How To Teach Reading

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Florida Reading Endorsement Alignment Matrix

Competency 1

The * designates which of the reading endorsement competencies are specific to the competencies for English to Speakers of Languages (ESOL). The R designates which of the reading endorsement competencies are specific to the competencies for Reading Certification. The E designates which of the reading endorsement competencies are specific to those for Exceptional Student Education (ESE).

Text Rule:

Understanding reading as a process of student engagement in both fluent decoding of words and construction of meaning.

Competency 1: Foundations in Language & Cognition

Has substantive knowledge of language structure and function and cognition for each of the five major components of the reading process.

Course Number

Topic of Study Indicator

code

Specific Indicator Curriculum Study

Assignment(s)

RED 6314 LITERACY THEORY

AND INSTRUCTION 1.A.1

Specific Indicator A: Phonemic Awareness

 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)*

 Title: Class Lecture and Interactive Experiences with Discussion

 Purpose: Develop understanding of concepts of phonology as they relate to language development and reading performance.

 Assessment: Observation with feedback during interactive experiences; feedback during discussion; Quiz

 Title: Learning Log with Article Bank

 Purpose: Identify and discuss (through writing) basic concepts about reading and reading development from course textbook and other readings. Relate concepts to classroom contexts.

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RED 6314 LITERACY THEORY AND INSTRUCTION

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)*

 Purpose: Develop understanding of elements that distinguish phonological and phonemic differences in language and their applications in written and oral discourse patterns.

 Assessment: Rubric RED 6314 LITERACY THEORY

AND INSTRUCTION 1.B.1

Specific Indicator B: Phonics

 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)*

 Purpose: Develop understanding of content and application of phonics to support reading development for diverse learning needs.

 Purpose: Identify and discuss (through writing) basic concepts about reading and reading

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development from course textbook and other readings. Relate concepts to classroom contexts.

AND INSTRUCTION

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

 Purpose: Develop understanding of structural analysis of words and how this knowledge may be used to support literacy

development for diverse learning needs.

AND INSTRUCTION 1.C.1

Specific Indicator C: Fluency

 Identify the principles of reading fluency as they relate to reading development

 Purpose: Develop understanding of principles of reading fluency as they relate to reading development.

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AND INSTRUCTION

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

 Purpose: Develop understanding of the role of reading fluency in the development of the reading process.

AND INSTRUCTION 1.D.1

Specific Indicator D: Vocabulary

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

 Purpose: Develop understanding and apply principles of English morphology as they relate to language acquisition.

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feedback during interactive experiences; feedback during discussion; Quiz

AND INSTRUCTION

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

 Purpose: Develop understanding of the principles of semantics as they relate to vocabulary development.

AND INSTRUCTION

1. E. 1 Specific Indicator E: Comprehension

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

 Purpose: Develop understanding of the principles of syntactic

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function as they relate to language acquisition and reading development.

 Assessment: Rubric

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

 Purpose: Develop understanding of the impact of variations in written language of different text structures on the construction of meaning.

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1. E. 3  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)

 Purpose: Develop understanding of the role of cognitive

development in the construction of meaning of a variety of texts and identify cognitive task levels of text.

AND INSTRUCTION

1. E. 4  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)

 Purpose: Develop understanding of the transactive nature of the reading process in constructing meaning.

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AND INSTRUCTION

1.F.1

Specific Indicator F: Integration of the major reading components

 Identify language characteristics related to informal language and cognitive academic language.*

 Title: I-Search Paper

 Purpose: To explore a variety of seminal models of reading; develop understanding of how models address characteristics of informal language and cognitive academic language.

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

 Purpose: To explore a variety of seminal models of reading; develop understanding that includes perspectives on phonemic, semantic and syntactic variability among languages.

AND INSTRUCTION

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)

 Purpose: To explore a variety of seminal models of reading; develop understanding of the interrelation of the major reading components, including fluency.

AND INSTRUCTION

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

 Purpose: To explore a variety of seminal models of reading; develop understanding of the interrelation of the major reading components, including

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comprehension.

 Title: Theory Presentation to Colleagues

 Purpose: To explore one theoretical model of reading in depth, with a focus on the interdependence between each of the major reading

components; understand implications of model for supporting the development of reading by individuals with diverse learning needs.

AND INSTRUCTION

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

 Purpose: Develop understanding of how dialogue, writing to learn and the print environment impact reading development.

 Assessment: Rubric Code: CS = Course Syllabus; TRG = Teacher Resource Guide

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Florida Reading Endorsement Alignment Matrix

Competency 2

Text Rule:

Understanding reading as a process of student engagement in both fluent decoding of words and construction of meaning. COMPETENCY 2: Foundations of Research-Based Practices

Understands the principles of scientifically based reading research as the foundation of comprehensive instruction that synchronizesand scaffolds each of the major components of the reading process

toward student mastery. Course

Number

Topic of Study Indicator code

Specific Indicator Curriculum Study Assignment RED 6314 LITERACY THEORY

AND INSTRUCTION

2.A Specific Indicator A: Phonemic Awareness

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

 Title: Assessment-Instruction Continuum

 Purpose: To help candidates refine their ability to link assessment with quality, explicit, systematic instruction related to phonemic awareness; to help candidates refine their ability to develop effective, explicit, systematic instructional plans to support learners’ development of phonemic awareness.

AND INSTRUCTION

2.B Specific Indicator B: Phonics

• 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)

 Purpose: To help candidates refine their ability to link assessment with quality, explicit, systematic instruction related to phonics; to help candidates refine their ability to develop effective, explicit, systematic instructional plans to support learners’ development of phonic abilities.

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

Continuum

 Purpose: To help candidates refine their ability to link assessment with quality, explicit, systematic instruction related to fluency; to help candidates refine their ability to develop effective, explicit, systematic instructional plans to support learners’ development of fluency.

AND INSTRUCTION

2.D Specific Indicator D: Vocabulary

• 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.)

 Purpose: To help candidates refine their ability to link assessment with quality, explicit, systematic instruction related to vocabulary; to help candidates refine their ability to develop effective, explicit, systematic instructional plans to support learners’ development of vocabulary.

AND INSTRUCTION

2.E Specific Indicator E: Comprehension

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

 Purpose: To help candidates refine their ability to link assessment with quality, explicit, systematic instruction related to comprehension skills and cognition; to help candidates refine their ability to develop effective, explicit, systematic instructional plans to support learners’ development of comprehension skills and cognition.

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

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

 Purpose: To help candidates refine their ability to plan for reading instruction with a focus on synchronizing the major reading components.

AND INSTRUCTION

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.)

 Purpose: To help candidates refine their ability to link assessment with quality, explicit, systematic instruction related to content area vocabulary and reading skills particularly relevant to content area reading.

AND INSTRUCTION

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.)

 Purpose: Develop understanding of research-based practices that create both language-rich and print-rich classroom

environments.

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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

 Purpose: Develop understanding of research-based guidelines and selection tools for choosing a variety of types of text

appropriate to students’ interests and independent reading proficiency.

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Florida Reading Endorsement Alignment Matrix

Competency 3

TEXT RULE: Administration and interpretation of instructional assessments to include screening, diagnosis, and progress monitoring with purposes of prevention, identification, and remediation of reading difficulties.

COMPETENCY 3: Foundations of Assessment Understands the role of assessments in guiding reading instruction and instructional decision making for

reading progress of struggling readers. Course

Number

Topic of Study Indicator code

Specific Indicator Curriculum Study Assignment RED 6540

RED 6546

ASSESSMENT IN READING

DIAGNOSIS OF READING DIFFICULTIES

3.1

Specific Indicators

• Describe 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

 Evaluation of FCAT

 describe item format, analyze items in relationship to Sunshine State Standards and QAR’s, con-duct readability analysis of test  checklist

 Evaluation of DIBELS

 describe all five subtests in terms of layout, item content, student’s tasks and teacher’s responsibil-ities in recording results  checklist

 Development of Alternative Assessments

 development of two observation-al instruments to evobservation-aluate com-prehension during instruction and two instruments to evaluate student affect

checklist

 Title:Literacy Framework Paper for Assessment and Intervention

 Purpose: To identify and describe appropriate test formats for components

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RED 6540

RED 6546

DIAGNOSIS OF READING DIFFICULTIES

3.2 • Understands the role of assessment in planning instruction to meet student learning needs

 Analysis of School’s Assessment Package

 analyze school’s total assessment package in terms of the six prin-ciples of good assessment (Coe, 2005) including using assessment to inform instruction

 checklist

 Evaluation of FCAT  analyze results for school in

which work in terms of value to classroom teacher in planning to meet student needs and value to administration

 checklist

 Evaluation of DIBELS/ORF  analyze results for class in terms

of value to classroom teacher for organizing for instruction (grouping) and planning instruc-tion to meet student needs and in terms of value to administration  checklist

 Development of Alternative Ass-essments

 develop record keeping systems for each assessment developed and analyze the results on each informal measure of comprehen-sion and affect in order to make instructional recommendations for students

checklist

 Title: Planning in journals; links in lesson plans

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importance of assessment for planning to meet needs of students

 Assessment: rubric RED 6540 ASSESSMENT IN

READING

3.3 • Interpret students’ formal and informal test results. R , E  Evaluation of FCAT  analyze results for school in

which work in terms of value to classroom teacher in planning to meet student needs and value to administration

 checklist

 Evaluation of DIBELS/ORF  analyze results for class in terms

of value to classroom teacher for organizing for instruction (grouping) and planning instruc-tion to meet student needs and in terms of value to administration  checklist

 develop record keeping systems for each assessment developed and analyze the results on each informal measure of comprehen-sion and affect in order to make instructional recommendations for students

 Assessment: checklist RED 6540 ASSESSMENT IN

READING

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

 Evaluation of FCAT  evaluate FCAT in terms of

characteristics of good criterion-referenced tests including the number of iterms needed for a skill/standard in order to make valid decisions about student performance

 checklist

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 evaluate DIBELS in terms of characteristics of good screen-ing tests includscreen-ing the match or lack thereof of test format to natural learning

 Assessment: checklist RED 6540 ASSESSMENT IN

READING

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

 Evaluation of FCAT  evaluate FCAT in terms of

re-ported reliability, validity, and the procedures for determining criterion levels

 checklist

 Evaluation of DIBELS  evaluate DIBELS in terms of

reported reliability, validity, and normative procedures

 Assessment: checklist RED 6546 DIAGNOSIS OF

READING DIFFICULTIES

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).

 Assessment instruments, procedures and reports

 Purpose: To demonstrate knowledge of assessments

 Assessment: rubric RED 6540 ASSESSMENT IN

READING

3.7 • Analyze data to identify trends that indicate adequate progress in student reading development. E

 Title: Analysis of DIBELS  Purpose: To demonstrate the use

of DIBELS to track student learning

 Assessment: Checklist and rubric

 Title: Developing,

administrating, and interpreting informal uses of reading and attitude

 Purpose: To demonstrate use of observation and record keeping to track student learning and attitudes

 Assessment: Checklist and rubric

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READING

(grouping strategies, intensity of instruction: ii vs. iii) E  Purpose: To use results of DIBELS to place students in appropriate instructional groups  Assessment: Checklist and

rubric RED 6515 REMEDIATION OF

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 strategies.

 Title: Case study and PowerPoint presentation

 Purpose: To be able to make recommendations to the school

 Assessment: rubric RED 6540

RED 6515

REMEDIATION OF READING

DIFFICULTIES

3.10  Identify appropriate criteria for selecting materials to include in portfolios for monitoring student progress over time.

 Development of Alternative Assessments

 identifying criteria for selecting materials from the four assess-ments developed to include in students portfolios for monitoring student progress over time  Assessment: checklist

 Title: Portfolio and Student-Led Conferences

 Purpose: to learn how to apply criteria for selecting artifacts that demonstrate progress

 Assessment: rubric and observation

RED 6540 ASSESSMENT IN READING

3.11  Identify interpretive issues that may arise when English language tests are used to assess reading growth in LEP students.

 interpret results of two compre-hension and two affective ass-essments in terms of student learning including any learning issues related to LEP students  Assessment: checklist RED 6540 ASSESSMENT IN

READING

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

 interpret results of two compre-hension and two affective ass-essments in terms of student learning including any learning

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issues related to LEP students  Assessment: checklist

Florida Reading Endorsement Alignment Matrix

Competency 4

TEXT RULE: Understanding how to prescribe, differentiate instruction, and utilize appropriate strategies and materials based upon scientifically based reading research in order to address the prevention, identification, and remediation of reading difficulties in order to increase reading performance.

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

students from diverse populations. Course

Number

code

Specific Indicator Curriculum Study Assignment

RED 6546 DIAGNOSIS OF READING DIFFICULTIES

4.1

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

 Title: Framework Paper for Assessment and Intervention

 Purpose: To identify impact of language and cognitive development on reading

 Assessment: rubric RED 6546 DIAGNOSIS OF

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

 Title: Reflection on writing and spelling assessments\

 Purpose: to compare using Developmental Stages for Word Study

 Assessment: Rubric RED 6546 DIAGNOSIS OF

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

 Title: Reflection on writing and spelling assessments using Developmental Stages for Word Study

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 Purpose: Identify characteristics of language of diverse learners

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

 Reflection on writing and spelling assessments using Developmental Stages for Word Study

 Purpose: To identify stage for diverse learners

4.5  Identify common difficulties in development of each of the major reading components.

 Title: Planning in journals and the Decision chart

 Purpose: Identify common difficulties that emerge from through assessments

4.6  Understands specific appropriate reading instructional accommodations for students with exceptional needs and LEP students. E

 Purpose: From assessments, make recommendations for instruction

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

 Purpose: To identify principles of differentiating instruction

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

 Purpose: Identify strategies for word recognition and

comprehension for skilled readers in contrast to struggling readers

READING

4.9  Select appropriate materials that address cultural and linguistic differences. * E

 Title: Journal Lesson Plans and Reflections

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DIFFICULTIES  Purpose: To select appropriate materials for students with different materials

4.10  Identify structures and procedures for monitoring student reading progress

 Title: Assessment Kit

 Purpose: To organize materials to be ready to assess or monitor student progress

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Florida Reading Endorsement Alignment Matrix

Competency 5

TEXT RULE: Understanding how to prescribe, differentiate instruction, and utilize appropriate strategies and materials based upon scientifically based reading research in order to address the prevention, identification, and remediation of reading difficulties in order to increase reading performance.

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. Course

Number

code

RED 6515 REMEDIATION OF READING

DIFFICULTIES

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).

 Title: Journal with Lesson Plans and Reflections

 Purpose: To demonstrate the ability to apply knowledge of SBRR for instruction

 Assessment: rubric RED 6515 REMEDIATION OF

5.2  Apply research-based practices and materials for preventing and accelerating both language and literacy development.

 Purpose: To apply research-based practices and materials for preventing and accelerating student’s language development

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

 Title: Strategy Presentations: Niche and materials

 Purpose: To scaffold student’s in 5 major components of reading

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

 Purpose: To use SBRR for developing student’s phonemic awareness

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

 Purpose: To use SBRR to develop student’s phonics

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RED 6515 REMEDIATION OF READING

DIFFICULTIES

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

 Purpose: To use SBRR to develop student’s fluency, automaticity and endurance

5.7  Apply research-based instructional practices for developing both general and specialized content area vocabulary . R

 Titles: Journal with Lesson Plans and Reflections; Niche and Materials (Student-made book on content vocabulary)

 Purpose: To use SBRR to develop student’s vocabulary

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

 Titles: Journal with Lesson Plans and Reflections; Case Study; Niche and Materials

 Purpose: To apply SBRR to develop student’s critical thinking

 Assessment: observation, rubrics RED 6515 REMEDIATION OF

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

 Titles: Journal with Lesson Plans and Reflections; Niche and Materials

 Purpose: To apply SBRR to develop student’s reading comprehension

 Assessment: observation rubrics RED 6515 REMEDIATION OF

5.10  Apply knowledge of language to instruction in working with LEP students that are at different levels of oral proficiency. *

 Title: Journal with Lesson Plans and Reflections; Case Study; Niche and Material

 Purpose: To demonstrate knowledge of language to instruction of LEP students at different levels

 Assessment: observation, rubrics RED 6515 REMEDIATION OF

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

 Titles: Journal with Lesson Plans and Reflections; Niche and Materials

 Purpose: To identify strategies to facilitate student’s

metacognitive skills

 Assessment: rubric, observation RED 6515 REMEDIATION OF 5.12  Identify reliable and valid assessment procedures to  Title: Journal with Lesson Plans

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validate instructional applications. E and Reflections; Niche and Materials

 Purpose: To use assessments to validate instructional

applications

 Assessment: rubric, observation RED 6515 REMEDIATION OF

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

 Title: Decision Chart

 Purpose: To set instructional goals based on assessment

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Florida Reading Endorsement Alignment Matrix

Competency 6

TEXT RULE: Supervised practicum to obtain practical experience in increasing the reading performance of a student(s) with the prescription and utilization of appropriate strategies and materials based upon scientifically based reading research to address the prevention, identification, and remediation of reading difficulties.

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. Course

Number

code

(Each of the assignments is worth two hours.)

RED 6805 PRACTICUM IN READING

6.1

_{Specific Indicators:}

 Applies knowledge of language development, literacy development, and assessment to instructional practices.

 Title: Informal assessments such as Interview, Interest Inventory, Checklist of Literacy

Development.

 Purpose: To assess student’s level of knowledge of phonemic awareness, phonics and to use in lesson planning.

 Assessment: Rubric for protocols

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

 Title: Lessons plans as appropriate

 Purpose: To teach using research-based instruction

 Assessment: Rubric for lesson plans

6.3  Demonstrate knowledge of research-based

instructional practices for developing phonics skills and word recognition. R

 Title: Checklist of Literacy Development, Part II; lessons as appropriate

 Purpose: To use SBRR to develop phonics and word recognition

 Assessment: rubric, checklist RED 6805 PRACTICUM IN

READING

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

 Title: Fluency Checks and lessons as appropriate

 Purpose: To use SBRR to develop fluency, automaticity,

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and reading endurance

 Assessment: rubric RED 6805 PRACTICUM IN

READING

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

 Title: Vocabulary strategies and lessons as appropriate

 Purpose: To demonstrate knowledge of SBRR to develop student’s vocabulary

READING

6.6  Demonstrate knowledge of research-based instructional practices for facilitating reading comprehension R

 Title: Individual Reading Inventory and lessons as appropriate based on analysis of comprehension questions

 Purpose: To use SBRR to facilitate reading comprehension

READING

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

 Title: Content Reading and Study Skills Inventory and lessons as appropriate

 Purpose: To facilitate student’s metacognitive thinking

 Assessment: Rubric RED 6805 PRACTICUM IN

READING

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

 Title: Content Reading and Study Skills Inventory and lessons as appropriate

 Purpose: To use SBRR to facilitate student’ s critical thinking and content area reading skills

 Assessment: rubric RED6805 PRACTICUM IN

READING

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

 Title: Setting goals with student; retrospective miscue analysis after reading

 Purpose: To support the student in learning to set goals

 Assessment: Observation, feedback

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

 Title: Creates appropriate lesson plans for groups of students

 Purpose: To demonstrate ability to differentiate lessons for students on different levels

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 Assessment: Rubric RED 6805 PRACTICUM IN

READING

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

 Title: Checklist of Literacy Development and lesson plans

 Purpose: To demonstrate ability to work with LEP students on different levels of oral language proficiency and to use the knowledge for planning lessons

 Assessment: Checklist and rubric

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

 Title: Vocabulary Self-Selection Notebook; print and non-print resources used

 Purpose: To demonstrate ways of creating language-rich and print-rich environments