learning.
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. / Multi-level literature circle lesson plans
Novel study / I have gathered materials from many different sources and used them to instruct students at different levels of reading and writing abilities.
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. / Case studies / The ability to use an IRI to determine a student’s independent, instructional, and frustrational level is very important for a reading specialist.
3.2Place students along a developmental continuum and identify students’ proficiencies and difficulties. / IRI summary sheet / The IRI summary sheet can be used to determine a student’s instructional level for word recognition, oral and silent reading, and spelling.
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. / Case studies
Final exam from Reading Assessment and Correction / After assessing a student’s instructional level, I am able to plan lessons that will meet their individual needs to strengthen their skills in areas that they are exhibiting deficiencies or weaknesses.
3.4Communicate results of assessments to specific individuals, (students, parents, caregivers, colleagues, administrators, policymakers, policy officials, community, etc.). / IRI write-up and parent conference outline
Class website / After assessing a child’s reading ability, it is important to conference with the parent to let them know I found. The IRI summary sheet can be used as a visual aid.
I have created a website for my classroom to keep parents informed about what their children are learning and to show them pictures of their child having fun and interacting with other children during the day.
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. / Poetry Unit
Author Study / These artifacts show my ability to assess students’ interests and create units for instruction based on what students would like to learn more about.
4.2 Use a large supply of books, technology-based information, and non-print materials representing multiple levels, broad interests, cultures and linguistic backgrounds. / Thematic exploration/annotated bibliography / I created an annotated bibliography centered around a theme to help students choose books they were interested in that were on their reading level.
4.3Model reading and writing enthusiastically as valued life-long activities. / Read-aloud research project / During the collection of data for my action research project, I read aloud with fluency and expression to preschool students daily. This increased their interest in books and motivated them to learn to read.
4.4Motivate learners to be life-long readers. / Read-aloud research project
Author study / I read aloud to students of many age levels. This helped them learn to appreciate the richness books could bring to their lives and motivated them to read more on their own. I also presented my author study to a fourth-grade reading group to help motivate them to read poetry on their own.
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. / Conference attendance
Leading staff development
Belonging to professional organizations
ASU Reading Education master’s program / I am a member of the North Carolina Association for the Education of Young Children, and I believe this membership demonstrates my commitment to furthering my own education and to being an advocate for young children on a state and national level. My choice to continue my education and pursue a master’s degree in Reading Education also shows my desire to continually expand my knowledge in the area of reading education.
5.2Continue to pursue the development of professional knowledge and dispositions. / Conference/Workshop attendance
Staff development
Bullying research and presentation to staff / As an educator of preschool children, I feel that it is important to attend workshops, training sessions, and conferences related to pre-literacy activities. Ihad the opportunity to attend the North Carolina Association for the Education of Young Children’s state conferencerecently. I then lead a staff development session with my coworkers to share what I had learned, in particular about reading aloud to children. Also, I conducted research on bullying in schools and presented my findings and suggestions to the staff of the elementary school where I worked.
5.3Work with colleagues to observe, evaluate, and provide feedback on each other’s practice. / Peer interaction in graduate classes
Action research project / During my graduate coursework at ASU I have had many opportunities to evaluate projects and presentations by my peers and they have evaluated my work as well. Because we are all in the same profession and want to grow into better teachers, we are able to give each other valuable responses and advice. I shared the results of my action research project with my colleagues at ASU and at my job.
5.4Participate in, initiate, implement, and evaluate professional development programs. / Staff development
Action research project / I have had the opportunity to interact with my coworker’s classes and share my expertise in the area of reading aloud to children with them. I conducted an action research project which compared two read-aloud methods to determine whether one was more effective with preschool children and shared these results with the preschool teacher.