ࡱ> {` 5bjbjFF 1,,z- h)h)h)8)4)I********WIYIYIYIYIYIYI$Jh,Mb}I,**,,}I**I1/1/1/,R**WI1/,WI1/1/+EE** X h),RE[FI0IEMO-`M,EME`*L +61/V+,+)***}I}I.***I,,,,d$h)h) Name: Bobbi Faulkner IRA STANDARD  Artifacts Rationale1. 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 foundations of reading and writing processes and instruction. RE 5100 midterm and final RE 5130 lessons: vocabulary, comprehension, fluency RE 5715 finalThese artifacts showcase my understanding of reading and writing processes and of how I use these understandings to teach my students at the appropriate level.Demonstrate knowledge of reading research and histories of reading. ELL research paper RE 5130 article response paper RE 5100 midterm and final RE 5715 finalReading research has kept me aware of past and current trends in education and of how those trends dont necessarily correspond with best teaching practices. I understand more about the pros and cons of whole language, phonics based instruction, and the like.Demonstrate knowledge of language development and reading acquisition and the variations related to culture and linguistic diversity. ELL research paper RE 5130 article response paper RE 5100 midterm and final RE 5715 finalThese artifacts demonstrate my knowledge of language development and reading acquisition and how this development can differ and is similar across cultures and linguistic backgrounds.Demonstrate knowledge of the major components of reading (phonemic awareness, word identification and phonics, vocabulary and background knowledge, fluency, comprehension strategies, and motivation) and how they are integrated in fluent reading. ELL research paper RE 5130 article response paper RE 5130 lessons: vocabulary, comprehension, fluency RE 5100 midterm and final RE 5715 finalThese artifacts show my knowledge of the major components of reading and how they are integrated in fluent reading. The IRI shows how these components comprise a fluent reader. 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, whole-class, and computer based) as appropriate for accomplishing given purposes. Wordless Picture Books WebQuest Multi-Genre Project I PoemThese artifacts show that I provide a variety of learning experiences for different learners. They show that I create a learning environment conducive for all students. There is a variety of grouping options in my classroom, and at least two are used in each project listed as an artifact. 2.2 Use a wide range of instructional practices, approaches, and methods, including technology-based practices, for learners at differing stages of development and from differing cultural and linguistic backgrounds.  WebQuest I Poems Multi-Genre Project Memoir Wordless Picture Books Mini-Lesson These artifacts are a small sampling of the methods I use in my classroom for delivering instructionthey show the wide range of instructional practices I implement. I believe that the choices I provide in these projects make them accessible to students from a variety of backgrounds. I provide proper scaffolding, clear instructions, appropriate literary models, group and individual practice. Each project allows the learner to work at a level appropriate for them, and is accessible for people from all cultural and linguistic backgrounds. 2.3 Use a wide range of curriculum materials in effective reading instruction for learners at different stages of reading and writing development and from different cultural and linguistic backgrounds. Vocabulary, Fluency, and comprehension lessons from RE 5130. RE 5730 book lists Multi-Genre Project Wordless Picture Books I-Poem Mini-LessonThese artifacts show both my understanding of effective reading instruction and how I implement that knowledge to effectively teach learners at different stages and from different backgrounds. They show how I differentiate instruction in my classroom. 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 individual and group standardized tests to individual and group informal classroom assessment strategies, including technology-based assessment tools. IRI case studies IPT standardized test Prescriptive Learning online reading test Multi-genre project rubric I-Poem project rubric Web-Quest rubricThese artifacts show the variety of formal and informal assessments I use to establish a baseline for learning and to better understand the cognitive development and abilities of my students.Place students along a developmental continuum and identify students proficiencies and difficulties. IRI Case Studies IPT test scores Prescriptive Learning reading placement test RE 5715 Final RE 5100 FinalThese artifacts show how I use assessment results to guide my planning and create effective instruction for my students. These artifacts also show my ability to identify students proficiencies and deficiencies in reading and writing.Use assessment information to plan, evaluate, and revise effective instruction that meets the needs of all students including those at different developmental stages and those from diverse cultural and linguistic backgrounds. IRI Case Studies IPT test scores Prescriptive Learning reading placement test RE 5715 final RE 5100 final RE 5130 lessonsThese artifacts show how I use assessment results to design effective instruction for all studentsregardless of where they are on the developmental continuum or from what backgrounds they hail from. They also show how I use assessments to monitor the effectiveness of my instruction.Communicate results of assessments to specific individuals, (students, parents, caregivers, colleagues, administrators, policymakers, policy officials, community, etc.). IRI Case Summary Sheets IPT Letters Parent Letters Modification letters for ELLsThese artifacts are representative of the ways in which I inform others of assessment results. I used an IRI case summary in an ELL meeting to explain a students reading abilities, needs, and modifications. The IPT letters are sent home to inform parents of their childs gains in each domain. The mod letters are based on IPT results and are sent to my colleagues who have these students in class. 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 for the reading and writing program. Reading Surveys Writing Surveys Letters from parents Observations Expert List in Writers NotebooksThese artifacts are indicative of how I get information about students interests, reading abilities, and backgrounds for use when planning instruction. My favorite of these is the parent letters, in which I invite the parents to write me a letter about their child, telling me the things listed above and anything they want me to know about their child that I otherwise wouldnt know. I find this perspective most useful.4.2 Use a large supply of books, technology-based information, and non-print materials representing multiple levels, broad interests, cultures and linguistic backgrounds. Classroom library SSR Prescriptive Learning reading Online WebQuest Reading List for ELLs Film studiesThese artifacts show how I provide reading materials and reading opportunities for all students. I worked with the librarian at the beginning of the semester and she helped me to cull a variety of books of topical interest to ELL students and on appropriate reading levels. This list has really helped me to meet the needs of these students.Model reading and writing enthusiastically as valued life-long activities. Memoir Multi-Genre Project I Poems SSR Read AloudsThese artifacts show how I model reading and writing enthusiastically. I never ask my students to do any reading or writing assignment that I dont model for them. During Silent Sustained Reading, I read silently while my students do so. Afterwards, I model talking about what I have read and they do the same. With the projects listed as artifacts, I use mine as samples, as entry-points to the assignments.Motivate learners to be life-long readers. SSR Biographical Hat Project Readers Theater Read Alouds Fluency lesson Comprehension lessonI motivate learners to be life-long readers in a variety of ways as these artifacts show. I provide them with choices in their assignments, which gives them internal motivation to do their best and to engage in topics of their interest. I provide them with the skills necessary to be successful in reading, sometimes for the first time. I model effective reading and the applying of learned strategies. I also make reading fun and exciting, which makes them want to engage in reading. 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. RE 5100 midterm and final Research Proposal Teaching Philosophy ReadWriteThink lesson plan RE 5715 finalThese artifacts display my philosophy and my understanding of the reading process and the best practices in teaching reading. They demonstrate that I stay current on the latest trends in reading and that I know the history of the reading field.Continue to pursue the development of professional knowledge and dispositions. Masters classes National Board certification ELL certification TelefolioProduct of Learning Writing WorkshopsThese professional development activities have continued to shape my knowledge of what I do. As a high school English teacher, I have added to my knowledge of what it is I teach. Its not just the content of the literature or the types of genres or writing. It is also at times basic reading skills, and these artifacts continue to make me a teacher better able to meet the needs of my students.Work with colleagues to observe, evaluate, and provide feedback on each others practice. Peer observations Team teaching/planning Team meetingsThese artifacts show that I am involved professionally outside of my own classroom. Through team teaching, I am continually observing, evaluating, and providing feedback with/for my colleagues in a collaborative effort to improve.Participate in, initiate, implement, and evaluate professional development programs. Reesa 10th grade Writing Conference NCAE representative ReadWriteThink lesson Writing Across the Curriculum Professional Development DonorsChoose help Wordless Picture Book PowerPointI have had the opportunity to lead several professional development sessions for my colleagues. I also initiated a professional development activity for the teachers involved in the small learning community through Teacher Academy. 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