Broward County Public Schools Florida Reading Endorsement Alignment Matrix Competencies 1-5 Updated October 22, 2012

Transcription

1 Florida Endorsement Alignment Matrix Florida Endorsement Alignment Matrix Competency 1 Competency 1: Teachers will develop substantive understanding of six components of reading as a process: comprehension, oral language, phonological awareness, phonics, fluency, and vocabulary. Name of IndicatoSpecific Indicator A.1 Performance Indicator A: Comprehension Understand that building oral and written language facilitates comprehension. Week 5: Video: Prior Knowledge and Text Structure" Reflection Journal A.2 (1.E.1, 1.E.2) *2.1.b. Understand the importance of learning syntax, semantics, pragmatics, vocabulary, and text structures required for comprehension of formal written language of school, often called academic language. Week 5: Video: Prior Knowledge and Text Structure" s A.3 (1.E.2) Understand the impact of text upon reading comprehension (e.g., genre, readability, coherence, text structure, and text complexity). Week 7: The Cunningham, Moore Cunningham, and Moore (2000) selection (pp ) Video: Key Strategies A.4 Understand how the interaction of reader characteristics, motivation, purpose of reading, and text elements impacts comprehension and student engagement. Week 5: Video: Prior Knowledge & Text Structure" Broward County Public Schools, Division of Instruction and Interventions, Department Updated

2 Florida Endorsement Alignment Matrix Name of IndicatoSpecific Indicator A.5 (1.E.3) Identify cognitive targets (e.g., locate/recall; integrate/interpret; critique/evaluate) and the role of cognitive development in the construction of meaning of literary and informational texts. Week 6 : Video: Prior Knowledge and Content Structure A.6 (1.E.4)Understand reading as a process of constructing meaning from a wide variety of print and digital texts and for a variety of purposes. Week 6 : Video: Prior Knowledge and Content Structure" Reflection Journal A.7 Understand the reading demands posed by domain specific texts. Week 6 : Video: Prior Knowledge and Content A.8 Understand that effective comprehension processes rely on well developed language, strong inference making, background knowledge, comprehension monitoring and selfcorrecting. Week 6 : Video: Prior Knowledge and Content Reflection Journal A.9 Understand how English language learners linguistic and cultural background will influence their comprehension. Week 8: pp ; ; and Literature Instruction for English Language Learners Broward County Public Schools, Division of Instruction and Interventions, Department Updated

3 Florida Endorsement Alignment Matrix Name of IndicatoSpecific Indicator What Does Research Tell Us Abo in a Second Language? A.10 (3.2) Understand the role of formal and informal assessment of comprehension in making instructional decisions to meet individual student needs. Video: Week 8 "Making the Proce Visible to Students" Video: Prior Knowledge and Content Reflection Journal B.1 Performance Indicator B: Oral Language Understand how the students development of phonology, syntax, semantics, and pragmatics relates to comprehending written language. Week 2 : Burns- Balanced Readin and Writing pp Spelling B.2 Understand the differences between social and academic language. Week 7: The Cunningham, Moore- Cunningham, and Moore (2000) Spelling selection (pp ) Video: Key Strategies B.3 Understand that writing enhances the development of oral language. Week 5: Video: Prior Knowledge and Text Structure" B.4 Understand that the variation in students oral language exposure and development requires differentiated Week 7: The Cunningham, Moore Cunningham, and Moore (2000) Broward County Public Schools, Division of Instruction and Interventions, Department Updated

4 Florida Endorsement Alignment Matrix Name of IndicatoSpecific Indicator instruction. selection (pp ) Video: Key Strategies B.5 Recognize the importance of English language learners home languages, and their significance for learning to read English. Week 5: Video: Prior Knowledge and Text Structure" B.6 (3.2) Understand the role of formal and informal oral language assessment to make instructional decisions to meet individual student needs. Week 3: Video: "Print in a Child's World" "Phonemic and Phonological Awareness" C.1 Performance Indicator C: Phonological Awareness (1.A.1) Understand phonology as it relates to language development and reading achievement (e.g., phonological processing, phonemic awareness skills, phonemic analysis and synthesis). Week 3 Phonemic Awareness an Teaching Phonics pp Summary C.2 Recognize the phonological continuum beginning with sensitivity to large and concrete units of sound (i.e., words & syllables) and progressing to small and abstract units of sound (onset-rimes and phonemes). Week 3 Phonemic Awareness an Teaching Phonics pp Summary Videos Skylight C.3 Understand that writing, in conjunction with phonological awareness, enhances reading development. Week 3 Phonemic Awareness an Teaching Phonics pp Broward County Public Schools, Division of Instruction and Interventions, Department Updated

5 Florida Endorsement Alignment Matrix Name of IndicatoSpecific Indicator 1.C (1.A.2., 5.10)Distinguish both phonological and phonemic differences in language and their applications in written and oral discourse patterns (e.g., language & dialect differences). Summary Videos Skylight Week 3 Phonemic Awareness an Teaching Phonics pp Summary Skylight Videos C.5 Understand how similarities and differences in sound production between English and other languages affect English language learners reading development in English. Week 8: and Literature Instruction for English Language Learners What Does Research Tell Us Abo in a Second Language? Reflection Journal C.6 (3.2) Understand the role of formal and informal phonological awareness assessment to make instructional decisions to meet individual student needs. Video: Week 8 "Making the Proce Visible to Students" Week 3: Video : "Print in a Child's World D.1 Performance Indicator D: Phonics (1.B.1) Understand that phonological units (words, syllables, onset-rimes, and phonemes) map onto orthographic units (words, rimes, letters) in alphabetic languages. Week 2: Article: Phonics: It's Different from Cipher Knowledge What does a "balanced approach" to reading instruction mean? Broward County Public Schools, Division of Instruction and Interventions, Department Updated

6 Florida Endorsement Alignment Matrix Name of IndicatoSpecific Indicator D.2 Understand sound-spelling patterns and phonics (grapheme-phoneme correspondence rules). Video 3: Phonemic and Phonological Awareness" D.3 (1.B.2 was apply) Understand structural analysis of words. Video 3: Phonemic and Phonological Awareness" D.4 Understand that both oral language and writing can be used to enhance phonics instruction. Unit Summary and Reflection Content Writing to Read: Evidence for How Writing Can Improve, by Steve Graham and Michael Hebert, A Carnegie Report for Alliance for Excellent Education, D.5 Understand the role of formal and informal phonics assessment to make instructional decisions to meet individual student needs. Unit Summary and Reflection Content Best Practices with Struggling Readers, by Richard Allington (Ch. 4 from Best Practices In Instruction 4 th ed, Lesley Morrow and Linda Gambrell, editors, Guildford Press: New York (2011). Oral Instruction by Broward County Public Schools, Division of Instruction and Interventions, Department Updated

7 Florida Endorsement Alignment Matrix Name of IndicatoSpecific Indicator Timothy Rasinski, Just Read, Florida paper, Stuart Greenberg, Exec Director (undated) E.1 Performance Indicator E: Fluency (1.C.1, 1.C.2) Understand that the components of reading fluency are accuracy, expression, and rate which impact reading endurance and comprehension. Week 4 Fluency Burns, B. (1999). The mindful school: How to teach balanced reading and writing. pp Video Intro to Phonics E.2 Understand that effective readers demonstrate flexibility by adjusting their reading rate to accommodate the kinds of texts they are reading in order to facilitate comprehension. Week 4 Fluency Burns, B. (1999). The mindful school: How to teach balanced reading and writing. pp E.3 Understand the relationships among fluency, word recognition, and comprehension. Week 4 Fluency Burns, B. (1999). The mindful school: How to teach balanced reading and writing. pp Video Intro to Phonics E.4 Understand that both oral language and writing enhance fluency instruction. Week 4 Fluency Burns, B. (1999). The mindful school: How to teach balanced reading and writing. pp Video Intro to Phonics - Spelling E.5 (3.2) Understand the role of formal and informal fluency Oral Instruction by Broward County Public Schools, Division of Instruction and Interventions, Department Updated

8 Florida Endorsement Alignment Matrix Name of IndicatoSpecific Indicator assessment to make instructional decisions to meet individual student needs. Timothy Rasinski, Just Read, Florida paper, Stuart Greenberg, Exec Director (undated) F.1 1.F.2 Performance Indicator F: Vocabulary Understand the goal of receptive and expressive vocabulary instruction is the application of a student s understanding of word meanings to multiple oral and written contexts. (1.D.1) Understand morphology as it relates to vocabulary development (e.g., morphemes, inflectional and derivational morphemes, morphemic analysis). Week 5: pp Increasing Vocabulary Video 5 Teaching New Vocabula and Writing in Elementary Classrooms: Research Based K-4 Instruction pp & pp Video - Vocabulary Week 5: Video Analyzing Words: F.3 (1.D.2) Identify principles of semantics as they relate to vocabulary development (e.g., antonyms, synonyms, figurative language, etc.). Week 5: pp Increasing Vocabulary F.4 Understand the domain specific vocabulary demands of academic language. Week 5: pp Increasing Vocabulary and Writing in Elementary Classrooms: Research Based K-4 Instruction Broward County Public Schools, Division of Instruction and Interventions, Department Updated

9 Florida Endorsement Alignment Matrix Name of IndicatoSpecific Indicator pp F.5 Understand that writing can be used to enhance vocabulary instruction. Week 5: Video- Teaching New Vocabulary F.6 (3.2) Understand the role of formal and informal vocabulary assessment to make instructional decisions to meet individual student needs. Week 5: pp Increasing Vocabulary G.1 Performance Indicator G: Integration of the Components (1.F.1) Identify language characteristics related to social and academic language Burns, B. (1999). The mindful school: How to teach balanced reading and writing. - Comprehension G.2 1.G.3 (1.F.2) Identify phonemic, semantic, and syntactic variability between English and other languages. (1.F.3., 1.F.4) Understand the interdependence between each of the reading components and their effect upon reading as a process for native speakers of English and English language learners. Video: Key Strategies and More Strategies Video: Key Strategies And More Strategies Broward County Public Schools, Division of Instruction and Interventions, Department Updated

10 Florida Endorsement Alignment Matrix Name of IndicatoSpecific Indicator G.4 (1.F.5)Understand the impact of oral language, writing, and an information intensive environment upon reading development. Video: Key Strategies and More Strategies - Comprehension G.5 Understand the importance of comprehension monitoring and self correcting to increase reading proficiency. Video: Key Strategies and More Strategies - Comprehension G.6 (3.2) Understand the role of formal and informal reading assessment to make instructional decisions to meet individual student needs. Video Module 6 Assessing Ability Broward County Public Schools, Division of Instruction and Interventions, Department Updated