IRA STANDARD



Name: Bethany Linkous

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|IRA STANDARD |Artifacts |Rationale |

|1. Foundational Knowledge. Candidates have knowledge of the foundations of reading and writing processes and instruction. As a result, the candidates: |

|Demonstrate knowledge of psychological, sociological, and linguistic |RE 5100 Exams |These artifacts demonstrate my understanding of the psychological, |

|foundations of reading and writing processes and instruction. |First Step Lesson Plans |sociological, and linguistic foundations of reading and writing. I have |

| |Book Club Inquiry Project |learned how to apply this knowledge so that I can effectively teach each |

| |RE 5715 IRI Analysis |student at the appropriate developmental level. |

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|Demonstrate knowledge of reading research and histories of reading. |Action Research Project |It is very important to apply research in the teaching of reading so that I can|

| |Literature Review |better meet the needs of my students. Through my action research project on |

| |Vocabulary Inquiry Project |the effects of repeated reading and other inquiry projects, I have learned how |

| |Book Club Inquiry Project |to implement research into my instruction. These projects have improved my |

| | |knowledge on the history and foundations of reading. |

|Demonstrate knowledge of language development and reading acquisition and |RE 5100 Exams |It is important to be able to recognize and be sensitive to cultural and |

|the variations related to culture and linguistic diversity. |Developmental Spelling Unit |linguistic diversity. These artifacts have helped me differentiate instruction|

| |RE 5730 Lesson Transcript |to meet the needs of students from different backgrounds. |

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|Demonstrate knowledge of the major components of reading (phonemic |RE 5100 Exams |This list of artifacts shows my understanding of the major components of |

|awareness, word identification and phonics, vocabulary and background |Action Research Project |reading and how they work together in fluent reading. This knowledge has |

|knowledge, fluency, comprehension strategies, and motivation) and how they |Multitext Unit |helped guide my instruction so that we can work towards the goal of fluent |

|are integrated in fluent reading. |Vocabulary Inquiry Project |reading with strong comprehension for each student. |

| |Book Club Inquiry Project | |

| |RE 5715 IRI Analysis | |

|Standard 2. Instructional Strategies and Curriculum Materials. Candidates use a wide range of instructional practices, approaches, methods, and curriculum materials to support reading and writing |

|instruction. As a result, the candidates: |

|2.1 Use instructional grouping options (individual, small-group, |Poetry Lesson |I have used a variety of grouping methods in these artifacts. This has allowed|

|whole-class, and computer based) as appropriate for accomplishing given |Webquest |me to better monitor and assist individual needs. It has also offered |

|purposes. |Multitext Unit |diversity in my instruction which motivated my students and helped them better |

| |Developmental Spelling Unit |understand the material. The goals and objectives of the lesson help me decide|

| |RE 5100 final exam |what grouping methods to use. |

| |Book Club Inquiry Project | |

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|2.2 Use a wide range of instructional practices, approaches, and methods, |Poetry Lesson |It is important to use a wide range of instructional practices and methods |

|including technology-based practices, for learners at differing stages of |Webquest |because each student has a different learning style that you must accommodate |

|development and from differing cultural and linguistic backgrounds. |Multitext Unit |to. These artifacts demonstrate diverse instructional practices that are |

| |Memoir |intended to meet the needs of students from differing developmental and |

| |Differentiation Vocabulary |cultural backgrounds. The webquest and memoir are two technology- based |

| |Strategies |instructional practices. |

| |Multimedia Book | |

| |Book Club Inquiry Project | |

|2.3 Use a wide range of curriculum materials in effective reading |Poetry Lesson |It’s important to be able to differentiate instruction so that all learners |

|instruction for learners at different stages of reading and writing |Differentiation Vocabulary |have the ability to succeed. These artifacts, which use a wide range of |

|development and from different cultural and linguistic backgrounds. |Strategies |curriculum materials, help differentiate instruction to provide effective |

| |Book Club Inquiry Project |teaching for all learners. |

| |Multigenre Project | |

| |Multitext Unit | |

| |RE 5100 midterm exam | |

|Standard 3. Assessment, Diagnosis, and Evaluation. Candidates use a variety of assessment tools and practices to plan and evaluate effective reading instruction. As a result, candidates: |

|Use a wide range of assessment tools and practices that range from |Spelling Inventory |It’s important to have the knowledge to use a wide range of assessment tools |

|individual and group standardized tests to individual and group informal |Informal Reading Inventory |and be able to interpret the results to inform and guide instruction. The |

|classroom assessment strategies, including technology-based assessment |Final exam of RE 5100 |spelling inventory and Informal Reading Inventory show my ability to accurately|

|tools. |Rubrics from Multitext Unit |assess a child’s reading and spelling performance. |

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|Place students along a developmental continuum and identify students’ |Spelling Inventory |In these artifacts I evaluated the assessment information to determine a |

|proficiencies and difficulties. |IRI Analysis |child’s strengths and difficulties and identify their developmental reading and|

| |Word Study Final |spelling level. This information helped me to make decisions on how to move |

| |First Steps Tutoring |forward with instruction. It’s important to remember that assessment is an |

| | |ongoing process; therefore, one must monitor so instruction can be adjusted to |

| | |meet the learner’s needs. |

|Use assessment information to plan, evaluate, and revise effective |Developmental Spelling Unit |Assessment information guides my decisions in planning, evaluating, and |

|instruction that meets the needs of all students including those at |First Steps Tutoring |revising instruction to best meet the needs of my students. The developmental |

|different developmental stages and those from diverse cultural and |Action Research Project |spelling unit and the First Step Tutoring lessons are examples of how I used |

|linguistic backgrounds. | |the spelling inventory and IRI to effectively instruct my students. |

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|Communicate results of assessments to specific individuals, (students, |IRI Analysis Summary sheets |Teaching a child is a team effort that is most effective when it involves the |

|parents, caregivers, colleagues, administrators, policymakers, policy |Parent letters |support and help from parents and other faculty members. The IRI analysis |

|officials, community, etc.). | |summary sheets and parent letters are two ways in which I communicate the |

| | |results of assessment to those involved in the education of the child. |

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|Standard 4. Creating a Literate Environment. Candidates create a literate environment that fosters reading and writing by integrating foundational knowledge, use of instructional practices, |

|approaches and methods, curriculum materials, and the appropriate use of assessments. As a result, candidates: |

|4.1 Use students’ interests, reading abilities and backgrounds as foundations|Multigenre Unit and |Children are more likely to engage actively in reading and writing activities |

|for the reading and writing program. |Invitation |when they are working with text that sparks their interest and on their reading |

| |Journal Invitation |level. These artifacts use the student’ interests and reading abilities to |

| |Multitext Unit |increase motivation as well as reading and writing achievement. |

| |Student Surveys | |

| |Classroom Description Paper | |

| |Poetry Lesson | |

|4.2 Use a large supply of books, technology-based information, and non-print |Multitext Unit |One way that I create a literate environment is through reading books and other |

|materials representing multiple levels, broad interests, cultures and |Reader response log |text that represents multiple levels, broad interests, and diverse backgrounds. |

|linguistic backgrounds. |Multimedia Book |This list of products illustrates the wide range of books that I have used to |

| |Classroom library |help foster my students’ reading and writing development. |

| |Poetry lesson | |

| |Book Club Inquiry Project | |

|Model reading and writing enthusiastically as valued life-long activities. |Reader Response Log |Reading and writing are critical skills that one uses throughout their lifetime.|

| |Memoir |In these artifacts, my passion and enthusiastic attitude for reading and writing|

| |Journal Invitation |is reflected. I hope that the high value I place on reading and writing will |

| |Multitext Unit |transfer to my students. |

| |Read alouds | |

| |Writer’s Notebook | |

| |Multigenre Unit | |

|Motivate learners to be life-long readers. |Multitext Unit |These artifacts use a diverse selection of children’s literature and reading |

| |Journal Invitation |activities that are enjoyable and actively engages the students. Hopefully this|

| |Multigenre Unit |will motivate my students and help promote life-long readers. |

| |Read alouds | |

| |Reader response log | |

|Standard 5. Professional Development. Candidates view professional development as a career-long effort and responsibility. As a result, candidates: |

|Display dispositions related to reading and the teaching of reading. |ASU Masters Program in |I enjoy participating in professional development activities because I want to |

| |Reading |provide effective reading instruction to my students. Through the classes that|

| |In-service Reading |I have taken at ASU, I have deepened my understanding of the best instructional|

| |Workshops |practices for teaching reading. This list of activities helps display my love |

| |Reading Instruction |for reading and my view that being a teacher means being a life-long learner. |

| |Philosophy | |

| |Literacy blog | |

| |Action Research Project | |

|Continue to pursue the development of professional knowledge and |IRA Membership |These artifacts help show that I am dedicated to learning how to be a better |

|dispositions. |ASU Masters Program in |reading instructor. Through the reading of researched based journals and |

| |Reading |professional books, I am improving my knowledge and applying it to my classroom|

| |Bringing Words to Life |practices. |

| |Reflection | |

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|Work with colleagues to observe, evaluate, and provide feedback on each |Peer interaction in graduate |I desire to work in a positive, supportive school environment. I feel that I |

|other’s practice. |classes |am a better teacher when I collaborate with others. These artifacts show my |

| |Grade level meetings |engagement with fellow colleagues indicating my commitment to being a |

| |Word Study PowerPoint |reflective instructor. |

| |Action Research Project | |

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|Participate in, initiate, implement, and evaluate professional development |Word Study PowerPoint |The Word Study presentation was a PowerPoint that I shared with other teachers |

|programs. |Presentation |on the developmental stages of spelling. Professional development programs |

| |Staff Development |allow us to learn and discuss with other colleagues how to provide effective |

| | |reading instruction to all of our learners including those at different |

| | |developmental stages and diverse backgrounds. |

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