1.A.3 (1.E.2) Understand the impact of text upon reading comprehension (e.g., genre, readability, coherence, text structure, and text complexity). Read Session Ten: Six major components; integration of components; impact on comprehension; text (complexity, impact of word difficulty, sentence length, influential factors; model for measuring) Activities: Complete interactive formative assessments /read feedback. Explore interactive module on reading components. Access and read external articles. Read information on text complexity. Complete interactive module on text complexity. Apply understanding of the impact text has on reading comprehension, by designing a literacy classroom. In the description, explain in detail how/why the design addresses the impact of text on reading comprehension. 1.A.4 Understand how the interaction of reader characteristics, motivation, purpose of reading, and text elements impacts comprehension and student engagement. Read Session One: Reading process, Comprehension Process; Reading and Purpose Activities: and read Text Purpose Chart for Key Concepts and example. Access and read external articles. View video clip on free response logs. For each of a variety of text samples, participants record how comprehension was impacted by: - Personal engagement and motivation with the text -Text purpose -Demands of the text -Text elements 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. Read Session Two: Cognitive Task Levels; old/new Blooms; comprehension questioning Strategies for literary & informational text Activities: Study and read Hierarchy of tasks Study and read skills chart with key verbs to use in developing questions Examine comprehension questioning strategies Access and read external articles Complete interactive formative assessment/read feedback For each of a variety of classroom literary task scenarios, identify and record: Cognitive Targets Type of text each aligns with in the construction of meaning and Justify choices 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. Read Session One: Reading process, Comprehension Process; Reading and Purpose; Text Purpose Activities: Study and read Text Purpose Chart for Key Concepts and examples Read information-intensive environments. Explain in writing why it is important to teach students that not all texts are read in the same way.
1.B.4 Understand that the variation in students’ oral language exposure and development requires differentiated instruction. Read Session Six: Oral language development; English phonemes; phonological awareness/phonemic awareness/phonics; Normal Phonetic Development chart; research models of the language/reading connection; need for differentiated instruction Activities: Download glossary English Phonemes chart Listen with purpose to audio of early language Access, explore, read, & bookmark external resource Access and read external articles Design an oral language activity for onset-rime and individual phonemes. Activities must align with a case student’s stage of oral language development, be grade-level appropriate and maturity level appropriate. 1.B.5 Recognize the importance of English language learners’ home languages, and significance for learning to read English. Read Session One: Reading Process; Comprehension Process; Pre-reading ; During reading; Post-reading; PAS, VIP, POW sequences; instructional strategies, Comprehension Process and ELLs Activities: Engage in and read interactive modules Read “The Comprehension Process & ELL Students.” Watch video on comprehension strategies. Explain in their own words how the comprehension sequences of PAS, VIP, and POW support ELLs transition from their home language to reading English. 1.B.6 (3.2) Understand the role of formal and informal oral language assessment to make instructional decisions to meet individual student needs. Read Session Six: Oral language development; normal phonetic development; assessing oral language development; assessing dialect differences; stages/purposes of reading; reading acquisition framework; research models of the language/reading connection; need for differentiated instruction Activities: Download glossary Phonetic Development chart Assess early language of child via audio video Access and read external articles Poor assessment outcomes evidence the need for further oral language assessment. To make appropriate instructional decisions, participants determine the areas of phonological awareness that should be further assessed. 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). Read Session Seven: ‘Phon’ words defined and investigated; alphabetic principle; Phonological skills; Reading Development & Performance Activities: Access and read external articles Complete interactive formative assessments/read feedback Engage with interactive text Further phonological awareness instruction (in and individual phonemes) by describing ways to use writing for phonics and reading development.
1.G.5 Understand the importance of comprehension monitoring and self-correcting to increase reading proficiency. Read Session One: Reading Process; Comprehension Process; During reading VIP sequence Activities: Engage in interactive modules View video clips. (Text marking, writing about what you read [free response log], Think Aloud) Read procedure of various instructional strategies Download handouts of instructional module content (PAS, VIP, POW sequences; text marking) Access and read external articles Write to explain how you would emphasize to students the importance of comprehension monitoring/correcting through modeling of the self-monitoring skills in the VIP sequence. 1.G.6 (3.2) Understand the role of formal and informal reading assessment to make instructional decisions to meet individual student needs. Read Session Ten: Six major components; integration of components; role of assessment in the reading process Activities: Access and read external articles Engage in interactive formative assessment Read formative assessment feedback Integrate into a written response explaining the interdependency of the reading components, the role of assessment in the reading process. Florida Reading Endorsement Alignment Matrix Competency 2 Competency 2: Foundations of Research-Based Practices Teachers will scaffold student learning by applying the principles of reading instruction and integrating the six components of reading. Teachers will engage in the systematic problem solving process. Course Number Name of Course Indicator Code Specific Indicator Curriculum Study Assignment Assessment
2.B.3 *2.2.b. Recognize and an English language learner’s home language proficiency as a foundation and strength to support the development of oral language in English. Read Session Five: Oral Language: influences of; instruction; oral language and literacy, writing, content reading, and cultural diversity; pragmatics; semantics; semantic variability; semantic feature analysis; creating a literacy environment Activities: Engage in interactive modules Access and read external articles Engage in interactive formative assessment Read formative assessment feedback Read step-by-step procedures of various instructional strategies Access & view videos of strategies being implemented Multiple Choice Quiz 2.B.4 Use writing experiences to enhance oral language (e.g., interactive writing, student to teacher sentence dictation). Read Session Five: Oral Language: influences of; instruction; oral language and literacy, writing, content reading; pragmatics; semantics; semantic variability; semantic feature analysis; creating a literacy environment Activities: Engage in interactive modules Access and read external articles Engage in interactive formative assessment Read formative assessment feedback Read step-by-step procedures of various instructional strategies Access & view videos of strategies being implemented Multiple Choice Quiz 2.B.5 (3.2., 5.12) Recognize, describe, and incorporate appropriate oral language assessments to instruction. Read Session Five: Oral Language: influences of; instruction; measuring; assessing; descriptors by age; strategies for oral language development Activities: Engage in interactive modules Access and read external articles Engage in interactive formative assessment Read formative assessment feedback Read step-by-step procedures of various instructional strategies Access & view videos of strategies being implemented Multiple Choice Quiz
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 Session Eight: What is phonological awareness; phonological skills; phoneme awareness; NRP findings and implications; phoneme awareness and writing, phoneme awareness and ELLs, instructional strategies Activities: Access and read external articles Engage in interactive formative assessment Read formative assessment feedback Read step-by-step procedures of various instructional strategies Access & view videos of strategies being implemented Justify the systematic and use of specific strategies for phonological awareness instruction. 2.C.2 Provide opportunities for students to use oral/aural language to enhance phonological awareness (e.g., rhyming and alliteration). Read Session Eight: What is phonological awareness; phoneme awareness; pure phonological instruction; instructional strategies Activities: Access and read external articles Engage in interactive formative assessment Read formative assessment feedback Read step-by-step procedures of various instructional strategies Access & view videos of strategies being implemented Describe how a specific strategy is used with oral language to enhance phonological awareness. 2.C.3 Understand and apply knowledge of how variations in phonology across languages affect English language learners’ reading and writing development. Read Session What is phonological awareness; phoneme awareness; phoneme awareness and ELLs; phoneme awareness and writing Activities: Access and read external articles Engage in interactive formative assessment Read formative assessment feedback Read step-by-step procedures of various instructional strategies Explain how to vary an activity to address different phonological levels of ELLs. 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 Session Eight: Phoneme awareness; NRP findings and implications; phoneme awareness and writing, instructional strategies Activities: Access and read external articles Engage in interactive formative assessment Read formative assessment feedback Read step-by-step procedures of various instructional strategies Using a specific strategy, describe how writing can be used with it to enhance phonological instruction.
2.D.3 Use oral/aural language and writing experiences to enhance phonics instruction (e.g., sentence strip words, phrases, and pocket charts). Read Session Seven: Alphabetic Principle; phonics and struggling adolescents; phonics continuum based on Common Core Standards; NRP’s findings and research-based practices for phonics; phonics instructional approaches; instructional strategies for the different stages. Activities: Access and read external articles Engage in interactive modules (The Phonics Continuum) Read procedures of various instructional strategies Engage in interactive formative assessment Read formative assessment feedback Using a specific scenario, explain how oral language and writing experiences support phonics instruction. 2.D.4 (3.2, 5.12) Recognize, describe, and incorporate appropriate phonics assessments to guide instruction. Read Session Phonics instructional approaches; assessing phonics; five stages of phonics development; instructional strategies for the different stages. Activities: Access and read external articles Engage in interactive modules Read procedures of various instructional strategies Engage in interactive formative assessment Read formative assessment feedback information from a specific scenario, identify and describe appropriate phonics assessments and how they can be used to guide further instruction. 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.). Read Session Nine: Elements of fluency; difficulties with fluency; fluency and ELLs; research-based practices for fluency; NRP findings and implications; measuring and assessing fluency; six instructional strategies; choral reading and ELLs Activities: Access and read external articles Engage in interactive modules Engage in interactive formative assessment Read formative assessment feedback Read step-by-step procedures of various instructional strategies Access & view videos of strategies being implemented Apply skills at scaffolding explicit, systematic instruction by correctly ordering specific instructional strategies and justifying the placement of each strategy. based
2.E.2 Use oral/aural language and writing experiences to enhance fluency (e.g., poetry charts, song lyrics). Read Session Nine: Elements of fluency; difficulties with fluency; fluency and ELLs; practices for fluency; NRP findings and implications; measuring and assessing fluency; six instructional strategies; choral reading and ELLs Activities: Access and read external articles Engage in interactive modules Engage in interactive formative assessment Read formative assessment feedback Read step-by-step procedures of various instructional strategies Access & view videos of strategies being implemented Apply skills at scaffolding explicit, systematic instruction by correctly ordering specific instructional strategies and justifying the placement of each strategy. 2.E.3 (3.2., 5.12) Recognize, describe, and incorporate appropriate fluency assessments to guide instruction. Read Session Nine: Elements of fluency; difficulties with fluency; fluency and ELLs; research-based practices for fluency; NRP findings and implications; measuring and assessing fluency; six instructional strategies; choral reading and ELLs; Activities: Access and read external articles Engage in interactive modules Engage in interactive formative assessment Read formative assessment feedback Read step-by-step procedures of various instructional strategies Access & view videos of strategies being implemented Apply skills at scaffolding explicit, systematic instruction by correctly order specific instructional strategies and justify the placement of each strategy. Identify appropriate fluency assessments and describe how they could be used to guide instruction. 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.). Read Session Six: Vocabulary research and development (listening, speaking, reading, writing); effective instruction and comprehension; vocabulary and ELLs; developing effective practices in instruction; selecting vocabulary for instruction; assessing vocab; categories of vocab instruction (word associations, categorizing, visual imaging, analyzing, contextualizing, word analysis, wide reading, referencing, interactive word walls); pre, during, and after reading vocabulary strategies Activities: Access and read external articles Engage in interactive formative assessment Read formative assessment feedback Access & view videos of strategies being implemented Read procedures of various instructional strategies Describe how vocabulary instruction is explicitly and systematically provided in the participant’s classroom.
2.F.8 (3.2, 5.12) Recognize, describe, and incorporate appropriate vocabulary assessments to guide instruction. Read Session Six: Vocabulary research and development (listening, speaking, reading, writing); selecting vocabulary for instruction; assessing vocabulary Activities: Access and read external articles Engage in interactive formative assessment View videos Read formative assessment feedback Explain how use of appropriate vocabulary assessments helps guide instruction. 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 Session Ten: Integration of Reading Components. This includes: scaffolding instruction; information intense environment; reading/writing strategies; content area reading. Activities: Access and read external articles Engage in interactive formative assessment Read formative assessment feedback Using a self- selected strategy, describe how it integrates the reading components. 2.G.2 Identify instructional practices to develop students’ metacognitive skills in reading (e.g., text coding such as INSERT, two column notes). Read Session Ten: Integration of Reading Components, including scaffolding instruction; information intense environment; reading/writing strategies; content area reading. Activities: Access and read external articles Engage in interactive formative assessment Read formative assessment feedback Using a self-selected strategy, describe how it can be used to scaffold development of metacognitive skills in reading. 2.G.3 (2.F.3 was “identify”) Use resources and research-based practices that create information intensive environments (e.g., diverse classroom libraries, inquiry reading). Read Session Ten: Integration of Reading Components, including scaffolding instruction; information intense environment; reading/writing strategies; content area reading. Activities: View Access and read external articles Explore interactive module on Balanced Literacy Engage in interactive formative assessment Read formative assessment feedback Describe how to create an information intensive environment that is language-rich and print-rich within a classroom.
Course Number Name of Course Indicator Code Specific Indicator Curriculum Assignment Assessment [Enter district course number] Reading 3: Assessment 3.1 Performance Indicators (3.1) Understand and apply measurement concepts and characteristics of reading assessments. Read Session One: Purposes of assessment; characteristics of screening, progress monitoring, diagnostics, and outcome measures; formative and summative assessments; norm-referenced and assessments; reliability and validity. Activities: Access and read external articles Engage in interactive modules Engage in interactive formative Assessment Read formative assessment feedback Using a given scenario, provide written responses to questions pertaining to assessment data. 3.2 (3.2) Understand the purposes of various informal assessments (e.g., informal reading inventories, analyzing writing samples) including an emphasis on matching reader to text. Read Session Four: What are informal reading inventories; examples of (3); identifying independent, instructional, and frustration reading levels; running records; finding accuracy, error, and rates; curriculum based assessment vs. curriculum based measurement; performance-based assessment; readability formulas; lexiles; degrees of reading power; cloze reading procedure. Activities: Access and read external articles Engage in formative assessment Read formative assessment feedback standardized assessment data from multiple students develop an assessment plan of informal assessments appropriate for each student. 3.3 (3.3, 3.4) Understand the purpose of various formal assessments including the differences between norm-referenced and assessments and how to interpret data reports. Read Session Two: Formal Assessment: Uses of; Norm-referenced Tests: types of scores (raw score, percentile, stanine, scale score, grade equivalent); normal curve equivalent; standard error of measurement; Criterion referenced Tests: achievement and performance levels, scale scores; common terms associated with CRTs; understanding teacher’s role; explaining scores to parents. Activities: Access and read external articles Engage in interactive modules Engage in interactive formative assessment Read formative assessment feedback Using a given scenario, provide written responses to questions pertaining to assessment data.
3.4 (3.5) Understand the meaning of test reliability, validity, and standard error of measurement and describe major types of derived scores from standardized tests. Read Session One: Defining reliability and validity; characteristics of; characteristics of norm-referenced and criterion-referenced and scores. Activities: Access and read external articles Engage in interactive modules Engage in interactive formative assessment Read formative assessment feedback Using assessment data from multiple students, provide written responses to questions pertaining to those results. 3.5 (3.6) Demonstrate knowledge of the characteristics, administration, and interpretation of both quantitative and qualitative instructional assessments (to include each of the following: screening, progress monitoring, diagnosis and outcome measures). Read Session Three: Types of assessment: examples of; determining appropriateness of use of each; uses for older students Activities: Access and read external articles Engage in interactive formative assessment Read formative assessment feedback Engage in interactive modules Using standardized assessment data from multiple students, determine those in need of further assessment and describe a plan for assessing them. 3.6 (3.7) Analyze data to identify trends that indicate adequate progress in student reading development. Read Session Five: Response to Intervention (RtI); progress monitoring; curriculum- based measurements; graphing progress; determining poor, adequate, and good response to intervention Activities: Access and read external articles Engage in interactive module Using the data from a student’s response to intervention, summarize the results and provide suggestions for further instruction. 3.7 (3.8, 3.9) Understand how to use data within a systematic problem solving process to differentiate instruction, intensify intervention and meet the needs of all students. (e.g., grouping practices, appropriate curriculum materials). Read Session Six: Problem solving process using RtI (4 steps); ways to intensify instruction (7); how to differentiate instruction to meet student need; systematic and explicit instruction; grouping using multiple data sources; choosing appropriate intervention materials for struggling readers Activities: Access and read external articles Engage in interactive module Engage in interactive formative assessment Read formative assessment feedback Given multiple scenarios, provide written responses to questions regarding the problem solving process.