Florida Reading Endorsement Alignment Matrix Competency 1 Reading Endorsement Guiding Principle: Teachers will understand and teach reading as an ongoing strategic process resulting in students comprehending diverse text. Teachers will understand how writing, listening, and speaking support the teaching of reading, and how family involvement supports student achievement in reading. Teachers will understand that all students have instructional needs and apply the systematic problem solving process: use data to accurately identify a problem, analyze the problem to determine why it is occurring, design and implement instruction/interventions, and evaluate the effectiveness of instruction/interventions. Teachers will understand that the problem solving process is recursive and ongoing, utilized for effective instructional decision making. Competency 1: Foundations in Language & Cognition Teachers will develop substantive understanding of six components of reading as a process: comprehension, oral language, phonological awareness, phonics, fluency, and vocabulary. Course Name of Course Indicator Code Specific Indicator RED 4325 Subject Area Reading 1.A.1 Performance Indicator A: Comprehension Understand that building oral and written language facilitates comprehension. RED 4325 Subject Area Reading 1.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. Curriculum Study Assignment/ Formative Read Ch. 2.1 in Improving Reading by Johns & Lenski, Oral Language. Candidates will discuss how oral language development builds comprehension by sharing pictures from their content area and discussing information to build comprehension of the content.assessment: Written paragraph of how comprehension was built. Read Ch. 6 in Content Area Reading & Literacy by Alvermann, Gillis, & Phelp Preparing to Read. Candidates will create a lesson plan using the strategy, List-Group-Label (Taba, 1967) on p. 7, key vocabulary within the text. Candidates will use syntax, semantics, text structure and pragmatics to help Competency Level Written exam comprised of multiple choice and essay questions reflecting the candidates understanding of the six components of reading as a process. 1
RED 4325 Subject Area Reading 1.A.3 (1.E.2) Understand the impact of text upon reading comprehension (e.g., genre, readability, coherence, text structure, and text complexity). RED 4325 Subject Area Reading 1.A.4 Understand how the interaction of reader characteristics, motivation, purpose of reading, and text elements impacts comprehension and student engagement. students understand academic language. Assessment: Rubric for lesson plan. Read Ch.7 in Content Area Reading & Literacy by Alvermann, Gillis, & Phelps Reading to Learn, pp. 227 229, Common Text Structures. Candidates will bring content area textbook from field school and identify and discuss the impact of genre, readability, coherence, text structure and text complexity on comprehension. Assessment: Candidates will evaluate the text complexity of their content textbook using a rubric on the reading comprehension for their students. Read Ch. 1.1 in Improving Reading by Johns & Lenski, Lack of Motivation and Engagement and ch. 1 in Content Area Reading and Literacy by Alvermann, Phelps & Gillis, Content Literacy and the Reading Process. Candidates will discuss how motivation, purpose of reading and text elements impact comprehension and engagement. Groups will list strategies for motivating and engaging students and explain why they selected those strategies. Assessment: Each group will present their list of strategies orally. 2
Course Name of Course Indicator Code Specific Indicator RED 4325 Subject Area Reading 1.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. RED 4325 Subject Area Reading 1.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. RED 4325 Subject Area Reading 1.A.7 Understand the reading demands posed by domain specific texts. Curriculum Study Assignment/ Formative Read Ch. 7, pp. 221-222, 224-226, Comprehension Guides in Content Area Reading and Literacy by Alvermann, Gillis, & Phillips, Reading to Learn, Comprehension Guides, Selective Reading Guides, Interactive Reading Guides. Candidates will create a three level comprehension guide using three levels of cognitive targets (used on NAEP)for a section of their content area textbook. Assessment: Rubric for Three- Level Study Guide. Read Ch.1 in Content Area Reading and Literacy, by Alvermann, Phelps, and Gillis the Reading Process pp. 23-28, and pp. 77-80, Creating Community with Technology and Multi-media. After a discussion of the importance of using a wide variety of print and digital texts, candidates will select a topic from their content area and identify and annotate 2 print and 2 digital texts that may be used by students to build knowledge on the topic. Assessment: rubric for evaluating the quality of the print and digital texts. Read Ch 1 pp. 12-23 in Content Area Reading and Literacy by Alvermann, Gillis, & Phelps, Content Literacy and the Reading Process Content Literacy. Candidates will discuss the different aspects of disciplinary literacy. They will find examples in domain specific texts. Assessment: The sentences exemplifying Competency Level 3
RED 4325 Subject Area Reading 1.A.8 Understand that effective comprehension processes rely on well developed language, strong inference making, background knowledge, comprehension monitoring and self-correcting. RED 4325 Subject Area Reading 1.A.9 Understand how English language learners linguistic and cultural background will influence their comprehension. RED 4325 Subject Area Reading 1.A.10 (3.2) Understand the role of formal and informal assessment of comprehension in making instructional decisions to meet individual student needs. RED 4325 Subject Area Reading 1.B.1 Performance Indicator B: Oral Language Understand how the students development of phonology, syntax, semantics, and pragmatics relates to comprehending written language. the differences will be orally shared. Read Ch. 2 in Content Area Reading and Literacy by Alvermann, Gillis & Phelps, Language as a Vehicle for Teaching and Learning Content, pp 41-45. After a discussion, candidates will identify prior knowledge, words, inferences needed to comprehend a poem. Assessment: Rubric for groups T-chart with text on left and needed understanding order to comprehend. Read Ch. 2 in Content Area Reading and Literacy by Alvermann, Gillis & Phelps, Language as a Vehicle for Teaching and Learning Content, Diversity in Language and Learning pp. 46-54 and Ch. 8 Increasing Vocabulary and Conceptual Growth pp. 271-275. Read the list of accommodations from the FL DOE website, www:fldoe.org Candidates will list the grade and subject accommodations that are appropriate for their content area subject. Assessment: Appropriateness of list. Read Ch. 5 in Content Area Reading and pp. 127-169, Assessment of Students and Textbooks. Candidates will discuss t differences between informal and formal assessment. Assessment: Candidates will write a description of a formal and informa assessment appropriate in their field. Read Ch. 2 in Improving Reading by Johns and Lenski Oral Language, Phonemic Awareness and Beginning Reading. Candidates will discuss the importance of oral language development. They will use a technical vocabulary word 4
RED 4325 Subject Area Reading 1.B.2 Understand the differences between social and academic language. RED 4325 Subject Area Reading 1.B.3 Understand that writing enhances the development of oral language. from their content area and discuss how to pronounce it, what it means and how to use it correctly in a sentence in their content area. Assessment: Vocabulary word, pronunciation, and sentence clearly showing the correct meaning. Read Ch.5.1 in Improving Reading by Johns & Lenski, Extending Meaning Vocabulary. Candidates will select sentences from their content textbook which use academic language. They will rewrite them in everyday social language. Assessment: Collect sentences to check correct meanings for the sentences. Read Ch. 6.8 in Improving Readings by Johns & Lenski, Making Inferences. Candidates will create Writer and Me Questions (p. 470) to develop the oral language needed to make inferences. Assessment: Questions and evidence of answers from oral discussion. Course Name of Course Indicator Co Specific Indicator Curriculum Study Assignment/ Formati RED 4325 Subject Area Reading 1.B.4 Understand that the variation in students oral language exposure and development requires differentiated instruction. RED 4325 Subject Area Reading 1.B.5 Recognize the importance of English language learners home languages, and their significance for learning to read English. Read Ch. 8 in Content Area Reading and Literacy by Alvermann, Gillis, & Philps, Growth (p.269-272 Intensive Approaches). Candidates will create a less plan for students at different levels of oral language exposure using the Vocabulary Self-Collection strategy. Assessment: rubric for lesson plan. Read Ch. 2 in Content Area Reading and Diversity in Language and Learning, (pp. 45-53). Candidates will discuss the Competency Level 5
RED 4325 Subject Area Reading 1.B.6 (3.2) Understand the role of formal and informal oral language assessment to make instructional decisions to meet individual student needs. RED 4325 Subject Area Reading 1.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). RED 4325 Subject Area Reading 1.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). RED 4325 Subject Area Reading 1.C.3 Understand that writing, in conjunction with phonological awareness, enhances reading development. issues and accommodations involved with ELLs learning to read English. Assessment: Lesson plan will have accommodations for ELLs. Read Ch. 5.1 in Content Area Reading and Literacy by Alvermann, Gillis & Phelps is, Assessment of Students and Textbooks (pp. 132-136). Candidates will discuss the role of formal and informal oral language assessment including, observation, repeating sentence of different complexity and oral and written retelling. Assessment: Candidates will write a list of ways of assessing oral language. Read Ch. 2 in Improving Reading by Johns and Lenski, Oral Language, Phonemic Awareness and Beginning Reading, Candidates will discuss the relationship of phonology to reading and Basic Reading Concepts (p. 96). Assessment: Candidates will defin the phonological terms. Read Ch. 2 in Improving Reading by Johns and Lenski, Oral Language, Phonemic Awareness and Beginning Reading, The Nature and Purpose of Reading (pp103-105). Candidates will discuss the relationship of phonology to reading and Basic Reading Concepts (p. 96). Assessment: Candidates will write to describe the phonological continuum of understandings needed to read. Read Ch. 2.1 in Improving Reading by Johns and Lenski, Oral Language, Phonemic Awareness and Beginning Reading, Oral Language. Candidates will write captions for a picture pertaining to their content area using phonological 6
RED 4325 Subject Area Reading 1.C.4 (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). awareness skills. Assessment: Candidates would list the phonological skills used to write the caption. Read Ch. 2 in Improving Reading by Johns and Lenski, Oral Language, Phonemic Awareness and Beginning Reading. Candidates will discuss language and dialectical differences. Assessment: Written review of examples. Course Name of Course Indicator Co Specific Indicator Curriculum Study Assignment/ Formative RED 4325 Subject Area Reading 1.C.5 Understand how similarities and differences in sound production between English and other languages affect English language learners reading development in English. Read Ch. 2 in Improving Reading by Johns and Lenski, Oral Language, Phonemic Awareness and Beginning Reading. Candidates will discuss cognates and differences in pronunciation. Assessment: Candidates will be able to give examples. Competency Level RED 4325 Subject Area Reading 1.C.6 (3.2) Understand the role of formal and informal phonological awareness assessment to make instructional decisions to meet individual student needs. RED 4325 Subject Area Reading 1.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. Read Ch. 2.4 in Improving Reading by Johns and Lenski, Oral Language, Phonemic Awareness and Beginning Reading, Auditory Discrimination. Candidates will discuss formal and Informal phonological awareness assessment, auditory discrimination and instruction. Assessment: Candidates will assess a student and create a list of words from content text that have the phonemes identified as needed to be focused upon by the student. Read Ch. 3 in Improving Reading by Johns & Lenski, Phonics: Consonants. Candidates will discuss the Letter-Sound Correspondences in Consonants (p. 184), Vowels (p.193). 7
Assessment: Students will rewrite words usin the phonetic alphabet (phonemes and graphemes.) RED 4325 Subject Area Reading 1.D.2 Understand sound-spelling patterns and phonics (grapheme-phoneme correspondence rules). RED 4325 Subject Area Reading 1.D.3 (1.D.3 was apply) Understand structural analysis of words. RED 4325 Subject Area Reading 1.D.4 Understand that both oral language and writing can be used to enhance phonics instruction. RED 4325 Subject Area Reading 1.D.5 Understand the role of formal and informal phonics assessment to make instructional decisions to meet individual student needs. Read Ch. 3 in Improving Reading by Johns & Lenski, Phonics: Consonants. Candidates will discuss the graphemephoneme correspondence rules. Assessment: Candidates will describe the grapheme-phoneme correspondence (rules for consonants, blends, diagraphs) As they pertain to English spelling. Read Ch. 3.4 in Improving Reading by Johns & Lenski, Structural Analysis. Candidates will discuss word parts. Assessment: Students will give an example of words having inflectional endings, affixes, contractions, compound words. Read Ch. 3. in Improving Reading by Johns & Lenski Phonics, Decoding, and Word Identification. Candidates will discuss how oral language and writing may be used to enhance phonics instruction giving examples of ways to use the resources such as the list of 100 Words Used Most Frequently in their Writing on p. 79. Assessment: Candidates will write a description of ways of using both oral language and writing to enhance phonemic instruction using both oral language and writing. Read Ch.4 pp.98-99, in Content Area Readi and Literacy by Alvermann, Gillis, & Phelps, Planning for Content Literacy. Candidates will discuss the role of formal and informal phonics assessment to make instructional decisions. Assessment: 8
RED 4325 Subject Area Reading 1.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. RED 4325 Subject Area Reading 1.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. Course Student will write to explain the differences between formal and informal phonics assessment and how they would use the knowledge to make instructional decisions to meet individual student needs. Read Ch. 1 in Content Area Reading and Content Literacy in the Reading Process, p.8-10. Candidates will discuss the components of fluency and assess each others fluency. Assessment: Written summary of classmate s fluency. Read Ch7 in Content Area Reading and Reading to Learn p. 205. Candidates will examine text in a content textbook to determine the rate that one might use to read the different sections in the text. Candidates will share their ratings and discuss reasons for different rates. Assessment: Written list of reasons for using different rates. Name of Course Indicator Co Specific Indicator Curriculum Study Assignment/ Formative RED 4325 Subject Area Reading 1.E.3 Understand the relationships among fluency, word recognition, and comprehension. Read Ch1 in Content Area Reading and Literacy by Alvermann, Phelps & Gillis, Content Literacy and the Reading Process p.9. Candidates will discuss the relationship between fluency, word recognition, and comprehension. Candidates will discuss how fluency, word recognition, and comprehension are related. Assessment: Students will write how these components work together (better word recognition and fluency increase comprehension). Competency Level RED 4325 Subject Area Reading 1.E.4 Understand that both oral language and writing enhance fluency instruction. Read Ch. 4.2 in Improving Reading by Johns And Lenski, Lack of Fluency: Poor 9
RED 4325 Subject Area Reading 1.E.5 (3.2)Understand the role of formal and informal fluency assessment to make instructional decisions to meet individual student needs. RED 4325 Subject Area Reading 1.F.1 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. RED 4325 Subject Area Reading 1.F.2 (1.D.1) Understand morphology as it relates to vocabulary development (e.g., morphemes, inflectional and derivational morphemes, morphemic analysis). RED 4325 Subject Area Reading 1.F.3 (1.D.2) Identify principles of semantics as they relate to vocabulary development (e.g., antonyms, synonyms, figurative language, etc.). Phrasing. Candidates will use phrase marking of writing to read fluently orally. Assessment: Oral readings of passages with phrase markings. Read Ch. 4 in Improving Reading by Johns and Lenski, Fluency and Effective Oral Reading pp282-283 Oral Reading as Assessment. Candidates will discuss the types of formal and informal fluency assessment to make instructional decisions. Assessment: Students will write about the strengths of formal and informal assessments of fluency. Read Ch 8 in Content Area Reading and Growth p. 246. Candidates will discuss the importance of receptive and expressive vocabulary instruction. Assessment: Candidates will include vocabulary instruction in their lesson plans. Read Ch 8 in Content Area Reading and Growth p. 251-252. Candidates will find examples in their content textbooks that illustrate the concepts of morphology as it relates to vocabulary development. Assessment: Candidates will explain how understanding morphology contributes to developing vocabulary. Read Ch. 5 in Improving Reading by Johns and Lenski, Interest in Words. Candidates will identify examples of content area vocabulary that illustrate principles of semantics to enhance vocabulary development. Assessment: Presentation of vocabulary critical to their content 10
using antonyms, synonyms, figurative language, etc. RED 4325 Subject Area Reading 1.F.4 Understand the domain specific vocabulary demands of academic language. RED 4325 Subject Area Reading 1.F.5 Understand that writing can be used to enhance vocabulary instruction. RED 4325 Subject Area Reading 1.F.6 (3.2) Understand the role of formal and informal vocabulary assessment to make instructional decisions to meet individual student needs. Read Ch 8 in Content Area Reading and Growth p. 247-249. Candidates will identify demands of domain specific vocabulary. Assessment: Written explanation of ways to teach vocabulary from their domain considering the demands. Read Ch 8 in Content Area Reading and Growth p. 283. Candidates will discuss ways to use writing to enhance vocabulary instruction such as writing from graphic organizers. Assessment: Writing sample and (concept circles) graphic organizer. Read Ch. 5 in Improving Reading by Johns and Lenski, Vocabulary Development and Extention p. 338. Candidates will discuss the role of formal and informal vocabulary assessment to make instructional decisions. Assessment: Student will write to explain the differences in formal and informal vocabulary assessment and how they would use the knowledge to make instructional decisions so that there is a depth of understanding. 11
Course RED 4325 Name of Course Indicator Co Specific Indicator Curriculum Study Assignment/ Formati Subject Area Reading 1.G.1 Performance Indicator G: Integration of the Reading Components (1.F.1) Identify language characteristics related to social and academic language Read Ch. 2 in Content Area Reading and Literacy by Alvermann, Gillis & Phelps, pp42-45, Language, Diversity & Culture, Seeing Language as a Social Practice, and Language of the Text. Candidates will discuss the differences in social and academic language from their field school textbook and make a list of examples of each. Assessment: List of examples of social and academic language. Competency Level RED 4325 Subject Area Reading 1.G.2 (1.F.2) Identify phonemic, semantic, and syntactic variability between English and other languages. RED 4325 Subject Area Reading 1.G.3 (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. RED 4325 Subject Area Reading 1.G.4 (1.F.5)Understand the impact of oral language, writing, and an information intensive Read Ch. 2 in Content Area Reading and Literacy by Alvermann, Gillis & Phelps, Pp. 46-52, Language, Diversity & Culture, Second-Language Acquisition and Learning. Candidates will discuss examples of phonemic, semantic, and syntactic variability between English and other languages such as Spanish, Creole, French, and dialectical differences. Assessment: Candidates will be able to identify examples. Read Ch. 1 in Content Area Reading and Literacy by Alvermann, Gillis & Phelps, Pp. 23-32, The Reading Process. Candidates will discuss the reading components and their effect upon reading as a process for native speakers of English and ELLs. Assessment: Written summary of the interdependence of reading components. Read Ch 10 in Content Area Reading and Literacy by Alvermann, Gillis & Phelps, 12
environment upon reading development. RED 4325 Subject Area Reading 1.G.5 Understand the importance of comprehension monitoring and self correcting to increase reading proficiency. RED 4325 Subject Area Reading 1.G.6 (3.2) Understand the role of formal and informal reading assessment to make instructional decisions to meet individual student needs. Pp. 316-318, Writing Across the Curriculum, The Writing Process. Candidates create a wordle using oral language and vocabulary from their field experience textbook. Assessment: A wordle and a freewrite about the graphic that is produced. Read Ch. 7.5, in Improving Reading by Johns & Lenski, Monitoring Reading. Candidates will discuss what monitoring and self-correction means and will create a chart to show a student s difficulty in reading. They will record the page/ paragraph, the problem, what the student did to correct the problem, and how it worked. Assessment: Chart showing student problems and attempts to correct. Read Ch. 5 in Content Area Reading and Literacy by Alvermann, Gillis & Phelps, pp. 139-140, Assessment of Students and Textbooks. Candidates will discuss the differences between formal and informal reading assessments and make instructional decisions to meet individual student needs. Assessment: Student will write a description of how they would use formal and informal assessment to make instructional decisions. 13
Florida Reading Endorsement Alignment Matrix Competency #2 Competency 2: Foundations of Research-Based Practices Teachers will scaffold student learning by applying the principles of research-based reading instruction and integrating the six components of reading. Teachers will engage in the systematic problem solving process. Course Name of Course Indicator Cod Specific Indicator Curriculum Study Assignment/ Formati RED 4325 Subject Area Reading 2.A.1 Performance Indicator A: Comprehension (2.E) Apply intentional, explicit, and systematic instructional practices for scaffolding development of higher order thinking, comprehension skills, comprehension monitoring and self-correcting (e.g., reciprocal teaching, think aloud, etc.). RED 4325 Subject Area Reading 2.A.2 Use both oral language and writing experiences to enhance comprehension. RED 4325 Subject Area Reading 2.A.3 Apply appropriate instructional practices determined by the student s strengths and needs, text structure, and the reading demands of domain specific text. RED 4325 Subject Area Reading 2.A.4 Provide opportunities for student extended text discussion to enhance comprehension, promote motivation and student engagement. RED 4325 Subject Area Reading 2.A.5 Select narrative or informational print or digital texts that are appropriate to the comprehension instruction to be provided. Read Ch 7 in Content Area Reading and Literacy, Reading to Learn pp 207-215. Candidates will create a QAR lesson plan. Assessment: Lesson plan and reflection. Read Ch 10 in Content Area Reading and Literacy, Writing Across the Curriculum p. 332. Candidates will create a lesson plan using RAFT. Assessment: Lesson plan and reflection. Read Ch 7 in Content Area Reading and Literacy, Reading to Learn. Candidates will create a lesson plan to teach text structure from domain specific text as identified from assessment of students strengths and needs. Assessment: Lesson plan and reflections. Read Ch 9 in Content Area Reading and Literacy, Reflecting on Reading. Candidates will create a lesson plan on Discussion Webs from domain specific text. Assessment: Lesson plan and reflection. Read Ch 4 in Content Area Reading and Literacy Plan for Content Literacy. Candidates will select print and digital text that can aid in comprehension of the domain specific topic. Assessment: Competency Level Candidates will scaffold student learning by applying the principles of research-based reading instruction and integrating the six components of reading by engaging i systematic problemsolving to create a unit plan for their content. 14
Course Candidates lists of print and digital text To supplement field experience textbooks. Name of Course Indicator Cod Specific Indicator Curriculum Study Assignment/ Formati RED 4325 Subject Area Reading 2.A.6 Provide comprehension instruction that supports students ability to read multiple print and digital texts and to synthesize information within, across and beyond those texts. RED 4325 Subject Area Reading 2.A.7 Scaffold discussions to facilitate the comprehension of text and higher order thinking skills for students with varying English proficiency levels. RED 4325 Subject Area Reading 2.A.8 Model a variety of strategic activities students can use to foster comprehension monitoring and self correcting. RED 4325 Subject Area Reading 2.A.9 (3.2., 5.12) Recognize, describe, and incorporate appropriate comprehension assessments to guide instruction. Read Ch 10 in Content Area Reading and Literacy, Writing across the Curriculum. Candidates will create an Inquiry Chart using multiple sources. Assessment: Inquiry Chart and reflection. Read Ch 9 in Content Area Reading and Literacy, Reflecting on Reading pp.289-294. Candidates will develop a discussion Matrix using the recommendations on p. 291 to use higher order thinking skills. Assessment: Matrix and reflection on discussion after teaching. Read Chapters in 50 Instructional Routines To Develop Content Literacy by Fisher, Brozo, Frey, & Ivey. Candidates will selec a variety of strategic activities to foster comprehension monitoring and selfcorrecting and create a lesson plan.. Assessment: Quiz question from class presentations demonstrating strategies. Read Ch 5 in Content Area Reading and Literacy, Assessment of Students and Textbooks. Candidates will list and describe comprehension assessments for sections of text used in their unit plan. Assessment: Assessments for unit plan. Competency Level RED 4325 Subject Area Reading 2.B.1 Performance Indicator B: Oral Language Apply intentional, explicit, and systematic instructional practices for scaffolding development of oral/aural language skills (e.g., language experience approach, Socratic questioning).language (e.g., orthographic Read ch. 2.1 in, Improving Reading by Johns & Lenski, Oral Language, p. 98-102. Candidates will create a lesson using Language Experience Approach. Assessment: Lesson and reflection. 15
skills, phonetic and structural analysis: rules, patterns, and generalizations). RED 4325 Subject Area Reading 2.B.2 Create an environment where students practice appropriate social and academic language to discuss diverse texts. Read ch. 4 in Content Area Reading and Literacy, Planning for Content Literacy, Reciprocal Teaching, pp. 110-113. Candidates will create a lesson plan using Reciprocal Teaching. Assessment: Lesson plan on Reciprocal Teaching and reflection. RED 4325 Subject Area Reading 2.B.3 *2.2.b. Recognize and apply an English language learner s home language proficiency as a foundation and strength to support the development of oral language in English. Course RED 4325 Read pp. 322-323, in Improving Reading b Johns & Lenski, Taking Account of Dialects. Candidates will discuss how Home language proficiency can be used as a strength in the development of oral language in English. Assessment: Lesson plan and reflection. Name of Course Indicator Cod Specific Indicator Curriculum Study Assignment/ Formati Subject Area Reading 2.B.4 Use writing experiences to enhance oral language (e.g., interactive writing, student to teacher sentence dictation). Read pp. 320-321. in, Improving Reading b Johns & Lenski, Oral Reading as Performance. Candidates will create a Writing lesson to create a Reader s Theatre with student. Assessment: Lesson and reflection. Competency Level RED 4325 Subject Area Reading 2.B.5 (3.2., 5.12) Recognize, describe, and incorporate appropriate oral language assessments to guide instruction. RED 4325 Subject Area Reading 2.C.1 Performance Indicator C: Phonological Awareness (2.A was identify ) Apply intentional, explicit, systematic instructional practices to scaffold development of phonological awareness. (e.g., blending and segmenting syllables, onset-rimes, and phonemes). Read p.320-321 in Improving Reading by Johns & Lenski, Oral Reading as Performance. Candidates will assess students using Storytelling. Assessment: Written evaluation of storytelling using a storytelling matrix (Fine, 2011). Read Ch. 2.9, 2.10 in Improving Reading b Johns and Lenski,, Onset and Rimes and Phonemic Awareness. Candidates will find examples of vocabulary words that have onset and rimes, blends and segment them into syllables to show how to decode words. Assessment: List of content 16
RED 4325 Subject Area Reading 2.C.2 Provide opportunities for students to use oral/aural language to enhance phonological awareness (e.g., rhyming and alliteration). RED 4325 Subject Area Reading 2.C.3 Understand and apply knowledge of how variations in phonology across languages affect English language learners reading and writing development. vocabulary that has been segmented properly. Read Ch.2.6 and 2.7 in Improving Reading by Johns and Lenski, Rhyming and Syllabic Awareness. Candidates will discuss the importance of phonological awareness and will create a list of vocabulary words from their field experience textbook and give examples of words that rhyme or have alliteration to create couplets from their content. See Found Poems in 50 Content Area Strategies for Adolescent Literacy by D. Fisher, W. G. Brozo, N. Frey, & G. Ivey. Assessment: Copies of the found poems. Read Ch 10 in Content Area Reading and Literacy by Alvermann, Gillis & Phelps, pp.324-325, Writing Across the Curriculum, Writing and English Language Learners and Ch. 2. Language Diversity, and Culture p. 56-57, Supporting Literacy among Adolescent English Learners. Candidates will create lesson plans with modifications for ELLs to reflect how the variation in phonology across languages affects ELLs reading and writing. This includes opportunities fo writing,and reading aloud. Assessment: Lesson plans will include modifications and assessment to be sure th ELLs are able to read and write English with understanding. RED 4325 Subject Area Reading 2.C.4 Use writing experiences, in conjunction with phonological instruction, to enhance reading achievement (e.g., Elkonin boxes or magnetic letters, individual response whiteboards). Read Ch. 2.10 in Improving Reading by Johns and Lenski, Phonemic Awareness. Candidates will use Elkonian boxes (sound boxes) to demonstrate the phonemes in vocabulary from their field 17
RED 4325 Subject Area Reading 2.C.5 (3.2, 5.12) Recognize, describe, and incorporate appropriate phonological awareness assessments to guide instruction. RED 4325 Subject Area Reading 2.D.1 Performance Indicator D: Phonics (2.B was identify) Apply intentional, explicit, systematic instructional practices for scaffolding phonics development on a continuum from the individual phonemegrapheme level through the multi-syllabic word level. experience textbooks to write sentences and read them orally. Assessment: Sound boxes showing the phonemes in content vocabulary. Read Ch. 2.10 in Improving Reading by Johns and Lenski, Phonemic Awareness. Sound Boxes for Segmenting Phonemes. Candidates will select key vocabulary from their field experience textbook and ask their students to identify the phonemes Assessment: Lesson to teach how to use phonemes to spell content words. Read Ch. 3.1 in Improving Reading by Johns and Lenski, Phonics: Consonants, p. 188. using the strategy, Write It. Candidates will write a lesson in which they introduce vocabulary orally by first asking students to write the word as they think of the phonics components and then they compare the words so they can see the spelling of the words, working from the phoneme-grapheme level through the multi-syllabic word level. Course Name of Course Indicator Cod Specific Indicator Curriculum Study Assignment/ Formati RED 4325 Subject Area Reading 2.D.2 Recognize and apply an English language learner s home language as a foundation and strength to support the development of phonics in English. RED 4325 Subject Area Reading 2.D.3 Use oral/aural language and writing experiences to enhance phonics instruction (e.g., sentence strip words, phrases, and pocket charts). Read Ch. 4. in Improving Reading by Johns and Lenski, Resources, Taking Account of Dialects, p. 322. Candidates will create a lesson plan in which they emphasize the phonics elements of content vocabulary that are the same or different from their native language. Assessment: Lesson plan and reflections. Read Ch. 3 in Improving Reading by Johns and Lenski, Phonics, Decoding And Word Identification, Making Words pp. 198. Candidates will create a lesson using a pocket chart to be able to Competency Level 18
RED 4325 Subject Area Reading 2.D.4 (3.2, 5.12) Recognize, describe, and incorporate appropriate phonics assessments to guide instruction. RED 4325 Subject Area Reading 2.E.1 Performance Indicator E: Fluency (2.C was identify ) Apply intentional, explicit, systematic instructional practices to scaffold accuracy, expression, rate, and reading endurance (e.g., paired reading, repeated reading, echo reading, reader s theater, etc.). RED 4325 Subject Area Reading 2.E.2 (3.2, 5.12) Use oral/aural language and writing experiences to enhance fluency (e.g. poetry chart, song lyrics) RED 4325 Subject Area Reading 2.E.3 (3.2., 5.12) Recognize, describe, and incorporate appropriate fluency assessments to guide instruction. move the letters and make words from a key vocabulary word in their field experience textbooks. Assessment: lesson plan with examples for the Making Words strategy. Read in Improving Reading by Johns and Lenski, pp. 277-278, The Nifty Thrifty Fifty word list. Candidates will assess students knowledge of the Nifty Thrifty Fifty and the word affixes associated with them. Assessment: Lesson plan to teach unknown affixes. Read Ch. 4 in Improving Reading by Johns and Lenski, fluency and Effective Oral Reading, pp. 282-283, 287 Structured Repeated Readings. Candidates will create a structured repeated reading lesson plan and do the reading progress chart. Assessment: Lesson plan and analysis of chart. Read Ch. 4 in Improving Reading by Johns and Lenski, Fluency and Effective Oral Reading. Candidates will model phrasing as indicated on p. 290, #10, and create a lesson using poetry or a song that is relevant to their field experience textbook unit. Assessment: Lesson plan to teach fluent reading of a poem or song and reflection. Read Ch.4 in Improving Reading by Johns and Lenski, Fluency and Effective Oral Reading pp.324, Recording a Student s Oral Reading Miscues and p. 332, Procedures for Determining Words Per Minutes. Candidates will Assess a student s fluency and make a plan to guide instruction. 19
Course Name of Course Indicator Cod Specific Indicator Curriculum Study Assignment/ Formati explicit, systematic instructional practices to scaffold vocabulary and concept development (e.g., shared reading, semantic mapping, etc.). RED 4325 Subject Area Reading 2.F.1 Performance Indicator F: Vocabulary (2.D was identify ) Apply intentional, explicit, systematic instructional practices to scaffold vocabulary and concept development (e.g., shared reading, semantic mapping, etc.). RED 4325 Subject Area Reading 2.F.2 Provide for continual integration, repetition, and meaningful use of domain specific vocabulary to address the demands of academic language. RED 4325 Subject Area Reading 2.F.3 Incorporate vocabulary instruction through analogies (e.g., cognates, Greek and Latin roots). RED 4325 Subject Area Reading 2.F.4 Provide an environment that supports wide reading of print and digital texts, both informational and literary, to enhance vocabulary. RED 4325 Subject Area Reading 2.F.5 *3.2.j Incorporate instructional practices that develop authentic uses of English to assist Read Ch. 8 in Content Area Reading and Literacy by Alvermann, Gillis, & Phelps Growth p. 251. Candidates will create a lesson plan for semantic mapping and implement it in class and in their field experience classroom. Assessment: Lesson plan and reflection. Read Ch 8 in Content Area Reading and Growth. Candidates will create lesson plans for their field experience classroom integrating vocabulary. Assessment: Lesson plans and reflection. Read Ch 8 in Content Area Reading and Growth p. 273. Candidates will create lesson plans for their field experience classroom focused on analogies. Assessment: Lesson plan and reflection. Read Ch 8 in Content Area Reading and Growth p.262. Candidates will use print and digital texts of informational and literary text to enhance vocabulary in their field experience classroom. assessment: Lesson plan and reflection. Read Ch 8 in Content Area Reading and Competency Level 20
English language learners in learning academic vocabulary and content. RED 4325 Subject Area Reading 2.F.6 Use oral/aural language and writing experiences to enhance vocabulary (e.g., interactive word walls, word sorts, word charts for secondary). Course RED 4325 Growth p. 266. Candidates will create lesson plans with modifications for English Language Learners (ELLs). Assessment: Lesson plan and reflection. Read Ch 8 in Content Area Reading and Growth. Candidates will create a lesson plan using word sorts for their field experience classroom. Assessment: Lesson plan and reflection. Name of Course Indicator Cod Specific Indicator Curriculum Study Assignment/ Formati Subject Area Reading 2.F.7 Use multiple methods of vocabulary instruction (e.g. multiple contexts, examples and non-examples, elaborations, etc.). RED 4325 Subject Area Reading 2.G.1 Performance Indicator G: Integration of the Reading Components (2.F.1, 2.F.2 was identify ) Apply comprehensive instructional practices, including writing experiences, that integrate the reading components. Read Ch 8 in Content Area Reading and Growth pp. 258. Candidates will create lesson plans using the Frayer Model with examples and non-examples of vocabulary. Assessment: Lesson plan and reflection. Read Ch 10 in Content Area Reading and Writing Across the Curriculum. Candidates will create a lesson plan using The strategy, RAFT. Assessment: Lesson Plan and reflection. Competency Level RED 4325 Subject Area Reading 2.G.2 Identify instructional practices to develop students metacognitive skills in reading (e.g., text coding such as INSERT, two column notes). Read Ch 11 in Content Area Reading and Studying and Study Strategies. Candidates will create a lesson plan using two-column notes. Assessment: Lesson plan and reflection. RED 4325 Subject Area Reading 2.G.3 (2.F.3 was identify ) Use resources and research-based practices that create Read Ch 10 in Content Area Reading and Literacy by Alvermann, Phelps & Gillis, 21
information intensive environments (e.g., diverse classroom libraries, inquiry reading). Writing across the Curriculum. Candidates will create a lesson using I- Charts., p. 355. Assessment: Lesson plan a reflection. RED 4325 Subject Area Reading 2.G.4 (2.F.4 was identify ) Use research-based guidelines for selecting literature and domain specific print and digital text appropriate to students age, interests and reading proficiency (e.g., young adult literature, informational texts). RED 4325 Subject Area Reading 2.G.5 Demonstrate understanding of similarities and differences between home language and second language reading development. RED 4325 Subject Area Reading 2.G.6 Triangulate data from appropriate reading assessments to guide instruction. Read Ch 12 in Content Area Reading and Developing Lifetime Readers: Literature In Content Area Classes. Candidates will Create a lesson create a list of literature and digital text appropriate to students age, interests and reading proficiency. Assessment: Annotated list of books and digital text with justification for use. Read Ch 2 in Content Area Reading and Language, Diversity and Culture. Candidates will discuss differences in Home languages and second language reading development. Assessment: Lesson plan with accommodations for ELLs. Read Ch 5 in Content Area Reading and Assessment of Students and Textbooks Candidates will use data for a case study on one student using the reading components. Assessment: Case Study with guidelines for instruction. 22