Reading Competencies & Skills"To learn to read is to light a fire; every syllable that is spelled out is a spark."— Victor Hugo, Les Miserable

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← Visit QUIA for additional resources.←← Online Resources:←← Emergent Literacy← http://www.fcrr.org/science/pdf/Phillips/powerpoint/ EmergentLiteracy.ppt←← Bloom’s Taxonomy

← http://www.nwlink.com/~donclark/hrd/bloom.html ←←← Vocabulary Charts:←← Online Resources:←← Emergent Literacy← http://www.fcrr.org/science/pdf/Phillips/powerpoint/ EmergentLiteracy.ppt←← Bloom’s Taxonomy← http://www.nwlink.com/~donclark/hrd/bloom.html ←←← VOCABULARY CHARTS FOR LANGUAGE ARTS & READING

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1 Knowledge of emergent literacy← Knowledge of emergent literacy ←← What is Emergent Literacy?← Emergent literacy involves the skills, knowledge, and attitudes that are developmental precursors to conventional forms of reading and writing (Whitehurst & Lonigan, 1998)←← The five stages of literacy:← i. Emergent Literacy← ii. Beginning Reading← iii. Building Fluency← iv. Comprehension - Reading to Learn and for Pleasure

v. Mature Reader←← 1. Identify the content of emergent literacy (e.g., oral language development, phonological awareness, alphabet knowledge, decoding, concepts of print, motivation, text structures, written language development). ←← Emergent Literacy – Grades Pre-k, Kindergarten First Grade←← Phonemic Awareness and Print Awareness←← Exposure to the basic concepts of reading and print:←← a book has a front, a back and a cover. ← read the words in the book, not the pictures. ← print goes from left to right and from top to bottom.← language is made out of words. ← words are made out of sounds. ← sounds can be matched with letters. ← there is a limited set of letters and the letters have names← - other parts of print have names, too, such as sentence, word, letter, beginning and end. ←

← Fundamental concepts and operations at the emergent level:

← Concept of Word:← Speech-to-print matching: ← Making learning fun with poetry or catchy phrases to help students memorize the words that will assist them when they read the printed version, pointing to each word as they go.← Speech-to-print matching:← Requires student to understand that language comes in units of words and those units correspond to letters on a page. ← Phonological Awareness :← Breaking down a word into its component sounds or phonemes.  ← Inability to break down individual sound units will result in student not being able to sound out the word when they try to read it.  ← Practicing letter-to-sound correspondences results in better word recognition and recollection.← Alphabet Recognition :← Knowledge of the letters of the alphabet ← Link alphabet to listening and retelling activities← Emergent Storybook Reading :← Verbal method of pointing to pictures and naming them rather than the print as the primary conveyor of meaning in text. ← Children can begin to tell a little story about each picture separately when prompted.  ← Student recognizes that the same book tells always tell the same story.  The more often the story is read with the child, the more the child will be able to match the spoken words with the written ones.← Early Writing/Invented Spelling:← Discovering the relationships between letters and phonemes 

Perceptual learning moves from whole to part.  ← Graphic principles related to writing as a whole before they

master individual letters.  ← Scribbling and pretend writing to assist student learn to form and

recognize letters. 

← Teachers need to capitalize on this discovery process and provide daily opportunities for children to write and invent spellings.← Beginning Reading – Grade 1←← Beginning to learn individual words and acquiring a sight vocabulary←← Recognize words in different contexts.  ←← Phonics instruction begins in stages: ←← Glance and guess (guessing what makes sense to the child) ← ← Sophisticated guessing (focusing on an initial letter or final letter) ← ← Simple phoneme-grapheme correspondences (letter sound

correspondences) ← ← Recognition by analogy (in larger patterns, sight, night, fright, etc.) ← ← Word recognition (looking for smaller parts within words)←← Building Fluency - Grades 2-3 ← Recognize many words automatically←← Understanding what is read ←← Begin to read rapidly, accurately, and with expression←← Early comprehension develop←

← Comprehension - Reading to Learn and for Pleasure – Grades 3 and up ←← Reading to learn←← Reading for pleasure←← Comprehension increases ←← Fluency and comprehension result in active reading practices←← v. Mature Reader – Grades 6 and up← Reading from a variety of sources←← Appreciation of author's style←← Critical reading skills emerge←← 2. Identify instructional methods for developing emergent literacy. ←← Read and reread books to children, including big books← Talk about letters and their sounds in the context of the reading← Provide an environment rich with literacy materials and experiences← Play language games← Help children break spoken words into individual sounds← Blend individual sounds into whole words← Provide literacy experiences as part of children’s play activities← Provide, use, and point out environmental print within the classroom← Model one-to-one match by pointing to words while reading

← 3. Identify common difficulties in emergent literacy development. ←← Common Difficulties in Emergent Literacy←← Deficits in Phonemic Awareness and/or Print Awareness.←← Reading picture only, not words ←← Confusion or not understanding that print goes from left to right and top to bottom←← Common Difficulties in Beginning Reading ←← Unable to read individual words←← Unable to acquire a sight vocabulary←← Recognize words in different contexts.  ←← Difficulty with simple phoneme-grapheme correspondences← ← Common Difficulties in Building Fluency ←← Unable to recognize many words automatically←← Struggles to read rapidly, accurately, and with expression←← Lacks comprehension skills ←← Common Difficulties with Comprehension ←← Poor decoding and encoding skills←

← 4. Identify methods for prevention of and intervention for common emergent literacy difficulties. ←← Response to Intervention (RtI) is the change in behavior or performance as a function of an intervention (Gresham, 1991). ←← The response to intervention (RtI) model is a multi-tiered approach to providing services and interventions to students at increasing levels of intensity based on progress monitoring and data analysis.←← Prevention and Interventions:←← Direct Instruction (DI) Approach←← DI is a scientifically-based instructional program which accelerates student learning by carefully controlling the features of curriculum design and instructional delivery. DI lessons include explicit, sequenced instruction provided by the teacher (model), frequent opportunities for students to practice skills (independent practice), and over time (review).←← Direction Instruction emphasizes the teaching of phonemic awareness and phonics uses teaching to mastery, whereby the group does not move on until everyone in the group understands the material. (example – Wilson Reading Program)←← Phonemic Awareness ← ← Phonemic awareness is the understanding, or insight, that a word is made up of a series of discrete sounds. ← ← Before children can use a knowledge of sound-spelling relationships to decode words, they must understand that words are made up of sounds.

←← Phonics instruction ←← Phonics instruction uses sound-spelling relationships and syllable patterns in English. This instruction helps children to decode words that follow predictable sound-spelling relationships and syllable-spelling patterns. ←← By the age of six, most children already have about 6,000 words in their listening and speaking vocabularies. With phonics, students learn to read and write more words at a faster rate than they would without phonics. ←← Variety of Strategies ←← Using knowledge of sound-spelling relationships← Using context clues← Using structural clues and syllabication←← Automaticity←← Automaticity in decoding words is the word recognition speed at

which a student reads with minimal use of a1. Identify the content of emergent literacy (e.g., oral language development, phonological awareness, alphabet knowledge, decoding, concepts of print, motivation, text structures, written language development). ← 2. Identify instructional methods for developing emergent literacy. ← 3. Identify common difficulties in emergent literacy development. ← 4. Identify methods for prevention of and intervention for common emergent literacy difficulties. ←

2 Knowledge of reading←← Knowledge of Reading

←← II. Knowledge of reading ←← 1. Identify the processes, skills, and phases of word recognition that lead to effective decoding (e.g., pre-alphabetic, partial alphabetic, full alphabetic, graphophonemic, morphemic, syntactic, semantic). ←← Pre-alphabetic words are not decoded in an alphabetic sense but as

icons, using visual reading cues identifies few phonemes in words←← Partial alphabetic letter cues are added to context cues in the decoding of print. ←← student identifies the names and major sounds of most consonants makes letter-sound associations←← Full alphabetic the major sound-symbol relationships for each letter are used systematically←← student is able to decode many words letter-by-letter← students can recognize words by sight←← Graphophonemic letter-sound correspondence← grapho-phonemic cue is only used to confirm predictions that are made based on semantics and syntax←← Morphemic the smallest meaningful unit of speech←← Syntactic the conventions and rules for assembling words into

meaningful sentences (the structural system of language - grammar)←

← Semantic the development and changes of the meanings of speech forms. the process by which meaning is derived from symbols, signs, text, words that make sense in the context of the text (the meaning system of language)←

← 2. Identify instructional methods for promoting the development of decoding and encoding skills. ←←← Direct Instruction (DI) Approach (see previous section)←← Variety of Strategies: ←← Using knowledge of sound-spelling relationships← Using context clues← Using structural clues and syllabication. ←← 3. Identify the components of reading fluency (e.g., accuracy, automaticity, rate, prosody). ←← Accuracy - accurate decoding of words in text←← Automaticity - decoding words with minimal use of attentional resources←← Rate - number of words per minute←← Prosody - the appropriate use of phrasing and expression to← convey meaning.←← 4. Identify instructional methods (e.g., practice with high-frequency words, timed readings) for developing reading fluency. ← Speed Drills - reading lists of words with 1-minute timing.← timed passages

← 5. Identify instructional methods and strategies to increase vocabulary acquisition (e.g., word analysis, choice of words, context clues, multiple exposures) across the content areas. ←← word analysis - the process of using the relationships between spelling and pronunciation at the letter, syllable, and word levels to figure out unfamiliar words. (phonics or decoding)←← choice of words - the appropriate word or expression←← context clues - other words or phrases to help with the

understanding of the new word←← multiple exposures - thematic instruction←← 6. Identify instructional methods (e.g., summarizing, monitoring comprehension, question answering, question generating, use of graphic and semantic organizers, recognizing story structure, use of multiple strategy instruction) to facilitate students’ reading comprehension. ←← Summarizing text read (main idea, details)←← monitoring comprehension (portfolios, inventories)←← question answering (literal)←← question generating (KWL)←← use of graphic and semantic organizers (mapping)←← recognizing story structure (setting, characters, problem, plot)←

← use of multiple strategy instruction (Scaffolding - teacher models the desired learning strategy or task, then gradually shifts responsibility to the)←

← 7. Identify essential comprehension skills (e.g., main idea, supporting details and facts, author’s purpose, fact and opinion, point of view, inference, conclusion). ←← Finding Main Idea← The main idea of a reading passage tells what the passage is mostly about.←← Recalling Facts and Details← The facts and details tell more about the main idea. ←← Understanding Sequence← The order, or sequence, of events or details.←← Recognizing Cause and Effect← A cause is something that happens. An effect is something that happens because of the cause. ←← Comparing and Contrasting← Find how two things are alike or different. ←← Making Predictions← What you think will happen next. ←← Finding Word Meaning in Context← Finding the meaning of a word by the way the word is used in the sentence. ←← Drawing Conclusions and Making Inferences← Surmising or figuring out what the author doesn’t always tell you from what the author has written,←← Distinguishing Between Fact and Opinion← A fact is something that is true. An opinion tells how a person feels about something. Facts can be proven. Opinions cannot be proven.←

← x. Identifying Author’s Purpose← Refers to why the author wrote the passage. (P.I.D.E. - Persuade, Information, Description, Entertain.)←← Interpreting Figurative Language← A meaning which is different from it’s usual meaning (ex., idioms)←← Summarizing← The main points of a passage. ←← 8. Identify appropriate classroom organizational formats (e.g., literature circles, small groups, individuals, workshops, reading centers, multi-age groups) for specific instructional objectives. ←← Literature Circles←← In literature circles, small groups of students gather together to discuss a piece of literature in depth. The discussion is guided by students' response to what they have read.←← 9. Identify appropriate uses of multiple representations of information (e.g., charts, tables, graphs, pictures, print and nonprint media) for a variety of purposes. ←← Non-print media ←← Non-print media includes games, cassettes, videos, compact discs, dvds, pictures, posters, study prints, and slides.←← 10. Identify strategies for developing critical thinking skills (e.g., analysis, synthesis, evaluation). ← Bloom’s Taxonomy includes three domains of educational activities: ← Cognitive: mental skills (Knowledge)← Affective: growth in feelings or emotional areas (Attitude)← Psychomotor: manual or physical skills (Skills)

← Cognitive Domain← The cognitive domain (Bloom, 1956) involves knowledge and the development of intellectual skills. The recall or recognition of specific facts, procedural patterns, and concepts that serve in the development of intellectual abilities and skills.

← Category ← Example and Key Words

← Knowledge: Recall data or information.

← Examples: Recite a policy. Quote prices from memory to a customer. Knows the safety rules.← Key Words: defines, describes, identifies, knows, labels, lists

← Comprehension: Understand the meaning, translation, interpolation, and interpretation of instructions and problems. State a problem in one's own words.

← Examples: Rewrites the principles of test writing. Explain in one's own words the steps for performing a complex task. Translates an equation into a computer spreadsheet.← Key Words: comprehends, converts, defends, distinguishes, estimates, explains, extends, generalizes

← Application: Use a concept in a new situation or unprompted use of an abstraction. Applies what was learned in the classroom into novel situations in the work place.

← Examples: Use a manual to calculate an employee's vacation time. Apply laws of statistics to evaluate the reliability of a written test.← Key Words: applies, changes, computes, constructs

← Analysis: Separates material or concepts into component parts so that its organizational structure may be understood. Distinguishes between facts and inferences.

← Examples: Troubleshoot a piece of equipment by using logical deduction. Recognize logical fallacies in reasoning. Gathers information from a department and selects the required tasks for training.← Key Words: analyzes, breaks down, compares, contrasts, diagrams, deconstructs, differentiates, discriminates

← Synthesis: Builds a structure or pattern from diverse elements. Put parts together to form a whole,

← Examples: Write a company operations or process manual. Design a machine to perform a specific task. Integrates training from several sources to solve a problem. Revises and process to

with emphasis on creating a new meaning or structure.

improve the outcome.← Key Words: categorizes, combines, compiles, composes, creates, devises, designs, explains, generates, modifies

← Evaluation: Make judgments about the value of ideas or materials.

← Examples: Select the most effective solution. Hire the most qualified candidate. Explain and justify a new budget.← Key Words: appraises, compares, concludes, contrasts, supports.

← Affective Domain:← The affective domain (Krathwohl, Bloom, Masia, 1973) includes the manner in which we deal with things emotionally, such as feelings, values, appreciation, enthusiasms, motivations, and attitudes:

← Category ← Example and Key Words

← Receiving Phenomena: Awareness, willingness to hear, selected attention.

← Examples: Listen to others with respect. Listen for and remember the name of newly introduced people.← Key Words: asks, chooses, describes, follows, gives, holds

← Responding to Phenomena: Active participation on the part of the learners. Attends and reacts to a particular phenomenon. (motivation).

← Examples:  Participates in class discussions.  Gives a presentation. Questions new ideals, concepts, models, etc. in order to fully understand them. Know the safety rules and practices them.← Key Words: answers, assists, aids, complies, conforms

← Valuing: The worth or value a person attaches to a particular object, phenomenon, or behavior. Valuing is based on the internalization of a set of specified values, while clues to these values are expressed in the learner's overt behavior and are often identifiable. 

← Examples:  Demonstrates belief in the democratic process. Is sensitive towards individual and cultural differences (value diversity). Shows the ability to solve problems. Proposes a plan to social improvement and follows through with commitment. Informs management on matters that one feels strongly about.← Key Words: completes, demonstrates, differentiates

← Organization: Organizes values into priorities by contrasting different values, resolving conflicts between them, and creating an unique value system.  The emphasis is on comparing, relating, and synthesizing values. 

← Examples:  Recognizes the need for balance between freedom and responsible behavior. Accepts responsibility for one's behavior. Explains the role of systematic planning in solving problems. Accepts professional ethical standards. Prioritizes time effectively to meet the needs of the organization, family, and self.← Key Words: adheres, alters, arranges, combines, compares

← Internalizing values ← Examples:  Shows self-reliance when working

(characterization): Has a value system that controls their behavior. The behavior is pervasive, consistent, predictable, and most importantly, characteristic of the learner. Instructional objectives are concerned with the student's general patterns of adjustment (personal, social, emotional).

independently. Cooperates in group activities (displays teamwork). Uses an objective approach in problem solving.  Displays a professional commitment to ethical  practice on a daily basis. Revises judgments and changes behavior in light of new evidence. Values people for what they are, not how they look.← Key Words: acts, discriminates, displays, influences, listens, modifies, performs, practices, proposes, qualifies, questions, revises, serves, solves, verifies.

← Psychomotor Domain← The psychomotor domain (Simpson, 1972) includes physical movement, coordination, and use of the motor-skill areas. Development of these skills requires practice and is measured in terms of speed, precision, distance, procedures, or techniques in execution. The seven major categories are listed from the simplest behavior to the most complex:

← Category ← Example and Key Words

← Perception: The ability to use sensory cues to guide motor activity.  This ranges from sensory stimulation, through cue selection, to translation.

← Examples:  Detects non-verbal communication cues. Estimate where a ball will land after it is thrown and then moving to the correct location to catch the ball. Adjusts heat of stove to correct temperature by smell and taste of food. ← Key Words: chooses, describes, detects, differentiates, distinguishes, identifies, isolates, relates, selects.

← Set: Readiness to act. It includes mental, physical, and emotional sets. These three sets are dispositions that predetermine a person's response to different situations (sometimes called mindsets).

← Examples:  Knows and acts upon a sequence of steps in a manufacturing process. Recognize one's abilities and limitations. Shows desire to learn a new process (motivation). NOTE: This subdivision of Psychomotor is closely related with the "Responding to phenomena" subdivision of the Affective domain.← Key Words: begins, displays, explains, moves, proceeds,

← Guided Response: The early stages in learning a complex skill that includes imitation and trial and error. Adequacy of performance is achieved by practicing.

← Examples:  Performs a mathematical equation as demonstrated. Follows instructions to build a model. Responds hand-signals of instructor while learning to operate a forklift. ← Key Words: copies, traces, follows, react, reproduce, responds

← Mechanism: This is the intermediate stage in learning a complex skill. Learned responses have become habitual and the movements can be performed with some confidence and proficiency.

← Examples:  Use a personal computer. Repair a leaking faucet. Drive a car.← Key Words: assembles, calibrates, constructs, dismantles,

← Psychomotor Domain - continued

← Complex Overt Response: The skillful performance of motor acts that involve complex movement patterns. Proficiency is indicated by a quick, accurate, and highly coordinated performance, requiring a minimum of energy. This category includes performing without hesitation, and automatic performance. 

← Examples:  Maneuvers a car into a tight parallel parking spot. Operates a computer quickly and accurately. Displays competence while playing the piano.← Key Words: assembles, builds, calibrates, constructs, dismantles, displays, fastens, fixes, grinds, heats, manipulates, measures, mends, mixes, organizes, sketches.← NOTE: The Key Words are the same as Mechanism, but will have adverbs or adjectives that indicate that the performance is quicker, better, more accurate, etc.

← Adaptation: Skills are well developed and the individual can modify movement patterns to fit special requirements.

← Examples:  Responds effectively to unexpected experiences.  Modifies instruction to meet the needs of the learners. Perform a task with a machine that it was not originally intended to do (machine is not damaged and there is no danger in performing the new task).← Key Words: adapts, alters, changes, rearranges, reorganizes

← Origination: Creating new movement patterns to fit a particular situation or specific problem. Learning outcomes emphasize creativity based upon highly developed skills.

← Examples:  Constructs a new theory. Develops a new and comprehensive training programming. Creates a new gymnastic routine.← Key Words: arranges, builds, combines, composes

←←← 11. Identify instructional methods to teach a variety of informational and literary text structures. ←← Informational and Literary Text Structures:←← Reading for information is most commonly associated with textbooks, primary and secondary sources, newspaper and magazine articles, essays, and speeches. ← ←←←←

3 Knowledge of the process of constructing meaning from a variety of texts

← III. Knowledge of the process of constructing meaning from a variety of texts ←← Constructing Meaning← Monitoring comprehension← Comprehension monitoring instruction teaches students to:← Be aware of what they do understand← Identify what they do not understand← Use appropriate strategies to resolve problems in comprehension← Metacognition← Metacognition can be defined as "thinking about thinking." ← Use Before, During and After Reading Strategies← Graphic and semantic organizers← Graphic organizers illustrate concepts and relationships between concepts in a text or using diagrams. ← Graphic organizers can:← Help students focus on text structure "differences between fiction and nonfiction" as they read← Provide students with tools they can use to examine and show relationships in a text← Help students write well-organized summaries of a text← (Venn Diagrams, Story Map)

← Answering questions← The Question-Answer Relationship strategy (QAR) encourages students to learn how to answer questions better. ← There are four different types of questions:← "Right There" ← Questions found right in the text that ask students to find the one right answer located in one place as a word or a sentence in the passage.← "Think and Search" ← Questions based on the recall of facts that can be found directly in the text. Answers are typically found in more than one place, thus requiring students to "think" and "search" through the passage to find the answer.← "Author and You" ← Questions require students to use what they already know, with what they have learned from reading the text. ← "On Your Own" ← Questions are answered based on a students prior knowledge and experiences ←

4 Knowledge of literature← IV. Knowledge of literature

←← Identify characteristics and elements of a variety of literary genres (e.g., short stories, poetry, plays, personal narratives). ← Common Literary Genres← Autobiography--The story of a person's life, written by him or herself; often in the form of diaries, journals, or letters.← Biography--As Dryden defined it in 1683, "the history of particular men's lives"; the story of a person's life according to another person who writes it.← Drama--Aristotle termed it "imitated human action". It can simply be thought of as a story creatively constructed and acted out on a stage.← Essay--A moderately brief prose piece of writing that focuses upon a particular topic; the examination by the author of a specific subject, usually in an opinionated manner.← Novel--Any extended fictional prose narrative; generally this type of writing has several characters and a distinct plot.← Poem--A piece of writing characterized by its compact, powerful, concrete language; it usually presents truth, emotion, or beauty through rhythmic and orderly arrangement.← Short story--A relatively brief fictional narrative written in prose form (a long short from 500 up to 20,00 words).← Identify the terminology and appropriate use of literary devices. ←← Analogy - the comparison of two pairs which have the same relationship.

i.e. shoe is to foot as tire is to wheel ← Climax - the turning point of the action in the plot of a play or story. The climax represents the point of greatest tension in the work. ← Foreshadowing - hints of what is to come in the action of a play or a story ← Hyperbole - a figure of speech involving exaggeration. ← Metaphor - A comparison in which one thing is said to be another.

i.e. The cat's eyes were jewels, gleaming in the darkness.← Identify and apply professional guidelines for selecting multicultural literature.

← Positive portrayals of characters with authentic and realistic behaviors, to avoid stereotypes of a particular cultural group← Authentic illustrations to enhance the quality of the text, since illustrations can have a strong impact on children ← Pluralistic themes to foster belief in cultural diversity as a national asset as well as to reflect the changing nature of this country's population ← Contemporary as well as historical fiction that captures changing trends in the roles played by minority groups in America← High literary quality, including strong plots and well-developed characterization ← Historical accuracy when appropriate← Identify appropriate techniques for encouraging students to respond to literature in a variety of ways. ←← Respond to literature by summarizing, retelling, and re-enacting stories, songs, poems, etc. to develop comprehension ←← Respond to literature by making comparisons of texts. ←← Respond to literature by making text to self and text to text connections. ← Text to self connections are personal connections the reader make to that which is being read. Text to text connections are connections made between the text being read and other texts. ←← Respond to literature by justifying our claims/interpretations to the text read.

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5 Knowledge of writing← V. Knowledge of writing

←← Demonstrate knowledge of the developmental stages of writing. ←← Scribbling←← Scribbling looks like random assortment of marks on a child's paper.←← Letter-like Symbols←← Letter-like forms emerge, sometimes randomly placed, and are interspersed with numbers. ←← Strings of Letters←← In the strings-of-letters phase, children write some legible letters that tell us they know more about writing.←← Children are developing awareness of the sound-to-symbol relationship,←← Beginning Sounds Emerge←← At this stage, children begin to see the differences between a letter and a word, but they may not use spacing between words.

←← Their message makes sense and matches the picture, especially when they choose the topic.←← Consonants Represent Words←← Child begins to leave spaces between their words and may often mix upper- and lowercase letters in their writing. Children write sentences that tell ideas.←← Initial, Middle, and Final Sounds←← Children in this phase may spell correctly some sight words, siblings' names, and environmental print, but other words are spelled the way they sound. Children’s writing is readable.←

← Transitional Phases←← This writing is readable and approaches conventional spelling. The writing is interspersed with words that are in standard form and have standard letter patterns.←← Standard Spelling←← Children in this phase can spell most words correctly and are developing an understanding of root words, compound words, and contractions. This understanding helps students spell similar words.←← 2. Demonstrate knowledge of the writing process. ←← See Transitional Phases and Standard Spelling Phase.←← 3. Distinguish between revising and editing. ←← Editing refers to correcting mistakes such as spelling errors, punctuation, word choice. Editing targets grammar problems, the revision process should focus on readability, logic, and clarity.←← Revising refers to examining the paper to determine if the organization is logical, does it flow.←← 4. Identify characteristics of the modes of writing (e.g., narrative, descriptive, expository, persuasive). ←← Narrative Writing

←← The primary purpose of narrative writing is to describe an experience, event, or sequence of events in the form of a story.← Descriptive Writing←← The primary purpose of descriptive writing is to describe a person, place, or event so that the topic can be clearly seen in the reader's mind. The writer must use vivid details that paint a picture for the reader.← Expository Writing←← The primary purpose of expository writing is to provide information such as an explanation or directions.← Persuasive Writing←← The primary purpose of persuasive writing is to give an opinion and try to influence the reader's way of thinking with supporting evidence.←← 5. Select the appropriate mode of writing for a variety of occasions, purposes, and audiences. ←← Modes of Writing: ←← Narrative ← Descriptive ← Expository← Persuasive←← 6. Identify elements and appropriate use of rubrics to assess writing. ←← A rubric for student and teacher are used for both formative and summative assessment purposes. (See assessment section)

6 Knowledge and use of reading assessment"Children are made readers on the laps of their parents."— Emilie Buchwald

← VI. Knowledge and use of reading assessment

←← Identify measurement concepts, characteristics, and uses of norm-referenced, criterion-referenced, and performance-based assessments. ← The purpose of all assessments is to focus on student’s strengths and progress.

← Assessments and evaluations are tools used for helping the teacher plan effective instruction, monitor student gains, help determine present level of student performance, target areas of strength and weakness, and define the specific focus of instruction. ← Internal Assessments: Internal assessments and evaluations assist teachers in gathering data that will be of assistance to them in planning instruction. ← Types of internal assessments:← Running record← Self-Assessment← Portfolios← Observations← Performance Tasks← Standardized Tests← Internal Assessments for Primary and Secondary Teachers:← Letter recognition← Sight word recognition← Phonemic segmentation← Comprehension skill← Decoding skills/Encoding skills ← External assessments provide achievement data to external audiences such as state, county, district, and community agencies, as well as parents and school governing agencies. External audiences use the data for comparison purposes in order to measure the effectiveness of established and new programs. The results of the comparisons are used to improve curriculum. External assessments compare one state to another and tests scores and data are used for determining the needs of the school.←

← Types of External Assessments:← Criterion Referenced Tests – compare the performance of an individual against a standard, not against the performance of other individuals. ← Florida Writes← FCAT SSS←← Norm-Referenced Tests – compare the performance of an individual to a representative national or regional sample of students of the same age or at the same grade level.← FCAT← NRT← SAT←← Standardized Tests – tests administered and scored under a standard or uniform set of conditions. The testing procedures and scoring criteria are the same for all students taking the test. . ← FCAT← ACT←← Identify oral and written methods for assessing student progress (e.g., informal reading inventories, fluency checks, think alouds, rubrics, running records, story retelling, portfolios).←← Interpret assessment data (e.g., screening, progress monitoring, diagnostic) to guide instructional decisions. ←← Individual:← Assessment data is used to monitor progress or gains, and to determine strengths and weaknesses in literacy development.← Classroom: ← Test scores and data are used to plan instruction around the literacy development needs of all students in the classroom.← School: ← Tests scores and data are used for determining the needs of the school’s literacy development programs and initiatives.←

← 4. Use individual student reading data to differentiate instruction. ←← Differentiated instruction is matching instruction to meet the different needs of learners in a given classroom. The range of instructional need within one classroom is large. In order to accommodate these instructional needs, it is recommended that teachers plan for: ←← Small group, differentiated instruction ←← Ample student practice opportunities in the form of Reading Centers ←← 5. Interpret a student’s formal and informal assessment results to inform students and parents. ←← Formal Assessments:← Formative evaluations – are part of the instructional practice.← Observations go beyond walking around the room to see if students are on task or need clarification. Observations assist teachers in gathering evidence of student learning to inform instructional planning. This evidence can be recorded and used as feedback for students about their learning or as anecdotal data shared with them during conferences.← Questioning strategies should be embedded in lesson/unit planning. Asking better questions allows an opportunity for deeper thinking and provides teachers with significant insight into the degree and depth of understanding. ← Self and peer assessment helps to create a learning community within a classroom. Students who can reflect while engaged in metacognitive thinking are involved in their learning. ← Student record keeping helps students better understand their own learning as evidenced by their classroom work.← Summative Evaluations: ← State assessments← District benchmark or interim assessments

← End-of-unit or chapter tests← End-of-term or semester exams← Scores that are used for accountability for schools (AYP) and students (report card grades). ←← 6. Evaluate the appropriateness (e.g., curriculum alignment, cultural bias) of assessment instruments and practices. ←← Curriculum Alignment - Accuracy:← Assessments are accurate when they measure what they purport to measure. To this end, the assessments should be aligned with the standards and/or learning proficiencies that they are designed to measure. ←← Cultural Bias - Fairness: ← Assessments are fair when they assess what has been taught. Students should be exposed to the knowledge, skills, and dispositions which are measured in the assessments. Without this type of exposure, it is not fair to expect students to have mastered the material.

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