Name: Pam Aubuchon
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. / 5120 – Psychological Bases of Reading – Reflection paper / When taking this class we read and discussed many articles pertaining to the foundations of reading and the writing processes and instructions. Articles included: Modeling the Connections Between Work Recognition and Reading, The Mnemonic Value of Orthography Among Beginning Readers, and Relationship Between Single Word Decoding and Reading Comprehension. This class gave me the opportunity to see how research was conducted on reading and writing. These articles gave me an insight on how my students learn to read and write. I use this information when designing lessons to reach my diverse student population.
1.2Demonstrate knowledge of reading research and histories of reading. / 5740 – Teacher as a Researcher – Research paper and powerpoint / I developed, implemented, and wrote a report on an action research study designed to address my classroom questions. My questions were:
- How do I get kindergarten children to feel more confident with their writing ability?
- What topics are kindergarten children motivated to write about?
- Do they enjoy one style of writing more so than others?
The research was conducted over a six week period with my 23 kindergarten students. This project made me a better writing teacher. I continue to design my writing lessons based on the results of my research project.
1.3Demonstrate knowledge of language development and reading acquisition and the variations related to culture and linguistic diversity. / 5100 – Teaching Beginning Reading and Writing – Mid-term report / I wrote a reflective paper describing and defending the reading and writing instruction goals and curriculum design that I use in my kindergarten classroom.
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. / 5715 – Informal Reading Inventory Report – Case study / I assessed literacy levels of students and, in a report, interpret the results of reading, writing, word studies, and spelling assessments. I proposed a detailed instructional plan based on the assessment data. I continue to use these assessments in my own classroom. Through these assessments I assign my students to reading groups, and send nightly readers home on their independent level.
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. / 5715 – Reading Assessment and Correction – Case study / I assessed literacy levels of students and, in a report, interpret the results of reading, writing, word studies, and spelling assessments. I proposed a detailed instructional plan based on the assessment data. I continue to use these types of assessments to help me develop targeted instructional lesson plans for my diverse student population.
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. / 5130 – Teaching the Language Arts – Poetry Unit / After completing the Teaching the Language Arts class I began to implement: multi-genre lessons, technology-based lessons, integrate poetry into my lessons, and develop lessons to reach all of my learners from different cultural and linguistic backgrounds.
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. / 5100 – Teaching Beginning Reading and Writing – Mid-term report / I wrote a reflective paper describing and defending the reading and writing instruction goals and curriculum design that I use in my kindergarten classroom. After completing Teaching Reading and Writing class I began to use leveled reading groups. Within my reading groups I use a variety of reading materials and strategies to meet the different stages of reading development of 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. / 5715 – Reading Assessment and Correction – Case study / I assessed literacy levels of students and, in a report, interpret the results of reading, writing, word studies, and spelling assessments. I proposed a detailed instructional plan based on the assessment data. I continue to use these types of assessments to help me develop targeted instructional lesson plans for my diverse student population. In addition I also use technology-based assessment tools including: RTI graphs, and aims web.
3.2Place students along a developmental continuum and identify students’ proficiencies and difficulties. / 5715– Reading Assessment and Correction – Case study / I assessed literacy levels of students and, in a report, interpret the results of reading, writing, word studies, and spelling assessments. I proposed a detailed instructional plan based on the assessment data. In my class I assess my student’s literacy levels through K-2 assessments, RTI assessments, and my own daily assessments. These assessments help me identify students’ proficiencies and any difficulties that may need to be addressed.
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. / 5715 – Reading Assessment and Correction – Case study / I assessed literacy levels of students and, in a report, interpret the results of reading, writing, word studies, and spelling assessments. I proposed a detailed instructional plan based on the assessment data. I continue to use these types of assessments to help me develop targeted instructional lesson plans for my diverse student population. I use assessment results when planning my daily and weekly lesson plans and revise my instruction when necessary to meet all of my student’s needs.
3.4Communicate results of assessments to specific individuals, (students, parents, caregivers, colleagues, administrators, policymakers, policy officials, community, etc.). / 5715 – Reading Assessment and Correction – letter to parent / I proposed a detailed instructional plan based on the assessment data I collected. I communicate assessment results to my parents and caregivers through progress reports, report cards, and conferences. I offer suggestions and strategies for parents to use at home when working with their child. I communicate results of assessments to administrators and colleagues through our K-2 assessments, RTI assessments, and class matrix form.
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. / 5130 – Teaching the Language Arts – Poetry Unit / After completing the Teaching the Language Arts class I began to implement: multi-genre lessons, technology-based lessons, integrate poetry into my lessons, and develop lessons to reach all of my student’s interests and backgrounds.
4.2 Use a large supply of books, technology-based information, and non-print materials representing multiple levels, broad interests, cultures and linguistic backgrounds. / 5130– Teaching the Language Arts – multi-genre project located on my blog / After completing the Teaching the Language Arts class I began to incorporate a variety of genres within my lessons including: poetry, fiction, fantasy, picture books, and magazines. I began to incorporate technology based lessons including power point presentations. My lessons are designed to reach all of my students’ interests and backgrounds
4.3Model reading and writing enthusiastically as valued life-long activities. / 5130 – Teaching the Language Arts – Poetry Unit / I began including invitations when beginning a new unit or theme. I include many Big Books when reading to my whole group. Students participate in sharing the pen lessons and creating language experience lessons. I model each writing lesson before having my students write on their own.
4.4Motivate learners to be life-long readers. / 5100 – Teaching Beginning Reading and Writing – Mid-term report / After completing Teaching Beginning Reading and Writing I have a better understanding of how to motivate my students to read and write. I discovered many strategies that can be used in my class which include: sharing the pen, the language experience approach, and level reading groups.
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. / Completion of Masters of Reading Education Program. / I began the Masters of Reading Education program to improve my ability as a reading instructor. I continue to implement my strategies learned from my courses in class each day.
5.2Continue to pursue the development of professional knowledge and dispositions. / Staff Development classes in the area of reading. / I continue to attend reading seminars to improve my skills as a reading instructor. I attend seminars that focus on meeting the needs of all reading students.
5.3Work with colleagues to observe, evaluate, and provide feedback on each other’s practice. / Meet with colleagues to discuss reading strategies.
Student Intervention Team / As a grade level we meet monthly to discuss and share our lessons and strategies.
I am on the student intervention team committee. I attend meetings for students in kindergarten – second grade. Within the meetings I offer suggestions and strategies for teachers to use in class in the area of reading.
5.4Participate in, initiate, implement, and evaluate professional development programs. / Response to Intervention (RTI) / We began RTI in our school last year. We met quarterly to discuss if the interventions were working and what needed to be changed.