Elementary Education/ESOL Pre-K Primary Education/ESOL Florida A&M University DOE Code: 04180

Reading Endorsement Matrix Component Evidence Delivery Assessment Competency

Indicators/Purpose

Description of Assessment/Activity Check one or

both Courses Clinical

Type of Instrument Used

Competency 1: Foundations in Language & Cognition

Specific Indicator A: Phonemic Awareness

1.A.1 Identify and apply basic concepts of phonology as they relate to language development and reading performance (e.g., phonological process, inventory of phonemes, phonemic awareness skills, phonemic analysis)*

The instructor will administer a vocabulary test that includes all of the terminology associated with phonemic awareness. In addition, candidates are required to submit a section in the strategies notebook that requires them to provide an overview of phonemic awareness, assessment instruments used and activities used for implementation.

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Vocabulary Test and the Phonemic Awareness section of the Strategies Notebook

1.A.2 Distinguish both phonological and phonemic differences in language and their applications in written and oral discourse patterns (e.g., language & dialect differences)*

Candidates are required to read Chapter 3 Language and Diversity in the Multiple Paths to Literacy textbook. They will listen to the lecture, discuss and put into Cornell Notetaking format.

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Candidates ability to distinguish that phonological awareness includes looking at a larger amount of spoken language than phonemic awareness will be evaluated on the Chapters Exam. Notes

from “Teaching Reading is Rocket Science “ will be checked in learning portfolio.

Specific Indicator B: Phonics

1.B.1 Identify structural patterns of words as they relate to reading development and reading performance (e.g., inventory of orthographic representations, syllable conventions; spellings of prefixes, root words, affixes)

Students are required to read Chapter 3 Word Recognition in Teaching Reading in Today’s Elementary Schools and put their notes into the Cornell Notetaking format before listening to and discussing the chapter. Comprehension will be assessed through the final exam.

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Cornell Notes check in the learning portfolio, midterm/Final Exam and evaluating classroom presentations on syllabication, affixes and root words.

1.B.2 Apply structural analysis to words (e.g., orthographic analysis, spelling morphologies, advance phonics skills)

Students are required to read Chapter 3 Word Recognition in Teaching Reading in Today’s Elementary Schools text book and put their notes into the Cornell Notetaking format before listening to and discussing the chapter. Students will also create a phonics tape with a script assignment. Comprehension will be assessed through the final exam.

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Cornell Notes check in the learning portfolio, midterm/Final Exam, phonics book and the Phonics Tape Script Assignment.

Specific Indicator C: Fluency

1.C.1 Identify the principles of reading fluency as they relate to reading development

Students are required to read Chapter 1 The Reading Act in Teaching Reading in Today’s Elementary Schools textbook and put their notes into the Cornell Notetaking format before listening to and discussing the chapter. The principles of reading development which includes fluency are covered in the chapter. Students

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Cornell Notes check in the learning portfolio, Final Exam and the Fluency section of the Strategies Notebook.

are also required to provide in the Strategies Notebook an overview of fluency that includes its definition, its purpose in reading development, activities used to teach fluency and assessments used for its measurement.

1.C.2 Understands the role of reading fluency in development of the reading process

Students are required to read Chapter 1 The Reading Act in Teaching Reading in Today’s Elementary Schools textbook and put their notes into the Cornell Notetaking format before listening to and discussing the chapter. The principles of reading development which includes fluency are covered in the chapter. Students are also required to provide in the Strategies Notebook an overview of fluency that includes its definition, its purpose in reading development, activities used to teach fluency and assessments used for its measurement.

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Cornell Notes check in the learning portfolio, midterm/Final Exam and the Fluency section of the Strategies Notebook.

Specific Indicator D: Vocabulary

1.D.1 Identify and apply principles of English morphology as they relate to language acquisition (e.g., identify meanings of morphemes, inflectional and derivational morphemes, morphemic

Students are required to read the article Reading is Rocket Science (put into Cornell Notetaking format and define the terms morphemes, inflectional and derivational morphemes and morphemic analysis. RED 3013: Students are required to read Chapter 4 Meaning Vocabulary

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RED 4519:Cornell Notetaking check in the learning portfolio and the Vocabulary Test.

analysis) in Teaching Reading in Today’s Elementary Schools textbook and put their notes into Cornell Notetaking format before the lecture and discussion. Also, students will include a section in the Strategies Notebook on meaning vocabulary which includes an overview of meaning vocabulary, its purpose in developing the reading process, activities used to instruct and assessment instruments used for its measurement.

RED 3013: Cornell Notetaking check in the learning portfolio, Strategies Notebook and related questions on Reading Tests 1 & 2.

1.D.2 Identify principles of semantics as they relate to vocabulary development (e.g., antonyms, synonyms, figurative language, etc.)

Students are asked to provide examples of word pairs (antonyms, synonyms, homonyms, etc.) and figurative language during the lecture on Chapter 4 Meaning Vocabulary in Teaching Reading in Today’s Elementary Schools textbook. Also, students will write an overview of meaning vocabulary in the Strategies Notebook.

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Cornell Notetaking check in the learning portfolio, the Meaning Vocabulary section of the Strategies Notebook and related questions on Reading Tests 1 & 2.

Specific Indicator E: Comprehension

1.E.1 Identify principles of syntactic function as they relate to language acquisition and reading development (e.g., phrase structure, types of sentences, sentence manipulations)*

Students are required to read Chapter 5 Comprehension Part 1 in Teaching Reading in Today’s Elementary Schools textbook and put their notes into Cornell Notetaking format before the lecture and discussion. Also, students will include a section in the Strategies Notebook on comprehension which includes an

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Cornell Notetaking check in the learning portfolio, and related questions on Reading Tests 1 & 2.

overview of sentence structure (syntax, semantics, paragraph structure, phrase structure, etc.) its purpose in developing the reading process, activities used to instruct and assessment instruments used for its measurement.

1.E.2 Understands the impact of variations in written language of different text structures on the construction of meaning

Candidates are required to read Ch. 5 in Language Arts textbook. Then during field work they collect a minimum of 15 writing samples & bring them back to class for discussion and analysis.

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Research Report-Collection and analysis of student writing samples Rubric

1.E.3Identify cognitive task levels and the role of cognitive development in the construction of meaning of a variety of texts (e.g., knowledge, comprehension, application, analysis, synthesis, evaluation)

Students are required to read Chapter 2 Emergent Literacy in Teaching Reading in Today’s Elementary Schools textbook and put their notes into Cornell Notetaking format before the lecture and discussion. The discussion will include information about cognitive development and the role questioning techniques plays in cognition.

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In addition to the chapter discussion, students will receive a hand out on questioning techniques. The teacher will model these techniques during progress monitoring and students will identify which technique is being used.

1.E.3 Understands the transactive nature of the reading process in constructing meaning from a wide variety of texts and for a variety of purposes (e.g., text connections: within texts, across texts, from text to self, from text to world)

Students are required to read Chapters 5&6 Comprehension Parts 1&2 in Teaching Reading in Today’s Elementary Schools textbook and put their notes into Cornell Notetaking format before the lecture and discussion. The discussion will include information about text connections. The text connection piece will be demonstrated by a

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Cornell Notetaking check in the learning portfolio, and related questions on Reading Tests 1 & 2.

transparency that show examples of sentences that represent text to self, text to world, etc.

1.E.4 Identify cognitive task levels and the role of cognitive development in the construction of meaning of a variety of texts (e.g., knowledge, comprehension, application, analysis, synthesis, evaluation)

Students are required to read Chapter 2 Emergent Literacy in Teaching Reading in Today’s Elementary Schools textbook and put their notes into Cornell Notetaking format before the lecture and discussion. The discussion will include information about cognitive development and the role questioning techniques plays in cognition.

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In addition to the chapter discussion, students will receive a hand out on questioning techniques. The teacher will model these techniques during progress monitoring and students will identify which technique is being used.

Specific Indicator F: 1.F.1Integration of the major reading components

1.F.1 Identify language characteristics related to informal language and cognitive academic language.*

Candidates will read Chapter 3 “Language and Diversity” in Multiple Paths to Literacy. They will be required to put information about language variations and dialects in their Cornell Notes during the lecture.

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The information in the Cornell Notes on language variations and dialects and its connection to two theorists Lev Vgotsky and Jean Piaget will be used for progress monitoring.

1.F.2 Identify phonemic, semantic, and syntactic variability between English and other languages.*

Students will read and discuss printed material found in the supplemental workbook and answer the attendant questions. The information will help candidates to learn how to identify phonemic, semantic, and syntactic variability between English and other languages: Methods and Strategies for teaching phonemic awareness, and context clues through theories of language development are a couple of the topics covered in the workbook. The

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Supplemental Workbook Assignment

readings and discussions will entail the variations within English and other languages.

1.F.3 Understands the interdependence between each of the major reading components and their effect upon fluency in the reading process (e.g., reading rate: phonological processing and construction of meaning)

Students are required to read Chapter 1 The Reading Act in Teaching Reading in Today’s Elementary Schools textbook and put their notes into Cornell Notetaking format before the lecture and discussion. In this chapter, all of the major reading components are introduced.

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Cornell Notetaking check in the learning portfolio, and related questions on Reading Tests 1 & 2. In addition, students will be evaluated through progress monitoring which is conducted in the form of a review at the beginning of the class and sometimes folds over into the remaining part of class.

1.F.4Understands the interdependence between each of the major reading components and their affect upon comprehension (e.g., construction of meaning: vocabulary, fluency)

Students are required to read Chapter 1 The Reading Act and Chapters 5 & 6 in Teaching Reading in the Today’s Elementary Schools textbook and put their notes into Cornell Notetaking format before the lecture and discussion. The instructor will discuss the connection between the major reading components and their impact on comprehension which is the desired result of every reading act.

RED 3013 Cornell Notetaking check in

the learning portfolio, and related questions on Reading Tests 1 & 2. In addition, students will be evaluated through progress monitoring which is conducted in the form of a review at the beginning of the class and sometimes folds over into the remaining part of class. Strategies notebook –comprehension.

1.F.5 Understands the impact of dialogue, writing to learn, and print environment upon reading development

After reading chapters in the textbook, candidates engage in Reader’s Workshop (a research-based practice) where they read self selected literature & write in

LAE 3414 Candidates receive a grade for

attendance & participation in Reader’s Workshop. A rubric is used to assess Dialogue Journals. Additionally, this

dialogue journals to communicate about reading through writing. They then receive responses from their peers and teacher using writing to learn.

information is evaluated on the Midterm Exam.

COMPETENCY 2: Foundations of Research-Based Practices

Specific Indicator A: Phonemic Awareness

2.A Identify explicit, systematic instructional plans for scaffolding development of phonemic analysis of the sounds of words (e.g., phonemic blending, segmentation, etc.)

Candidates are required to read Chapter 4 Emergent Literacy and Phonics in the textbook Self-Paced Phonics: A Text for Educators. In doing so they will peruse the section on phonemic awareness that presents an overview and identifies the 9 phonemic awareness activities which include phoneme isolation, identity, categorization, counting, deletion, substitution, segmentation, and identification of deleted phonemes.

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phonemic awareness, students will write a description of an instructional activity to teach each of the phonemic awareness terms found in the end of the chapter practice section and complete a review section on this topic which too is found at the end of the chapter. The phonics workbook is checked by the instructor.

Specific Indicator B: Phonics

2.B Identify explicit, systematic instructional plans for scaffolding development from emergent through advanced phonics with words from both informal and academic language (e.g., orthographic skills, phonetic and structural analysis: rules, patterns, and generalizations)

Candidates are required to complete a phonics workbook entitled Self-Paced Phonics: A Text for Educators. This work book provides a step-by-step approach to teaching phonics starting with emergent phonics and concluding with advanced phonics.

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The phonics work book starts with a pretest and presents 8 chapters, each with an end of the chapter practice and review section. The entire book has to be completed and submitted for grading by the professor.

Specific Indicator C: Fluency

2.C Identify explicit,

Fluency is a major reading component and one of the key reading abilities identified by the

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Students are required to identify the instructional activities for each of the major

systematic instructional plans for scaffolding fluency development and reading endurance (e.g., rereading, self-timing, independent reading material, reader’s theater, etc.)

National Reading Panel. It is introduced in Chapter 1 The Reading Act in the textbook Teaching Reading in Today’s Elementary Schools. Repeated readings, Reader’s Theatre and the Rhythm Walk are the activities that are offered as forms of instruction for fluency.

reading components and place them in a graphic organizer with the attendant Sunshine State Standards and The International Reading Association Standards. The instructor grades the graphic organizers (activity grid) to see if the SBRR activities are included on the grid with the standards.

Specific Indicator D: Vocabulary

2.D Identify explicit, systematic instructional plans for scaffolding vocabulary and concept development (e.g., common morphological roots, morphemic analysis, system of word relationships, semantic mapping, semantic analysis, analogies, etc.)

Vocabulary development is a major reading component. It is introduced in Chapter 6 Meaning Vocabulary in the textbook Teaching Reading in Today’s Elementary Schools. Word Banks, Vocabulary Notebooks and focusing on multiple aspects of the words: word meanings, differences in the words, the words in context; roots, derivatives, and variants of words; and parts of speech of the words are activities that are offered as forms of instruction for vocabulary development. It is also helpful to identify the differences and similarities of words.

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Students are required to identify the instructional activities for each of the major reading components and place them in a graphic organizer with the attendant Sunshine State Standards and The International Reading Association Standards. The instructor grades the graphic organizers to see if the SBRR activities are included on the grid with the standards. The three activities Word Banks, Vocabulary Notebooks and focusing on multiple aspects of the words are the three activities chosen for the graphic organizer check regarding meaning vocabulary.

Specific Indicator E: Comprehension

2.E Identify explicit,

Comprehension development is a major reading component. It is

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Students are required to identify the instructional

systematic instructional plans for scaffolding development comprehension skills and cognition (e.g., key questioning strategies such as reciprocal teaching, analysis of relevance of details, preduction, “think-aloud” strategies, sentence manipulation, paraphrasing, etc.)

introduced in Chapters 7 & 8 Comprehension Part 1 and 2 in the textbook Teaching Reading in Today’s Elementary Schools. The reader’s purpose for reading, the characteristics of the text to be read and strategies to be used before, during and after reading are activities that are offered as forms of instruction for comprehension development.

activities for each of the major reading components and place them in a graphic organizer with the attendant Sunshine State Standards and The International Reading Association Standards. The instructor grades the graphic organizers to see if the SBRR activities are included on the grid with the standards. The reader’s purpose for reading, the characteristics of the text to be read and strategies to be used before, during and after reading are the three activities chosen for the graphic organizer check regarding comprehension development.

Specific Indicator F: Integration of the major reading components 2.F.1 Identify

comprehensive instructional plans that synchronize the major reading components (e.g., a lesson plan: structural analysis, morphemic analysis, reciprocal teaching, rereading, etc.)

To be successful literacy teachers, candidates need to learn to combine the major reading components and present them in a systematic way to struggling readers. The assignment that requires this type of integration is the strategies notebook. To successfully complete this task, candidates must provide an overview of each of the reading components, identify the assessment instruments that can be used for pre and post testing, then include 2-3 instructional activities for each component.

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The Strategies Notebook that contains multiple tasks for integrating the major reading components.

2.F.2 Identify explicit, systematic instructional plan for scaffolding content area vocabulary development and reading skills (e.g., morphemic analysis, semantic analysis, reciprocal teaching, writing to learn, etc.)

Candidates will read chapter 2 of Vacca & Vacca on Scaffolding Instruction. Chapter 3 on Strategies for Vocabulary Development and include activities such as semantic analysis, reciprocal teaching, writing to learn (content area vocabulary) on the lesson plan.

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Lesson Plan on increasing reading comprehension through the use of generalized and specialized vocabulary development.

2.F.3 Identify resources and research-based practices that create both language-rich and print-rich environments (e.g., large and diverse classroom libraries; questioning the author; interactive response to authentic reading and writing tasks, etc.)

After reading chapters in the textbook, candidates engage in Reader’s Workshop (a research-based practice) where they read self selected literature and write in dialogue journals to communicate about reading through writing. They then receive responses from their peers and teacher using discussion skills and writing to learn.

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Candidates receive a grade for attendance & participation in Reader’s Workshop. A rubric is used to assess Dialogue Journals. Additionally, this information is evaluated on the Midterm Exam and/or Final exam.

2.F.4 Identify research-based guidelines and selection tools for choosing literature and expository text appropriate to students’ interests and independent reading proficiency R

. After reading the chapters in the textbook, candidates must select books (using appropriate tools) and read 50 children’s picture books and 10 children’s novels through the course of the semester. The instructor identifies particular titles and the candidate must produce a written report or ‘book review’ explaining the elements of literature

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Reviews of children’s literature, the ‘book review’ is used to evaluate candidates knowledge of research-based guidelines for selecting literature and using expository text to link to students’ interests and independent reading proficiency. These concepts are also assessed on the Midterm and/or Final

Exam. COMPETENCY 3: Foundations of Assessment Understands the role of assessments in guiding reading instruction and instructional decision making for reading progress of struggling readers.

Specific Indicators 3.1Describe or recognize

appropriate test formats and types of test items for assessing the major elements of reading growth: phonemic awareness, phonics, fluency, vocabulary, and reading comprehension

Students are required to read Chapters 5 & 6 in the Multiple Paths to Literacy textbook and put their notes into Cornell Notetaking format before the lecture and discussion. The instructor will discuss the formal and informal or alternative assessment instruments that are appropriate for administering to struggling readers to determine their strengths and challenges regarding the major reading components.

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Cornell Notetaking check in the learning portfolio. In addition, students will be evaluated through progress monitoring which is conducted in the form of a review at the beginning of the class and sometimes folds over into the remaining part of class. The assessment section of the strategies notebook also serves as way to measure student’s understanding of the assessment program of all of the major reading components. 3.2Understands the role of

assessment in planning instruction to meet student learning needs

Students are required to read Chapters 5 & 6 in the Multiple Paths to Literacy textbook and put their notes into Cornell Notetaking format before the lecture and discussion. The instructor will discuss the role of Response To Intervention holds in planning literacy instruction for struggling readers.

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Cornell Notetaking check in the learning portfolio. In addition, students will be evaluated through progress monitoring which is conducted in the form of a review at the beginning of the class and sometimes folds over into the remaining part of class.

In class, students will select assessment activities and interventive techniques from the book entitled Response to Intervention by Mary Little to be used later with their CRP student. 3.3 Interpret students’

formal and informal test results. R , E

Students are required to read Chapters 5 & 6 in the Multiple Paths to Literacy textbook and put their notes into Cornell Notetaking format before the lecture and discussion. The instructor will discuss the formal and informal or alternative assessment instruments that are appropriate for administering to struggling readers or remedial readers. The discussion will expand to learning how to analyze their strengths and challenges based upon the assessment results.

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The Diagnostic section of the Corrective Reading Program serves as a way to evaluate students’ ability to analyze students’ formal and informal test results. Candidates will have to present both types in the Corrective Reading Program Report.

3.4 Identify measurement concepts and characteristics and uses of norm-referenced and criterion-referenced tests. R

Students are required to read Chapters 5 & 6 in the Multiple Paths to Literacy textbook and put their notes into Cornell Notetaking format before the lecture and discussion. The instructor will discuss the formal and informal or alternative assessment instruments that are appropriate for administering to struggling readers. Norm referenced tests are a part of formal assessment and criterion referenced tests can fall

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Cornell Notetaking check in the learning portfolio. In addition, students will be evaluated through progress monitoring which is conducted in the form of a review at the beginning of the class and sometimes folds over into the remaining part of class. Vocabulary Test has these terms which must be

between the formal and informal tests categories.

identified.

3.5 Understand the meaning of test reliability and validity, and describe major types of derived scores from standardized tests

Students are required to read Chapters 5 & 6 in the Multiple Paths to Literacy textbook and put their notes into Cornell Notetaking format before the lecture and discussion. The instructor will discuss the formal and informal or alternative assessment instruments that are appropriate for administering to struggling readers. When discussing information about standardized tests, the two major concepts of measurement will be taught. The way scores are reported i.e. percentile rank, stanine, grade equivalent, etc. will be reviewed also.

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Cornell Notetaking check in the learning portfolio. In addition, students will be evaluated through progress monitoring which is conducted in the form of a review at the beginning of the class and sometimes folds over into the remaining part of class. Chapter Exam

3.6 Demonstrate knowledge of the characteristics, administration, and interpretation of both quantitative and qualitative instructional assessments (to include each of the following: screening, diagnosis, progress monitoring, and outcome measures).

A guest speaker familiar from the Florida Center for Reading Research will come in to do a presentation and exercise with the students on using the web to keep track of the forms of quantitative and qualitative assessments used in the districts.

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The guest speaker will watch as students navigate the web to find the quantitative and qualitative data collected on tests administered by the districts.

3.7 Analyze data to identify trends that indicate adequate progress

Candidates will demonstrate their ability to analyze assessment data

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The analysis of the assessment data will be found in the

in student reading development. E

collected from their corrective reading program student. They will also provide a response about the pupil’s progress.

Diagnostic Section of the Corrective Reading Program Report. Students must also respond to a section in The Report entitled “How I Helped the Student” which should indicate the progress pupils made in their literacy development. Specific Indicator 3.8 Understand how to use

data to differentiate instruction grouping strategies, intensity of instruction: ii vs. iii) E

Candidates will use a required text entitled Response to Intervention by Mary Little. This book will serve as a guide to helping the candidate to design a framework for differentiating and intensifying instructional activities for the struggling reader.

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The Literacy Plan within the Corrective Reading Report should serve as evidence that students understand how to create a framework for differentiating and intensifying instructional activities for the struggling reader. 3.9 Understand how to

interpret data with application of instruction that matches students with appropriate level of intensity of intervention (in whole class, small group, one-to-one), with appropriate curricular materials, and with appropriate

Candidates will use a required text from RED 3013 entitled Response to Intervention by Mary Little. This book will serve as a guide to helping the candidate to design a framework for differentiating and intensifying instructional activities for the struggling reader.

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The Literacy Plan within the Corrective Reading Report should serve as evidence that students understand how to create a framework for demonstrating the appropriate level of intervention with the developmentally appropriate materials that will be given to struggling readers.

3.10 Identify appropriate criteria for selecting materials to include in portfolios for monitoring

Candidates will use a required text for RED 3013 entitled Response to Intervention by Mary Little. This book will serve as a guide to helping

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The Literacy Plan within the Corrective Reading Report should serve as evidence that students understand how to

student progress over time. R, E

the candidate to design a framework for differentiating and intensifying instructional activities for the struggling reader.

3013 create a framework for demonstrating the appropriate level of intervention with the developmentally appropriate materials to be given to struggling readers. 3.11 Identify interpretive

issues that may arise when English language tests are used to assess reading growth in LEP students*

The instructor will provide printed material on bias in language test with regards to struggling readers. Three issues resulting from assessing LEP students with English language tests will be identified.

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Discussion and Cornell notes on bias in language test. Three issues resulting from using English language test to assess LEP students will be placed in the notes and used later during progress monitoring.

COMPETENCY 4: Foundations of Differentiation Has a broad knowledge of students from differing profiles, including students with disabilities and students from diverse populations.

3.12Identify reading assessment techniques appropriate for diagnosing and monitoring reading progress of LEP students and students with disabilities in the area of reading. * E

After reading Chapters 5 & 6 in Multiple Paths to Literacy entitled “Indirect Measures” and “Direct Measures”, candidates will be able to identify the basic concepts of formal and informal assessment. Also, the instructor will distribute a handout with a listing and comprehensive explanation of assessment instruments to be used with struggling and LEP readers.

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Discussion of the assessment instruments that can be used to determine the reading levels of struggling and diverse readers.

4.1 Identify the characteristics of both language and cognitive development and their impact on reading proficiency.

Students are required to read Chapter 3 in the Multiple Paths to Literacy textbook and put their notes into Cornell Notetaking format before the lecture and discussion. The

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Cornell Notetaking check in the learning portfolio. In addition, students will be evaluated through progress monitoring which is conducted

instructor will add to the discussion the work on 2 main educators, Jean Piaget and Lev Vygotsky whose theories address the connection between language plus cognition and the impact these have on literacy development.

in the form of a review at the beginning of the class and sometimes folds over into the remaining part of class. Chapter Exam

4.2 Compare language, cognitive, and reading acquisition of different age groups (primary, intermediate, secondary levels) and abilities. *

Candidates are required to read Chapter 5 in Language Arts textbook. Then during field work they collect a minimum of 15 writing samples and bring them back to class for discussion and analysis UNIT WEB AND PARALLELL LESSON PLAN: Develop a unit planning web indicating ESOL strategies to be used across subjects. The web should reflect the appropriate Sunshine State Standards for each subject area, including the standard and benchmarks. The unit web must also reflect substantive ESOL strategies that will be used to support learning for the ELLs. All strategies must be substantive. The web serves as the main organizer for topics and activities to support teaching over a period of 4 to 6 weeks. It also provides the basis the basis for developing daily lessons as is the case of the parallel lesson plan you will develop as part of this assignment.

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Writing Samples Thematic Unit and Parallel Plans Exam

4.3 Identify language acquisition characteristics of learners from mainstream, students with exceptional needs, and diverse populations. *

Learning Center Demonstration: Develop and demonstrate experimental and interactive lessons for both content and language instruction for various levels. 

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Learning Center Demonstration

4.4 Identify stages of reading development for diverse learners, including mainstream students, LEP students, and students with disabilities in reading.

The instructor will distribute a hand out on the stages of reading development for mainstream and diverse students. It will be discussed and used as foundational information for establishing parts of the Corrective Reading Program Report.

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Cornell Notetaking check in the learning portfolio. In addition, students will be evaluated through progress monitoring which is conducted in the form of a review at the beginning of the class and sometimes folds over into the remaining part of class. Also, students will be asked to identify the stage of their CRP student in class. 4.5 Identify common

difficulties in development of each of the major reading components.

Students are required to read Chapters 1&4 in the Multiple Paths to Literacy textbook and put their notes into Cornell Notetaking format before the lecture and discussion.

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In the lecture notes, the four major processes that can cause a problem with reading development (i.e.poor language acquisition, poor cognitive development, poor psycosocial development and poor physical development) will be identified. In the background section or family literacy section of the CRP, students will be able to identify some contributing

causes for their student becoming a struggling reader. 4.6 Understands specific

appropriate reading instructional accommodations for students with exceptional needs and LEP students. E

Plan and apply ESOL-specific interactive strategies to develop the fours language skills for ELLs at various level of development.

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Folder activity using Language Arts through ESOL

4.7 Identify principles of differentiating instruction for all students in mainstream classes, including students with disabilities in reading, and LEP students. *

Plan and apply ESOL-specific interactive strategies to develop the fours language skills for ELLs at various level of development.

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Folder activity using Language Arts through ESOL

4.8 Identify strategies effective and more skilled readers use for word recognition and comprehension in contrast to those strategies used by beginning and/or struggling readers. R

Students are required to read Chapter 12 section 3 entitled “Instructional Techniques for Developing Strategic Reading Habits” in the Multiple Paths to Literacy textbook and put their notes into Cornell Notetaking format before the Power Point Presentation/Workshop. Identified in this section plus during the workshop students will review and make activities/strategies that can be used by skilled comprehenders which may assist in their reading success.

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Some of the strategies that are identified as assisting successful readers be successful are skimming and scanning, activating prior knowledge, comprehension monitoring and self questioning. These are the strategies candidates may choose to put in the Literacy Plan of the Corrective Reading Program. The expository writing assignment which helps candidates to identify strategies to assist students in the comprehension of text also

helps teach this concept. 4.9 Select appropriate materials that address cultural and linguistic differences. * E

Candidates are required to read Chapters 11 and 12 in “Reading in the Content Area” by Vacca and Vacca on using a variety of instructional materials and trade books. Then develop a lesson plan that will identify materials used with diverse learners. After reading the chapter in the Children’s Literature textbook and reading a variety of children’s literature, the candidate will produce written reviews that address cultural and linguistic needs of students

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Lesson Plan Reading children’s books Book Reviews

The candidates will be evaluated on their reading of linguistically and culturally diverse children’s books through the Children’s Literature Book Reviews. These are assessed using the Book Review Rubric. Additionally, this information is also assessed on the course examinations. 4.10 Identify structures

and procedures for monitoring student reading progress

The following structure will be used to monitor a struggling readers literacy progress: Candidates will engage in pre-assessment, diagnose the literacy challenges of the struggling reader, and design a literacy plan that will include developmentally appropriate instructional activities with attendant and leveled materials. Next, the candidate will implement the literacy

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The stated structure of the Corrective Reading Program Report.

plan by engaging in continuous assessment and instruction. After the established time has been spent on instruction, the candidate will begin to post assess then analyze the effectiveness of the instruction on student gains. An analysis of what is found will be included with all of the aforementioned steps in the Corrective Reading Program Report.

COMPETENCY 5: Application of Differentiated Instruction Has knowledge of effective, research-based instructional methodology to prevent reading difficulties and promote acceleration of reading progress for struggling students, including students with disabilities and from diverse populations.

5.1 Apply knowledge of scientifically based reading research in each of the major reading components as it applies to reading instruction (phonemic awareness, phonics, vocabulary, fluency, comprehension).

Candidates will write lesson plans for the major reading components to be placed in the lesson plan section of the Corrective Reading Program report.

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Candidates will utilize the standard lesson plan format for the elementary education department to apply their knowledge of designing instruction using SBRR for struggling readers. The structure of the lesson plan requires candidates to make accommodations for students with challenges. Some of the

strategies that students will choose to use will come from the Strategies Notebook, the Expository Writing Assignment, The Response to Intervention Text, guest speaker from FCRR and the activities presented in each of the seven Power Point Workshops. 5.2 Apply research-

based practices and materials for preventing and accelerating both language and literacy development. R

Candidates will read Chapter 5 in the Language Arts textbook. During field work, they will collect a minimum of 15 writing samples and bring back to class for discussion and analysis.

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Research Report Rubric for assessment of student Writing Samples.

5.3 Identify techniques for scaffolding instruction for children having difficulty in each of the five major components of reading growth

When working with students who struggle with literacy, supportive techniques must be identified and utilized to ensure the success of the pupil. Partner, paired and guided reading, the vocabulary notebook, a phonics tape with attendant cards, questioning techniques using Blooms New Taxonomy, phonemic isolation and repeated readings are all strategies that are considered best practices for supporting reading growth in the major reading components.

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These techniques are discussed in the chapter readings and are encouraged to be used when candidates are preparing the literacy plan and the lesson plan pieces of the Corrective Reading Program Report. The Resource Kit based on resources/activities gathered to assist students in mastering the major reading components could serve as a source, also. The Strategies Notebook should also help with this item.

5.4 Apply research-based instructional practices for developing students’ phonemic awareness.

Candidates will complete a phonics workbook entitled Self Paced Phonics: A Text for Educators. This book contains a chapter that provides an overview of the information about phonemic awareness and candidates have to complete the practice and review sections for this chapter. The questions with the candidates’ answers in this section will give the instructor an impression of how well they are able to apply the phonemic awareness information.

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The phonics workbook will be submitted for grading. The instructional activities selected for the Strategies Notebook for Phonemic Awareness will be evaluated. The activity/material in the Resource Kit for phonemic awareness instruction will be graded.

5.5 Apply research-based instructional practices for developing students’ phonics skills and word recognition. R

Candidates will complete a phonics workbook entitled Self Paced Phonics: A Text for Educators. Each chapter provides an overview of the information about phonics and candidates have to complete the practice and review sections for each chapter. The questions with the candidates answers in the sections will give the instructor an impression of how well they are able to apply the phonics information.

The phonics workbook will be submitted for grading. The instructional activities selected for the Strategies Notebook for Phonics will be evaluated. The activity/material in the Resource Kit for phonics instruction will be graded.

5.6 Apply research-based instructional practices for developing students’ reading fluency, automaticity, and reading endurance.

Candidates are asked to read 2 books with a struggling reader every time they meet. One should be a book previously read and the other a new one. Repeated Reading and Reader’s Theatre are 2 best practices that candidates can do with their struggling reader to increase fluency.

Candidates will include best practices to increase reading fluency in the literacy plan and lesson plan portions of the Corrective Reading Program Report. The instructional activities

selected for the Strategies Notebook for Phonemic Awareness will be evaluated. The activity/material in the Resource Kit for phonemic awareness instruction will be graded. 5.7 Apply research-

based instructional practices for developing both general and specialized content area vocabulary. R

Each candidate will develop a SBRR lesson plan to help pupils develop generalized and specialized vocabulary using expository text.

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Generalized and specialized vocabulary lesson plan with the use of expository text.

5.8 Apply research-based instructional practices for developing students’ critical thinking skills R

Each candidate will develop a SBRR lesson plan to help pupils develop generalized and specialized vocabulary using expository text. Higher order thinking questions and critical thinking skills are a part of the standard lesson plan format for the department.

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Generalized and specialized vocabulary lesson plan with the use of expository text. The lesson plan format includes accommodations for helping students develop critical thinking skills.

5.9 Apply research-based instructional practices for facilitating reading comprehension R

Each candidate will develop a SBRR lesson plan to help pupils develop reading comprehension skills with expository text. Some of the skills that students can choose to write their lesson plan on include literal, interpretive, critical or creative comprehension skills.

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Lesson Plan

5.10 Apply knowledge of language to instruction in working

Lesson Plan: Apply ESOL-specific interactive strategies to develop the fours language skills for ELLs at various

. Folder Activity with Lesson Plan

with LEP students that are at different levels of oral proficiency. *

level of development

5.11 Identify instructional strategies to facilitate students’ metacognitive skills in reading. R, E

In class, candidates will participate in an activity that involves students identifying their knowledge about a content area topic. Then they will identify the fix-up strategies they use to regulate or control their own cognitive process to accurately recall all of the information in the chosen text.

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In class metacognitive exercise

5.12 Identify reliable and valid assessment procedures to validate instructional applications. E

Utilizing the blueprint test procedure, the student candidates will construct a test with 50 items that correspond with their objectives and taxonomy categories. The student must utilize different item types (e.g., multiple choice, true-false, matching, completion, short answer, and essay.) The goal of this assignment is for students to create a reliable and valid assessment instrument that can be utilized in a classroom setting. The student must create a test that can be distributed to a real audience (i.e., the test must have clear directions, well written questions, no spelling or grammatical errors, and a grading scheme).

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Lecture Notes Student constructed 50 item test made with the use of established procedures.

5.13 Identify and set goals for instruction and student learning based on assessment results to

When assisting struggling readers to develop their reading skills, the candidate will create a literacy plan

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The Literacy Plan is designed as a result of the data gathered and analyzed from the

monitor student progress

that includes all of the goals and objectives that the students have regarding literacy development. The framework for the plan includes the challenges found in each of the six reading components that will be implemented in the Reading Improvement/Corrective Reading Program.

assessment instruments administered to the struggling readers. It consists of the goals identified to guide the candidate in selecting SBRR best practices with attendant materials that will be used to address the needs of the struggling readers.

COMPETENCY 6: Demonstration of Accomplishment Applies knowledge of reading development to reading instruction with sufficient evidence of increased student reading proficiency for struggling students, including students with disabilities and students from diverse populations.

Specific Indicators: 6.1 Applies knowledge

of language development, literacy development, and assessment to instructional practices

Candidates will design and implement a Reading Improvement Portfolio/Corrective Reading Program for struggling readers who may have a disability or come from a diverse population. When assessing the comprehension reading component, students must retell stories read between the candidate and the pupil. A check list of oral language is used to capture the student’s oral language skill. When assessing literacy development, candidates are required to have

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Standard Lesson Plan Format that requires accommodations for all student populations ( i.e. struggling readers, LEP and students with disabilities) – Present an instructional activity that would require students to speak, write, read and listen so that the candidate can determine what developmentally appropriate activities can be used to close the reading gap after assessment.

pupils to produce structured and non structured writing samples that are analyzed using the focused holistic scoring guide. In addition, candidates can look at the comments made in the pupil-mentor journal to get an impressionist idea of how their work would be scored. These ongoing assessment tools will be used to assist candidates in selecting developmentally appropriate instructional activities used to identify student’s literacy achievement. 6.2 Demonstrate

knowledge of research-based instructional practices for developing students’ phonemic awareness.

When helping struggling readers to decode an unfamiliar word, candidates will know that they can assist this process by introducing instructional activities involving phoneme isolation and phoneme blending. These activities can be used sensitively with children older than K-1st grade.

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Standard Lesson Plan Format that requires accommodations for all student populations. - Present an instructional activity that would require students to identify the initial sound in a word and blend all of the sounds in the word to aid in word identification. This is an oral-auditory activity that can be recorded with an anecdotal record or phonemic awareness checklist. 6.3 Demonstrate

knowledge of research-based instructional practices for developing phonics skills and word recognition. R

When helping struggling readers to decode an unfamiliar word, candidates will know that they can assist the pupil by introducing phonics. Candidates may choose to use their phonics tape with cards

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Standard Lesson Plan Format that requires accommodations for all student populations. – Present a developmentally needed instructional activity which would require students

created in RED 3013 and other word recognition skills such as context clues, structural analysis, compound words and inflectional endings, root words and contractions to be successful.

to use word attack skills to decode the unfamiliar word.

6.4 Demonstrate knowledge of research-based instructional practices for developing reading fluency, automaticity, and reading endurance.

When assisting struggling readers to develop their reading skills, the candidate will introduce instructional activities that will increase the students ability to decode more quickly, accurately and read with prosody for gradually longer periods of time.

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Standard Lesson Plan Format that requires accommodations for all student populations. – Present a developmentally needed instructional activity which would require candidates to use repeated readings or echo reading of selected text to positively impact the struggling readers ability to read longer, more quickly, accurately and with expression. 6.5 Demonstrate

knowledge of research-based practices for developing both general and specialized content area vocabulary. R

When assisting struggling readers to develop their reading skills, the candidate will introduce instructional activities such as specialized (words that can be found in general and specific subjects) or technical vocabulary development (words that are found in a specific content area). These activities can increase struggling readers’ vocabulary.

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Standard Lesson Plan Format that requires accommodations for all student populations. – Use the instructional activity of creating a word bank that will include specialized and technical vocabulary to assist students in enlarging their vocabulary thereby increasing comprehension. 6.6 Demonstrate

knowledge of research-based instructional practices for facilitating reading comprehension

When assisting struggling readers to develop their reading skills, the candidate will introduce SBRR comprehension activities such as

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Standard Lesson Plan Format that requires accommodations for all student populations. – Candidates will use, as

R

propaganda techniques, author’s purpose, view, style, tone, competence, fact and opinion.

developmentally appropriate, instructional activities such as activating a student’s schemata, author’s purpose, view, style, tone, competence, distinguishing fact from opinion and propaganda techniques to increase comprehension. 6.7 Demonstrate

knowledge of instruction to facilitate students’ metacognitive efficiency in reading. R, E

When assisting struggling readers to develop their metacognitive reading skills, the candidate can introduce instructional fix-up strategies such as graphic organizers, rereading, self-questioning, retelling, predicting and verifying information.

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Standard Lesson Plan Format that requires accommodations for all student populations. – The lesson plan will be written as developmentally appropriate for the students and can require all or some of the following fix-up strategies to be planned for: rereading, self-questioning, retelling, predicting, graphic organizers and verifying information. 6.8 Demonstrate

knowledge of research-based instructional practices for developing critical thinking and content area reading skills R

When assisting struggling readers to develop their critical thinking and content area reading skills, the candidate will introduce questioning techniques based on Blooms New Taxonomy which includes remembering, understanding, applying, analysis, evaluation and creativity.

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Standard Lesson Plan Format that requires accommodations for all student populations. – The lesson plan will require students, when engaged in guided practice, to answer higher order thinking questions particularly when reading content area material. The higher order thinking questions that will be used come from Blooms New Taxonomy.

6.9 Demonstrate knowledge of goal setting and monitoring of student progress with appropriate instructional application that promotes increases in student learning trends in reading over time. E

When assisting struggling readers to develop their reading skills, the candidate will create a literacy plan that includes all of the goals and objectives that the students have regarding literacy development. The framework for the plan includes the challenges found in each of the six reading components that will be implemented in the Reading Improvement/Corrective Reading Program.

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The Literacy Plan is designed as a result of the data gathered and analyzed from the assessment instruments administered to the struggling readers. It consists of the goals identified to guide the candidate in selecting SBRR best practices with attendant materials that will be used to address the needs of the struggling readers.

6.10 Demonstrate knowledge of differentiating instruction for all students in mainstream classes, including students with disabilities in reading, and LEP students.

Demonstrate knowledge and skills in unit planning and lesson development from a unit to meet the various language and academic needs of ELLs in infused classrooms.

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Unit Web with Parallel Lesson Plan

6.11 Demonstrate instructional skill in working with LEP students that are at different levels of oral proficiency.

Plan and apply ESOL-specific interactive strategies to develop the fours language skills for ELLs at various level of development

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Language Lesson w/activity folder

6.12 Demonstrate knowledge of creating both language-rich and print-rich environments.

When assisting struggling readers to develop their reading skills, the candidate will create a language-rich and print rich environment in the class room space allotted for the Reading Improvement/Corrective

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Candidates will implement a Reading Center (to the extent possible) in the space allotted for them to work with their struggling readers. A listing of all of the components that

Reading Program. Instruction on how to create this type of environment was explained in RED 3013. In the Professional Development Assignment, candidates had to design and list the components of a print and language rich environment called the Reading Center.

should be found in a SBRR reading center will be used to determine the comprehensiveness of their Reading Center.