Name: Jennifer Jones

IRA STANDARD / Artifacts / Rationale
1. 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 Beginning Reading and Writing Exams
RE 5715 Case Studies / The exams and case studies demonstrate my knowledge of the foundations of reading and writing. They also illustrate my ability to apply that knowledge to instruction.
1.2Demonstrate knowledge of reading research and histories of reading. / RE 5100 Beginning Reading and Writing Exams
RE 5730 Journal Research Project / Through the exam and research project I gained knowledge into reading research, and am able to put that research into practice.
1.3Demonstrate knowledge of language development and reading acquisition and the variations related to culture and linguistic diversity. / RE 5100 Beginning Reading and Writing Exams
RE 5715 Case Studies / These artifacts show that I have knowledge of language development and reading acquisition and use them to improve student learning.
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 Beginning Reading and Writing Exams
RE 5710 Comprehensive Exam question 1 / In both of these artifacts I used my knowledge of the major components of reading and put them into a plan for instruction that would lead students to become fluent readers.
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. / RE 5730 Novel Unit
RE 5130 Poetry Unit
RE 5130 Mini Lesson / This set of artifacts uses different instructional groupings to meet student instructional and developmental needs. These artifacts allow students to receive a variety of learning activities.
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. / RE 5730 Novel Unit
RE 5130 Wordless Picture
Book Assignment
RE 5730 Vocabulary Unit / These artifacts use a variety of activities to allow learners of differing stages of development to receive appropriate instruction. These activities allow students to use their strengths (through choice of activities) to receive effective reading instruction.
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. / RE 5730 Novel Unit
RE 5130 Poetry Unit / I have included these artifacts because they include a variety of activities, materials, and groupings that allow for effective reading instruction for students of diverse cultures, learning stages, and linguistic backgrounds.
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. / RE 5715 Case Studies
RE 5710 Comprehensive Exam
Question 1 / Both of these artifacts demonstrate my ability to use a wide range of assessment tools, including informal reading inventories, word recognition in isolation, as well as, how to interrupt them, and place students in appropriate instruction.
3.2Place students along a developmental continuum and identify students’ proficiencies and difficulties. / RE 5725 Parent Letters
RE 5715 Case Studies / These artifacts demonstrate my ability to identify students’ strengths and weaknesses. They also illustrate my ability to place student in developmentally appropriate instruction.
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. / RE 5725 Lesson Plans
RE 5100 Beginning
Reading and
Writing Exams / The instruction included in these artifacts show my ability to plan, evaluate, and revise effective instruction for all students based on their needs and backgrounds.
3.4Communicate results of assessments to specific individuals, (students, parents, caregivers, colleagues, administrators, policymakers, policy officials, community, etc.). / RE 5725 Parent Letters
RE 5715 Case Studies / These artifacts demonstrate my ability to communicate the results of assessments of students to a variety of audiences.
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. / RE 5130 Multi-Genre Project
RE 5730 Novel Unit / These two artifacts include activities that allow students to chose activities based on their interests at their reading level.
4.2 Use a large supply of books, technology-based information, and non-print materials representing multiple levels, broad interests, cultures and linguistic backgrounds. / RE 5140 Book Reviews
RE 5130 Multi-Genre Projects / The book reviews included show a large variety of print materials that include a variety of interests, cultures, and reading levels. The multi-genre project allows students to use a variety of different materials to learn about topics that interest them.
4.3Model reading and writing enthusiastically as valued life-long activities. / RE 5130 Mini-Lesson
RE 5130 Poetry Project
Battle of the Books Coach / Both artifacts include modeling within the lessons to demonstrate to students the value of reading and writing. As a Battle of the Books coach I read along with my students modeling my enthusiasm for reading.
4.4Motivate learners to be life-long readers. / RE 5130 Wordless Picture Book
Activity
Battle of the Books Coach / The wordless picture book encourages students to not only become life-long readers, but also life-long writers. Being a Battle of the Books coach I encourage students to read books, and explore different genres they might not try without encouragement.
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. / Member of the International Reading Association
Battle of the Books Coach / My membership in the International Reading Association allows me to stay current in the recent research in the reading field. As a Battle of the Books coach I model my enthusiasm for reading to my students.
5.2Continue to pursue the development of professional knowledge and dispositions. / Master of Reading Education Program
Master of Library Science Program
Member of the International Reading Association
Member of American Library Association / I continue to pursue the development of professional knowledge to learning by continuing my education to better my classroom practice. I also am members of organizations to keep abreast of the latest research within the reading field.
5.3Work with colleagues to observe, evaluate, and provide feedback on each other’s practice. / Inclusion Planning
Member of Curriculum and Instruction Committee / In both of these activities I work with my fellow colleagues to better improve reading instruction within my school and classroom.
5.4Participate in, initiate, implement, and evaluate professional development programs. / Workshops at the CountyLevel
Masters Programs / I participate in many workshops through the county in which I teach. I participate in evaluating those programs afterward. Throughout my masters programs I have given many presentation on variety of reading topics.