Reading Specialist Portfolio
Home
1. Foundations of Language and Literacy
1.1 psychological, sociological, and linguistic foundations of reading and writing processes and instruction
>
Artifact 1.1: Theoretical Models article
Artifact 1.1: Reading and Writing Process Chart
Artifact 1.1: Reading Strategies Chart
1.2 historical and comtemporary developments in reading and writing instruction
>
Artifact 1.2: Historical Perspective Article
Artifact 1.2: Roots of Reading Comprehension (Article)
1.3 language development and reading acquisition (i.e. emergent, early, fluent) and variations related to cultural and linguistic diversity
>
Artifact 1.3: Dialect Chart
Artifact 1.3: Theoretical Perspectives and Literacy Studies
Artifact 1.3: Theoretical Models article
Artifact 1.3: Reflective Essay 3
1.4 major components of reading (phonemic awareness, word identification and phonics, vocabulary and background knowledge, fluency, comprehension, and motivation) and how they are integrated in effective and efficient reading
>
Artifact 1.4: Discussion Board Response - Aspects
Artifact 1.4: An Introduction to Whole Language Theory
1.5 elements of the reading process to include the use of the semantic, syntactic, graphophonic, and schematic cueing systems for active involvement and meaning making
>
Artifact 1.5: Structure Systems Handout
Artifact 1.5: Cue Systems Handout
Artifact 1.5: Confusabet Response
Artifact 1.5: An Introduction to Whole Language Theory
1.6 elements of the writing process and it's recursive nature: prewriting, drafting, peer- and self-evaluation, revising, proofreading/editing, publishing and presenting and reflecting
>
Artifact 1.6: Writing Process Chart
2. Instructional Strategies and Curriculum Materials
2.1 instructional grouping options (e.g., individual, small-group, whole-class, crossgrade, computer-based, etc.) as appropriate for accomplishing given purposes.
>
Artifact 2.1: Grouping Lessons Handout
Artifact 2.1: Discussion Board Response (Group Work)
Artifact 2.1: Section from Groupings chapter
2.2 strategies to support students’ differentiated learning needs and cultural/linguistic backgrounds, including, but not limited to, technology-based practices, tutoring, collaborative teaching, instruction in study skills/strategies, reading for p
>
Artifact 2.2: Annotation of Keene Chapter
Artifact 2.2: Strategies from Miscue class
2.3 coordinating and supporting the efforts of volunteers, paraprofessionals, and classroom teachers
>
Artifact 2.3: Working with the Paraprofessional in Your Classroom
2.4 selecting and using a wide range of curriculum materials, including children’s and young adult literature and instructional enhancement materials (e.g., related literature, primary source documents, artifacts, etc.), appropriate for learners at
>
Artifact 2.4: Discussion Board Response (Using Technology)
Artifact 2.4: Decision Framework
Artifact 2.4: Blog Response
3. Assessment, Diagnosis, and Evaluation
3.1 selecting, administering, and interpreting a wide range of formal and informal assessment tools and practices, ranging from individual and group standardized tests to individual and group informal classroom assessment strategies, including technology-
>
Artifact 3.1: Stixy presentation
Artifact 3.1: Reading Miscue Analysis Final Report
Artifact 3.1: WISC III Critique
3.2 placing students along a developmental literacy continuum based on their proficiencies and difficulties.
>
Artifact 3.2 Stixy Presentation
Artifact 3.2: Reading Response from Miscue Analysis
3.3 using assessment information to plan, evaluate, and revise instruction that meets the needs of all students, including those at differing stages of development and from differing cultural and linguistic backgrounds.
>
Artifact 3.3: Stixy presentation
Artifact 3.3: Reading Miscue Analysis Report
Artifact 3.3: Reading Miscue Analysis Powerpoint
3.4 communicating assessment results to specific individuals (e.g., students, parents, caregivers, colleagues, administrators, policy officials, community, etc.).
>
Artifact 3.4: Stixy presentation
Artifact 3.4: Parent letters
Artifact 3.4: Teacher letter
4. Creating a Literate Environment
4.1 determining and using students’ interests and reading abilities and backgrounds as foundations for the reading and writing program.
>
Artifact 4.1: Reading Inventories
Artifact 4.1: Reading Response from Miscue Analysis
4.2 using a large supply of books, technology-based information, and nonprint materials representing multiple levels, broad interests, and cultural and linguistic backgrounds.
>
Artifact 4.2: Reflective Essay 3
Artifact 4.2: Reading Art
Artifact 4.2: Decision Framework
Artifact 4.2: Show-Me Award List and Reviews
Artifact 4.2: Mark Twain List and Reviews
Artifact 4.2: Truman Award List and Reviews
4.3 instructional practices to motivate students to be lifelong readers and writers (e.g., teacher enthusiastically modeling reading and writing).
>
Artifact 4.3: Journal Article
Artifact 4.3: Reflective Essay 3
Artifact 4.3: My Son Clark Kent
4.4 allocation of adequate time for reading and writing instruction and practice
>
Artifact 4.4: Reflective Essay 1
Artifact 4.4: Discussion Board Response (Time and Connections)
Artifact 4.4: Writing Process Handouts
5. Professionalism and Professional Development
5.1 positive dispositions related to reading, the teaching of reading and writing, and student achievement (e.g., the importance of confidentiality, respect for students and their cultural and linguistic backgrounds, belief that all students can learn, et
>
Artifact 5.1: Beliefs About Learning (db post)
Artifact 5.1: Discussion Board Response Re: Privacy
5.2 professional organizations that support reading and writing instruction (e.g., International Reading Association, National Council of Teachers of English, Missouri Council of IRA, Missouri Association of Teachers of English)
>
Artifact 5.2: IRA website Special Interest Groups
Artifact 5.2: TAWL Conference Brochure
5.3 local, state, and federal policies related to reading and writing instruction and assessment.
>
5.3: Information from DESE
5.4 collaborating with colleagues (paraprofessionals, classroom teachers, other reading specialists) to observe, evaluate, and provide feedback on each other’s practice.
>
Artifact 5.4: Observation Checklist
5.5 participating in, initiating, implementing, and evaluating professional development programs.
>
Artifact 5.5: Reflection on My Professional Development
Artifact 5.5: TAWL Conference Brochure
6. Organizing Strategies for Reading and Writing Instruction
6.3 Reading Recovery
>
Artifact 6.3: Online resource link
6.4 literature based
>
Artifact 6.4: Book Club Lessons
Artifact 6.4: Accelerated Reader Website Evaluation Discussion Board Post
6.6 Reader/Writer Workshop
>
Artifact 6.6 Reader's Workshop Forms
Artifact 6.6: Comprehension Strategies
Artifact 6.6: Perspectives Writing Assignment
Artifact 6.6: Writer's Workshop Forms
6.8 basal reader
>
Artifact 6.8: Discussion Board Response (Using Basals)
Artifact 6.8: Treasures Brochure
6.10 technology based (Accelerated Reader, Write to Read, etc.)
>
Artifact 6.10: Decision Framework Intro and Link
Artifact 6.10: Accelerated Reader article
Artifact 6.10: Discussion Board Response (Using Technology)
Artifact 6.10: Evaluating Websites Discussion Board Post
TAWL Conference Brochure
TAWL ConFERENCE BROCHURE (INSIDE)