Reading, Language, & Literacy M.Ed Video Portfolio
IRA Standard 1.1: Candidates have knowledge of the psychological, sociological, and linguistic foundations of reading and writing processes and instruction.Guiding Questions:
- What are the stages of reading development?
- What are the stages of writing development?
- Who are important thinkers in the field of literacy that inform your understanding of the reading and writing processes?
Students have several textbooks used within the program, each of which addresses these foundations of literacy in specific chapters. Please, refer to these chapters, as well as to course notes and assignments for assistance with Standard 1. Cite all sources used.
IRA Standard 1.2: Candidates have knowledge of reading research and histories of reading.
Guiding Questions:
- What is the continuum of theoretical approaches from which I must draw upon when teaching?
- Who are important theorists and researchers in the field of literacy and what is their impact on instructional practices?
- How has the field of literacy developed over the past 50 years?
Reading Specialists must be able to articulate the major historical developments in the field of literacy and attribute those developments to appropriate researchers and practitioners within the profession.
IRA Standard 1.4: Candidates are knowledgeable about and can apply research-based practices for the teaching of phonemic awareness, phonics, vocabulary, fluency, and comprehension (SBRR Principles)
Guiding Questions:
- What are each of the elements listed above and what role do they play in literacy development?\
- How have I implemented and/or observed these approaches being taught in my program and/or classroom?
- What important theoretical and practical issues must I grapple with as I try to maximize student achievement implementing instruction across each of these areas?
Define each of the approaches listed above and then discuss how each of them works in concert over time to help students become life-long literacy learners. Also include discussion of how these elements are implemented in schools.
IRA Standard 2: Candidates use a wide range of curricular materials in effective reading instruction for learners at different stages of reading and writing development and from different cultural and linguistic backgrounds.
Guiding Questions:
- How do the theories discussed in Standard 1 play out in general classroom reading and writing instruction?
- How might you adjust these practices to apply to the instruction of specific student populations you plan to teach?
All reading specialists must be prepared to teach in a variety of contexts with students at all ranges of abilities and backgrounds. The first guiding question applies to instruction in a general education classroom typical to most reading instruction, while the second question allows candidates to speak specifically to the needs of specific groups of students they plan to teach.
IRA Standard 3: Candidates use a variety of assessment tools and practices to plan effective instruction.
Guiding Questions:
- What variety of assessment tools can teachers use to better understand their students as readers and writers?
- How does knowledge from these assessments help inform instruction of those students?
This standard specifically relates to many of the readings and projects from EDRD 7650, especially with regards to the use of fluency charts, running records, etc. You may use information from case studies conducted in your course work as examples for this standard. An important feature of this standard is the interconnection between assessments and planning, stressing that one informs the other.
IRA Standard 4:Candidates integrate knowledge and dispositions of instructional practices, curricular materials, assessment, and evaluation to create a literate environment that fosters both reading and writing.
Guiding Questions:
- Based on your Reading course work, what strategies do you recommend to match children with appropriate texts based on their abilities and/or interests?
- How can reading teachers foster a life-long love of reading in their students?
Standard 4 emphasizes the importance of motivation and appropriate levels of instructional materials used in your reading and writing program. “Texts” may refer to a variety of print and non-print sources incorporated into your instruction. In addition, strategies discussed with regard to life-long reading may refer to materials, methods, evaluations, or assessments.
IRA Standard 5: Candidates work with colleagues to observe, evaluate, and provide feedback on each other’s practice.
Guiding Questions:
- Based on your work in your practicum, what have you practiced regarding observing and working with new teachers and other colleagues?
- How have these experiences prepared you to assume a leadership role within a school?
In this section of the video, describe the experiences you have had in your practicum and other coursework that has prepared you to assume a leadership role. Also discuss the accomplishments and struggles you have had during this process and how they have impacted how you will approach such a position within a school.
IRA Standard 5: Candidates view professional development as a career long effort and responsibility.
This standard addresses the professionalism of the over-all video portfolio, based on the following criteria:
- Audience Appropriateness- Choose a distinct audience for your presentations (i.e. parents, colleagues, administrators, etc.) to whom you may speak regarding your reading program. How appropriate is your presentation for that particular audience?
- Clarity of Language- Is the information in your video voice over easy to follow and accurate?
- Succinct Explanations- Are you able to present large amounts of information in concise language that is helpful to your intended audience?
- Appropriate Visuals- Do the video footage and photographs chosen enhance the verbal narrative in ways that produce a coherent collage of images and words?
- Intonation- Is you voice appropriate, audible, and clearly articulated? (Tip: Beware of sounding overly sing-song or monotonous.)
- Transitions- How well do visual transitions work with transitions of topics or ideas?
- Thoroughness- The following are minimal requirements that must be met regarding the structure of the video portfolio:
- Submission of the video and text of the narrative on a CD-Rom or DVD by the due date.
- References (a minimum of 4) must appear in a works cited list at the end of the narrative’s text using APA formatting.
- References (a minimum of 4) must appear in print in the video, either as references are made or at the conclusion.
- Adherence to the time limit; videos must last between 5 and 8 minutes.
1 / Revised Fall 2009