Name: Kristina Parin

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 Exam
  • Comprehensive Exam 1; RE 5710
/ These artifacts demonstrate my knowledge of the reading process. In these artifacts I explain the methods of teaching reading to my students. I also show that using these methods help my students achieve success in reading.
1.2Demonstrate knowledge of reading research and histories of reading. /
  • RE 5100 Exam
  • Comprehensive Exam 1: RE 5710
  • Spelling Inventory: RE 5715
/ In these artifacts I am able to show that I can conduct research in reading from a teaching perspective. I am also able to explain my interest in reading research, and how that research can better my understanding of teaching reading.
1.3Demonstrate knowledge of language development and reading acquisition and the variations related to culture and linguistic diversity. /
  • RE 5100 Exam
  • Japan Culture Project: RE 5538
  • Comprehensive Exam 1: RE 5710
/ These artifacts explain the value of teaching reading to all students from all cultures. I also show how I connect to my students by reading books from different cultures and having books in a variety of languages.
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 Exam
  • IRI: RE 5715
  • Comprehensive Exams 1 and 2: RE 5710
/ These artifacts are examples how I have gained a great knowledge base in the components of reading. I also show that by teaching the foundations of reading in a variety of ways keeps my students engaged in their learning.
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 5100
  • Hypermedia Project: RE 5420
/ Through these artifacts I am able to show that grouping students for reading is necessary and beneficial. I also show that grouping needs to be used in a way that gives what the students need to become successful in reading.
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. /
  • Text Sets Project: RE 5730
  • Hypermazes Paper: RE 5420
/ These artifacts explain how I implement different teaching methods to my students to keep them engaged and motivated to learn. By keeping my methods unique I am able to keep my students attention for important reading strategies.
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. /
  • Text Sets Project: RE 5730
  • IRI: RE 5715
  • Comprehensive Exam 1: RE 5710
  • Spelling Inventory: RE 5715
/ These artifacts demonstrate how using different curriculum materials help my students at a variety of learning levels. These artifacts also show my interest in learning about different materials to better teach my students.
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. /
  • IRI: RE 5715
  • Transcript Analysis: RE 5730
/ These artifacts help to demonstrate my use of many types of assessment models. From formal assessment to informal observations and rubrics I am better able to prepare my for a variety of assessments they may encounter.
3.2Place students along a developmental continuum and identify students’ proficiencies and difficulties. /
  • IRI: RE 5715
  • Spelling Assessment: RE 5715
  • ERSI: RE 5100
/ These artifacts show how I am able to use assessments to help identify strengths and weaknesses in my students. By placing my students along a developmental continuum I am able to teach them at their learning ability.
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: RE 5715
  • RE 5715 Exam
/ These artifacts help to demonstrate my ability to plan and implement instruction for my students that are of different abilities. By differentiating my instruction I am able to include all of my students of all backgrounds.
3.4Communicate results of assessments to specific individuals, (students, parents, caregivers, colleagues, administrators, policymakers, policy officials, community, etc.). /
  • Letter to Parents: RE 5725
  • Progress Reports: OldTown Elementary
/ These artifacts show my ability to communicate and report instructional needs and progress to families and administrators. These artifacts also show how I care for my students learning in all areas.
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. /
  • Student Interest Survey: RE 5725
  • Text Set: RE 5730
/ These artifacts describe how I create a reading and writing curriculum that includes the interests of my students. It also shows that I have created an environment full of literature for my students.
4.2 Use a large supply of books, technology-based information, and non-print materials representing multiple levels, broad interests, cultures and linguistic backgrounds. /
  • Japan Culture Project: RE 5538
  • Annotated Book List: RE 5140
/ The artifacts included show that my students are exposed to a variety of books of varying levels and interests. I also include a variety of texts that include many of student’s cultural backgrounds.
4.3Model reading and writing enthusiastically as valued life-long activities. /
  • Author Study: RE 5140
  • Comprehension Activity: RE 5730
/ These artifacts explain how reading and writing are valued by others. I show that authors have a love of reading and want to connect with their readers. Students see my love of reading and I show how that resonates with my students.
4.4Motivate learners to be life-long readers. /
  • Author Study: RE 5140
  • DEAR
/ These artifacts show my love of reading by sharing with my students what I am reading, why I am reading, and reading with them. If my students see me read, I show them that reading is for learning and enjoyment.
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. /
  • RE 5840 Exam
  • Professional Book List
/ These artifacts demonstrate my philosophical thoughts of the teaching of reading. I also am showing that I am open to a multitude of teaching styles to better my student’s success.
5.2Continue to pursue the development of professional knowledge and dispositions. /
  • Skill Block on Comprehension Strategies
  • Guided Reading Workshop
/ These artifacts show my desire for learning more about specific topics in reading. I also explain how I take the professional development I have received and use with my students.
5.3Work with colleagues to observe, evaluate, and provide feedback on each other’s practice. /
  • Skill Block on Comprehension Strategies
  • Guided Reading Workshop
/ By working with my colleagues I am able to learn from their experiences, and we are able to collaborate with each other on reading techniques.
5.4Participate in, initiate, implement, and evaluate professional development programs. /
  • Peer Observations
  • Reading Nights with families
/ The information I have gained from my masters program I have shared with my colleagues and the school community. I plan to be more of a school reading resource in the future and continue to learn more about reading research to expand my knowledge base.