Standard I. Oral Language: Teachers of young students understand the importance of oral language, know the developmental processes of oral language, and provide a variety of instructional opportunities for young students to develop listening and speaking skills. Standard II. Phonological and Phonemic Awareness: Teachers of young students understand the components of phonological and phonemic awareness and utilize a variety of approaches to help young students develop this awareness and its relationship to written language. Standard III. Alphabetic Principle: Teachers of young students understand the importance of the alphabetic principle to reading English, know the elements of the alphabetic principle, and provide instruction that helps students understand that printed words consist of graphic representations that relate to the sounds of spoken language in conventional and intentional ways. Standard IV. Literacy Development and Practice: Teachers of young students understand that literacy develops over time and progresses from emergent to proficient stages. Teachers use a variety of contexts to support the development of young students’ literacy. Standard V. Word Analysis and Decoding: Teachers understand the importance of word analysis and decoding to reading and provide many opportunities for students to improve word analysis and decoding abilities. Standard VI. Reading Fluency: Teachers understand the importance of fluency to reading comprehension and provide many opportunities for students to improve reading fluency. Standard VII. Reading Comprehension: Teachers understand the importance of reading for understanding, know the components of comprehension, and teach young students strategies for improving comprehension. Standard VIII. Development of Written Communication: Teachers understand that writing to communicate is a developmental process and provide instruction that young students develop competence in written communication. Standard IX. Writing Conventions: Teachers understand how young students use writing conventions and how to help students develop those conventions. Standard X. Assessment and Instruction of Developing Literacy: Teachers understand the basic principles of assessment and use a variety of literacy assessment practices to plan and implement literacy instruction for young students. Standard XI. Research and Inquiry Skills: Teachers understand the importance of study and inquiry skills as tools for learning and promote students’ development in applying study and inquiry skills. Standard XII. Viewing and Representing: Teachers understand how to interpret, analyze, evaluate, and produce. Professionalism, Pedagogy, and Responsibility (PPR) Competency 013 The teacher understands and adheres to legal and ethical requirements for educators and is knowledgeable of the structure of education in Texas.
READ 4310 Capstone Assignment (RUBRIC) Digital Reflections of Pre-service Teacher: “Show Me the Learning” (30 points MAX) Rating Indicator 5 4 3 2 1 Knowledge 1: Student articulates a coherent understanding of Balanced Literacy Teacher candidate identifies 4-5 characteristics of a balanced literacy program. No evidence Knowledge 2: Student identifies ways to differentiate to meet the of individual learners. Student identifies 4-5 differentiation of individual students (Know Thy Student). Student identifies 3 differentiation of individual students (Know Thy Student). Student identifies 2 differentiation needs of individual students (Know Thy Student). No evidence Skill: Student has developed strategies for addressing the Reading TAKS and Reading/Language Arts TEKS in the classroom. Student identifies 4-5 literacy strategies and identifies the TEKS associated. Student identifies 3 literacy strategies and identifies the TEKS associated. Student identifies 2 literacy strategies and identifies the TEKS associated. Student identifies 1 literacy strategy and identifies the TEKS associated. No evidence Value: Student Clarifies their personal Philosophy (learning style, multiple intelligences, etc.) about the reading process and how these beliefs are reflected in their teaching/learning practices. Teacher candidate provides a comprehensive view of personal beliefs about the reading process and how it will affect their teaching. Teacher candidate displays a general & specific view of their personal beliefs about the reading process and how it will affect their teaching. Teacher candidate provides a general view of personal beliefs about the reading process and how it will affect their teaching. Teacher candidate displays an inadequate view of personal beliefs about the reading process and how it will affect their teaching. No evidence Student follows format assigned by professor. Teacher candidate follows 100% of the requirements for the format and organization of the product. Teacher candidate follows 90% of the requirements for the format and organization of the product. Teacher candidate follows 80% of the requirements for the format and organization of the product. Teacher candidate follows 70% of the requirements for the format and organization of the product. No evidence
Student uses professional academic language. Teacher uses professional and academic language 100% of the time. Teacher uses professional and academic language 90% of the time. Teacher uses professional and academic language 80% of the time. Teacher uses professional and academic language 70% of the time. No evidence SCORING FORMULA: POINTS=30 points/6=AVERAGE of 5) X 6]=30 MAXIMUM POINTS ACHIEVABLE