Name: Eli J. Waters

IRA Standards / Artifacts / Rationale
Standard 1. Foundational Knowledge.
1.1Candidates 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
Assessment Summary Sheet
from RE 5715, Reading
Assessment and Correction
Case reports from RE 5725,
Practicum in the Clinical
Teaching of Reading
Reflective summary paper from
RE 5531, Seminar in the Clinical
Teaching of Reading
Wiki Participation from RE 6575, from Literacy and Technology
Post and Final Reflection, from RE 5120 wordpress.com / Each course That I’ve taken has built on my foundational knowledge of reading and as an educator. My exams in RE 5100 taught me how the reading process begins with children and the knowledge I need to identify beginning readers through independent readers. Learning to assess and correct student’s reading and writing in RE 5715 taught me what steps should be taken when correctly diagnosing student’s reading needs. My wiki participation in RE 6575 displays the knowledge needed to stay current with literacy and technology practices used everyday. Building on new technologies can assist me in staying current with developing technologies used in the reading field today. Using my blog in RE 5120, Psychological Basis’ of Reading showed me the foundations of reading and the research behind build reading and literacy practices from some of the most noted researchers in the reading field. Through this blog I reflected on key research ideas and practices along with my own understanding of reading foundations.
1.2Candidates understand the historically shared knowledge of the profession and changes over time in the perceptions of reading and writing development, processes, and components.
1.3Candidates 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 Project, From RE5130Teaching the Language Arts
Author’s Study, Book
Summaries from RE 5140,
Advanced Study of Children’s
Literature
Read Write Think Lesson
Planning; Instructional Strategies
Assignment from RE 5730,
Reading and Writing Instruction
for Intermediate and Advanced
Learners
Case reports from RE 5725,
Practicum in the Clinical
Teaching of Reading
Writing Mini Lesson, from RE 5130 Teaching the Language Arts / The Literacy through Photography project in RE 5130 demonstrates my knowledge of building a interdisciplinary unit incorporating writing skills and reading skills. The Read Write Think Lesson Planning and Instructional Strategies from the Reading and Writing for Intermediate and Advanced Learners course also displays the knowledge I gained about building a unit plan focusing on multiple learning strategies to benefit all learners. My author’s study book summaries in RE 5140 allowed me to develop lessons using author’s from multiple genres of writing. Through these studies I was able to build more effective lessons to increase multiple genres with my students. The writing mini lesson developed in RE 5130 helped refine my skills as a writing teacher. The lesson incorporated multiple writing strategies to help struggling writers to advanced writers.
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.
3.1Candidates understand types of assessments and their purposes, strengths, and limitations. / IRI and assessment battery
(summary sheet) and letter to a
parent from RE 5715, Reading
Assessment and Correction
Case reports from RE 5725,
Practicum in the Clinical
Teaching of Reading
Reflective summary paper and
Parent Letter from RE 5740,
Seminar in the Clinical Teaching
of Reading
Action Research paper, from RE 5040 Teacher as Researcher / Both the Assessment Interpretations and Instructional Recommendations Case Reports from RE 5175 Assessment and Corrections and the Case reports from RE 5725, Practicum in the Clinical Teaching of Reading demonstrate the knowledge I gained in assessing students strengths and weaknesses as they develop in their abilities. The assessment information gained will help me become a better reading teacher and instructor. My reflective summary paper in RE 5740, Seminar in the Clinical Teaching
of Reading helped me reflect back on my tutoring efforts and the lessons I learned to become a better reading teacher. It also allowed me to refine my skills and communication process with the student’s and parents that I worked with. The Action Research plan in 5040 taught me how to research my own classroom and students to discover their needs and my own strategies to be a better classroom instructor, but also maintain a sense research as I develop new lessons throughout my teaching career.
3.2Candidates select, develop, administer, and interpret assessments, both traditional print and electronic, for specific purposes.
3.3Candidates use assessment information to plan and evaluate instruction.
3.4Candidates communicate assessment results and implications to a variety of audiences.
Standard 4. Diversity.
4.1Candidates recognize, understand, and value the forms of diversity that exist in society and their importance in learning to read and write. / Staff Development Plan, for RE 5730 Reading and Writing for Intermediate Learners
Planned units of study (poetry,
integrated language arts, writing
instruction) from RE 5130,
Teaching the Language Arts
Reflections on children’s texts
from RE 5140, Advanced Study
of Children’s Literature
Read Write Think Lesson Plan
from RE 5730 Reading &
Writing Instruction for
Intermediate & Advanced
Learners
Wiki posts from RE 6575,
Technology and Literacy / Diversity is continually changing within the classroom and among educators. My Staff Development Plan, for RE 5730 Reading and Writing for Intermediate Learners helped build on diversity and how educators can learn from one another’s background. The planned units of study displayed in RE 5130, Teaching the Language Arts helped me demonstrate to my students that literacy can take multiple forms. Instruction in these areas should also remain diverse in order to meet the needs of all students. The Read Write Think Lesson Planning and Instructional Strategies from the Reading and Writing for Intermediate and Advanced Learners course also displays the knowledge I gained about building a unit plan focusing on multiple learning strategies to benefit all learners. The reflections on children’s texts in RE 5140, Advanced Study
Of Children’s Literature helped me learn that all genres of writing can benefit from diverse authors and their writing styles. My wiki participation in the Technology and Literacy course displays the knowledge of the development of technologies to assist struggling readers and writers. It also helped me focus and reflect on more advance literacy practices now incorporating technology to assist struggling readers and writers.
4.2Candidates use a literacy curriculum and engage in instructional practices that positively impact students’ knowledge, beliefs, and engagement with the features of diversity.
4.3Candidates develop and implement strategies to advocate for equity.
Standard 5. Literate Environment.
5.1Candidates design the physical environment to optimize students’ use of traditional print, digital, and online resources in reading and writing instruction. / Blog and planned units of study
(poetry, integrated language arts,
writing instruction) from RE
5130, Teaching the Language
Arts
Author’s study, book summaries
from RE 5140, Advanced Study
of Children’s Literature
Basket of Books from RE 5730,
Reading and Writing Instruction
for Intermediate and Advanced
Learners
Reflective summary paper from
RE 5740, Seminar in the Clinical
Teaching of Reading
Action research paper from RE
5040, Teacher as Researcher
Wiki from RE 6575, Technology
and Literacy / Staying current in a literate environment is crucial to the changing literacy’s of reading. Blogging reflections helped keep me connected with other educators as well as teaching me to integrate multiple reading and writing practices. My author’s study book summaries in RE 5140 allowed me to develop lessons using author’s from multiple genres of writing. Through these studies I was able to build more effective lessons to increase multiple genres with my students. Building my Basket of Books for RE 5730,
Reading and Writing Instruction
for Intermediate and Advanced
Learners helped me build and view current literacy strategies used to build student learning. Becoming aware of these literacy practices enabled me to become a more effective classroom instructor. The Action Research paper in 5040 taught me how to research my own classroom and students to discover their needs and my own strategies to be a better classroom instructor, but also maintain a sense research as I develop new lessons throughout my teaching career. It also taught me how to write up reflections and study data gathered during the research process. My wiki participation in the Technology and Literacy course displays the knowledge of the development of technologies to assist struggling readers and writers. It also helped me focus and reflect on more advance literacy practices now incorporating technology to assist struggling readers and writers. While using the wiki I became more comfortable with new and advanced technologies used in the education field.
5.2Candidates 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.
5.3Candidates use routines to support reading and writing instruction (e.g., time allocation, transitions from one activity to another, discussions, and peer feedback).
5.4Candidates use a variety of classroom configurations (i.e., whole class, small group, and individual) to differentiate instruction.
Standard 6. Professional Learning and Leadership.
6.1Candidates demonstrate foundational knowledge of adult learning theories and related research about organizational change, professional development, and school culture. / Product of Learning and
reflections in RE 5525, Product
of Learning
Papers from RE 5710, Seminar
in Reading and Language Arts
Research
Action research paper from RE
5040, Teacher as Researcher
Planned professional
development unit from RE 5730,
Reading and Writing Instruction
for Intermediate and Advanced
Learners / The Product of Learning and reflections in RE 5525 Product of Learning demonstrates the foundational knowledge of adult learning theories and research I’ve discovered and learned throughout the MA Reading program. My reflections and artifacts demonstrated the knowledge gained while attending Appalachian State University. Also, the Action Research paper in 5040 taught me how to research my own classroom and students to discover their needs and my own strategies to be a better classroom instructor, but also maintain a sense research as I develop new lessons throughout my teaching career. The Planned professional development unit from RE 5730, Reading and Writing Instruction for Intermediate and Advanced
Learners, demonstrates my leadership skills as a reading professional. Through my planned professional development I’ve learned how to develop advanced professional development activities for educators. The papers written in RE 5710, Seminar
in Reading and Language Arts
Research also demonstrates the professional learned that I’ve attained throughout the MA reading program. Each artifact represented in this product is an overall synthesis and reflection of my studies at Appalachian State University.
6.2Candidates 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.
6.3Candidates participate in, design, facilitate, lead, and evaluate effective and differentiated professional development programs.
6.4Candidates understand and influence local, state, or national policy decisions.