Name: Kristen Kinney Reynolds
IRA Standards / Artifacts / Rationale /Standard 1. Foundational Knowledge.
1.1 Candidates 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. / In RE 5100, our study and project on instructional strategies represents that I have knowledge of how to effectively implement reading instruction.
RE 5210- this paper, documenting different forms of entryways into the Exceptional Children’s program regarding reading disabilities displays my knowledge of how curriculum and reading has changed across time.
In RE 5200, I wrote a research- based paper on how politics effect literacy and how the views of literacy have changed over time.
In RE 5725 and 5531, we had to conduct assessments where it was our judgment based on data as to where a student should be placed as far as instructional reading materials. / The reading assessments, lesson plans and continuous observances of student learning are based upon research contributed to leading educational researchers. The artifacts mentioned exhibit my awareness and understanding of major theories and research in reading and writing, learning and teaching. Understanding the developmental process of reading and writing and how it progresses over time, have helped me develop curriculum that is pertinent to a child struggling in reading and for those who are beginning readers. Specifically, papers form RE 5100 reveal the depth of my knowledge of the reading process as well as my understanding of the developmental nature of students’ growth and the need to provide instruction based on students’ individual needs. Each child is met with a specific learning plan that meets his or her diagnosis. I learned how to give and interpret many different kinds of assessments in RE 5715 and RE 5725 and modify instruction to better meet students’ needs. The summary sheet from a variety of assessments displays the outcome of these assessments, and the reflection and adaptation of instruction for children at risk provides evidence that I understand how to modify instruction. It is important that a reading specialist remain up-to-date in reading research and place current educational trends and theories within the context and course of ‘history’ to have an accurate view of reading trends and research across time. Current theories and databased evidence may be layered upon previous research and educational practice. In RE 5040, I determined and investigated a research topic first-hand by reading research studies regarding my topic, designing research questions that were specific to my classroom instruction, collecting data that addressed my questions, and interpreting the results. I then displayed my results for others to review and critique.
1.2 Candidates understand the historically shared knowledge of the profession and changes over time in the perceptions of reading and writing development, processes, and components.
1.3 Candidates 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. / In RE 5130, we developed an Author study to share with students that addressed our reading curriculum. We also completed book summaries in RE 5140.
In RE 5130, I created a Literacy through Photography unit where students took pictures and completed writing assignments based on their pictures.
I planned units of study in RE 5730, Reading and Writing Instruction for Intermediate and Advanced Learners. We looked at graphic novels, online comic strips and other forms of literature to inform our units. / It is imperative that reading specialists develop curriculum that is integrated and vertically aligned with other subject areas. In RE 5130, I used photography to teach my students a nutrition unit. We linked nonfiction texts and photography and then used these resources for writing a brochure and an advertisement on healthy foods. In other courses, a variety of instructional strategies were created and implemented to demonstrate knowledge of a balanced curriculum. I viewed a variety of texts, from graphic novels to online poems, to help instruct my students. Many online poems were used as part of my Action Research Project in RE 5040. Learning about these resources provides not only the specialist a variety of tools, but also a wealth of knowledge that can be shared with other educators.
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.
3.1 Candidates understand types of assessments and their purposes, strengths, and limitations. / In RE 5715, I completed an IRI and summary sheet, along with a letter to parents to inform them of their child’s reading level.
In RE 5040, my research partner and I conducted research on fluency, including several assessments to inform our instruction.
My case reports from RE 5725,
Practicum in the Clinical
Teaching of Reading show how a student performed on an IRI and what steps need to be taken for continued instruction with the child. / In classes such as 5715, Reading Assessment and Correction, 5725, Practicum in the Clinical Teaching of Reading, and 5040, Teacher as Researcher, I completed many assessments to evaluate the needs of a struggling reader or several struggling readers. By completing these assessments I was able to see where a child was instructionally and prepare curriculum specifically to meet the needs of that child. I communicated the results of these assessments and my research with parents, colleagues and instructors.
3.2 Candidates select, develop, administer, and interpret assessments, both traditional print and electronic, for specific purposes.
3.3 Candidates use assessment information to plan and evaluate instruction.
3.4 Candidates communicate assessment results and implications to a variety of audiences.
Standard 4. Diversity.
4.1 Candidates recognize, understand, and value the forms of diversity that exist in society and their importance in learning to read and write. / In RE 5210, the reflection paper on RTI, as well as reflections on children’s texts in RE 5140, demonstrates my knowledge of diversity in the ways that students learn to read and write.
The reflective paper on politics in literacy from RE 5200 also demonstrates my learning development in how different students learn.
My use of technology is also a different form of instruction and my plan from RE 5636 is demonstration of that. / Each child has his or her own wealth of culture, background, and prior knowledge that he or she brings to the classroom. A reading specialist must be aware of these forms of diversity and address each child’s style or type of learning. By considering different forms of literacy, whether it be using technology in the classroom, developing accurate interventions for small group instruction, or using creative instructional strategies for reading comprehension, a child’s reading needs can be met.
4.2 Candidates use a literacy curriculum and engage in instructional practices that positively impact students’ knowledge, beliefs, and engagement with the features of diversity.
4.3 Candidates develop and implement strategies to advocate for equity.
Standard 5. Literate Environment.
5.1 Candidates design the physical environment to optimize students’ use of traditional print, digital, and online resources in reading and writing instruction. / In RE 5130, the Literacy through Photography project was used to instruct students. A blog was also used for reflection and planning for myself and with my students.
A specific author’s study was completed in RE 5140, the Advanced Study of Children’s Literature.
In RE 5531, a whole group writing plan was developed, as well as individual assignments for struggling students.
A Staff Development Project was created in RE 5100 to demonstrate knowledge of curriculum and instructions with small and whole groups of students.
Blogs have been used in my classroom for students to have a different means of responding to text. / Reading specialists create an environment that is conducive to increased student achievement. Specialists develop curriculum that meets the needs of a whole class or small groups of students. They also create specific routines, types of lessons, and instruction in which students are familiar and comfortable. Different strategies are used to keep students interested and engaged in learning. Teaching students different authors’ styles, demonstrating writing to a whole class, and having students perform reader’s theater in small groups are various ways that I have met these requirements.
5.2 Candidates 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.
5.3 Candidates use routines to support reading and writing instruction (e.g., time allocation, transitions from one activity to another, discussions, and peer feedback).
5.4 Candidates use a variety of classroom configurations (i.e., whole class, small group, and individual) to differentiate instruction.
Standard 6. Professional Learning and Leadership.
6.1 Candidates demonstrate foundational knowledge of adult learning theories and related research about organizational change, professional development, and school culture. / I wrote a reflection in Product of Learning that exhibits my thoughts on reading and my own learning.
My action research paper from RE
5040, Teacher as Researcher, demonstrates my knowledge of current research and my efforts to complete my own continued research.
I planned a Professional Development unit in RE 5730, to share reading lessons with the staff on my grade level.
I am a technology coordinator at my school, as well as a trained teacher for the state’s new reading assessment program- MClass 3D/ DIBELS. / Reading should become a life-long journey that children and adults alike participate. It is a Reading Specialists goal to create a sense of success in beginning and older readers. The artifacts addressed demonstrate my positive disposition of reading. They also address my willingness to work with other educators, state administrators and policy makers in regards to literacy and best practices in reading. It is my goal to be a leader in the field of reading by sharing my knowledge of the reading development process and instructional strategies with my colleagues and other education professionals.
6.2 Candidates 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.
6.3 Candidates participate in, design, facilitate, lead, and evaluate effective and differentiated professional development programs.
6.4 Candidates understand and influence local, state, or national policy decisions.