Name: Holly Tilley
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. / Exam Papers from RE 5100, Beginning Readers and Writers
Case reports from RE 5725,
Practicum in the Clinical
Teaching of Reading
Reading Comprehension Paper from RE 5710, Seminar
in Reading and Language Arts
Research
Assessment Summary Sheet from RE 5715, Reading Assessment and Correction / Due to the courses that I have taken my knowledge of the foundational processes involved in learning to read and write has tremendously grown throughout this program. These artifacts demonstrate my understanding of research related to reading and writing and the impact it has on its students. The exams in RE 5100 allowed me to focus on the stages of beginning readers and writers with an understanding that the developmental process of reading and writing are essential in providing appropriate instruction and planning. I developed a plan for reading instruction and word study for students at different levels of reading development during this course. In 5715 and 5725 I learned how to administer many different types of assessments and discussed different ways that I could use them in the classroom. Each assessment was used to gather data to plan for the next instructional session. The assessment summary sheet is where I wrote all of my data collected. The sheet provided me with reading accuracy, rate, word recognition, and spelling. Reading comprehension was also collected and recorded on this sheet orally and silently. During one of my final courses RE 5710 I was assigned to pick any topic of choice to complete research on. I chose to conduct research on effective ways to teach/improve reading comprehension with elementary students. Most research agreed that teachers need to explicitly teach comprehension skills and strategies and model, model, model for students. After reading many different research articles I feel like I have a better understanding of how I can help build my students comprehension skills.
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. / Literacy through Photography RE 5130, Teaching the Language Arts
Case reports from RE 5725, Practicum in the Clinical Teaching of Reading
Integrated novel unit from RE 5730, Reading and Writing Instruction for Intermediate and Advance Learners
Reflective summary paper from RE 5740, Seminar in the Clinical Teaching of Reading / Throughout each course I have used appropriate and varied instructional approaches, including those that develop word recognition, language comprehension, strategic knowledge, and reading-writing connections. I have used the foundational knowledge to help design and implement lesson plans on a variety of ability levels into my classroom using a wide range of texts. In Re 5130, I created Literacy through Photography project that integrated social studies and writing. The unit was planned around goods and services in our community. Students had to go out in the community and take pictures of different businesses and then explain to the class whether it was a good or service in two different writing genres. Students had to write me a letter about their observations and a poem. In Re 5725 and RE 5740, I worked with two students who were at different reading ability levels. I had to create lesson plans daily to meet the individual needs of that student. In conclusion to the practicum I had to write a reflective paper for each student showing their progress throughout the clinical and describing the type of instruction that was taking place to facilitate further literacy development. I created an integrated novel unit centered on Fever, 1793 in RE 5730. I created this unit to actively engage 7th grade students in many reading and writing activities. I also had to create a vocabulary plan to go along with this unit as well. This vocabulary section showed me how to take appropriate words from the text and create meaningful activities to go along with them.
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. / IRI and Summary sheet from RE 5715, Reading Assessment and Correction
Action Research paper from RE 5040, Teacher as a Researcher
Reflective summary and Parent Letter from RE 5725, Practicum in the Clinical Teaching of Reading / Knowing the purposes and understanding assessments is very important in student learning. The artifacts that I have provided demonstrate my knowledge of assessment and how they guide instruction. In RE 5715, I learned how to administer an Informal Reading Inventory. After giving the assessment I charted all data on a summary sheet, where I could then analyze the student’s performance and determine which was their instructional reading and spelling levels. In RE 5725, I continued to use the IRI. I administered the IRI to two different students and planned accordingly to their needs. At the end of the clinic I wrote up a summary for each student showing the progress each had made and the instruction that was given. The action research paper from RE 5040 was carried out to help increase student engagement and participation during SSR time in my classroom. During this research process I was able to observe the effects that different modifications had on my students during SSR.
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. / Reflective Technology Blog from RE 5111, Issues, Trends, and Practices in Reading
Literacy through photography project from RE 5130, Teaching the Language Arts
Reflections on children’s texts from RE 5140, Advance Study of Children’s Literature / In order to support student learning, the curriculum must provide diversity that exist in society. The following artifacts show how I value the different forms of diversity. The reflective technology blog in RE 5111 was created for me to reflect about the different technology tools that I was using to help assist with student learning. All students leaning differently and with different resources. I wanted to engage my students in their learning environment. In RE 5130, I created a Literacy through Photography project to integrate writing with other areas of curriculum with the use of technology. I chose to tie in a unit about goods and services in our community and then students had to create two writing pieces to go along with the picture they took in our community. In RE 5140, I had the opportunity to explore many different children texts while focusing on finding those of different cultures. While observing and discussing the books we discussed different ways to work them into the curriculum.
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. / Literacy through photography from RE 5130, Teaching the Language Arts
Book Club from RE 5730, Reading and Writing Instruction for Intermediate and Advanced Learners
Best Practices Synthesis from RE 5710, Seminar in Reading and Language Arts Research
Reflective Blog site from RE 5111, Issues, Trends, and Practices in Reading
Action Research Paper from RE 5040, Teacher as a Researcher / It is my job and goal to make sure my classroom supports a literate environment. These artifacts will demonstrate how I have learned to create this type of environment/atmosphere in my classroom. In RE 5130, I create a unit that tied in writing and the use of technology. Students used cameras to take pictures of different goods and services in our community. As a result of their findings students had to write me a letter about their good or service telling me what they observed about their picture and how they know if it was a good or service. They also had to create a poem about their topic. Forming book clubs is a great way to motivate students to read and write and especially if it’s the form of a blog, like we practiced with in RE 5730. In RE 5710, I wrote a best practice paper reflecting on the instruction that I provide for my students. The technology blog from RE 5111 shows my ability to use many different technologies. Some of the technologies that I used were Skype, Smart Boards, social networking, Twitter, etc. Students need to be able to read all types of text not just text from a book and using different types of technologies kept the students engaged and reading. The RE 5040, Action Research Paper demonstrates my ability to carry out my own research by using current research that I have read and implementing the results from my research into my own classroom. I conducted research on motivating students to participate during SSR with using different modifications to keep them engaged in reading.
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. / Action Research Paper from RE 5040, Teacher as a Researcher
Best Practices Synthesis from RE 5710, Seminar in Reading and Language Arts Research
Product of Learning and reflection from RE 5525, Product of Learning
In-school professional development activities / The artifacts that are provided for this standard demonstrate my knowledge and ability of reflective teaching. Reflective teaching is important in student learning. Teachers never stop learning and are constantly sharing ideas with others. In Teacher as a Researcher, RE 5040 I completed a study surrounding SSR and motivation to get my students to read during SSR time. As a result of this study I now allow my students to choose a reading method they like for this reading time like; reading with a partner, book clubs, camp outs, anything besides just sitting in their seats reading. When I implemented these modifications into my SSR program my students were more focused and engaged in reading during this time. In RE 5710, I completed a best practices paper of practices that I use now in my room and ones that I hope to use in the future to better my student’s knowledge and love for reading and writing and to better my instruction. This paper was a reflection of everything that I had learned in this master’s program that was highly supported by research. In the final course of this program, RE 5525 I was given the opportunity to compile most of my artifacts from the program and reflect on them as they have impacted my teaching today. Not only has this course impacted my teaching style but also my colleagues as well. Everything that I have learned from this program I have taken back to my grade level teachers as well, even my action research. Due to my research other teachers have added SSR into their reading instruction. I have also participated in my outside workshops and extra activities to help build my own learning environment in my classroom.
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.