RDG 589, Creative Language Arts
Fall, 2008
Science
Frameworks
Math Frameworks
Social Studies Frameworks
NCTE English Language Arts Standards:
1. Students read a wide range of print and non-print texts to build an understanding of texts, of themselves, and of the cultures of the United States and the world; to acquire new information; to respond to the needs and demands of society and the workplace; and for personal fulfillment. Among these texts are fiction and nonfiction, classic and contemporary works.
2. Students read a wide range of literature from many periods in many genres to build an understanding of the many dimensions (e.g., philosophical, ethical, aesthetic) of human experience.
3. Students apply a wide range of strategies to comprehend, interpret, evaluate, and appreciate texts. They draw on their prior experience, their interactions with other readers and writers, their knowledge of word meaning and of other texts, their word identification strategies, and their understanding of textual features (e.g., sound-letter correspondence, sentence structure, context, graphics).
4. Students adjust their use of spoken, written, and visual language (e.g., conventions, style, vocabulary) to communicate effectively with a variety of audiences and for different purposes.
5. Students employ a wide range of strategies as they write and use different writing process elements appropriately to communicate with different audiences for a variety of purposes.
6. Students apply knowledge of language structure, language conventions (e.g., spelling and punctuation), media techniques, figurative language, and genre to create, critique, and discuss print and non-print texts.
7. Students conduct research on issues and interests by generating ideas and questions, and by posing problems. They gather, evaluate, and synthesize data from a variety of sources (e.g., print and non-print texts, artifacts, people) to communicate their discoveries in ways that suit their purpose and audience.
8. Students use a variety of technological and information resources (e.g., libraries, databases, computer networks, video) to gather and synthesize information and to create and communicate knowledge.
9. Students develop an understanding of and respect for diversity in language use, patterns, and dialects across cultures, ethnic groups, geographic regions, and social roles.
10. Students whose first language is not English make use of their first language to develop competency in the English language arts and to develop understanding of content across the curriculum.
11. Students participate as knowledgeable, reflective, creative, and critical members of a variety of literacy communities.
12. Students use spoken, written, and visual language to accomplish their own purposes (e.g., for learning, enjoyment, persuasion, and the exchange of information).
IRA Teaching Competencies
Standard 1: Foundational Knowledge
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Element |
Reading Specialist/ Literacy Coach Candidates (plus previous 2 levels)
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1.1 RDG 589 |
Demonstrate knowledge of psychological, sociological and linguistic foundations of reading and writing processes and instruction.
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Refer to major theories in the foundational area as they relate to reading. They can explain, compare, contrast, and critique the theories. |
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1.2 |
Demonstrate knowledge of reading research and histories of reading.
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Summarize seminal reading studies and articulate how these studies impacted reading instruction. They can recount historical developments in the history of reading. |
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1.3 |
Demonstrate knowledge of language development and reading acquisition and the variations related to cultural and linguistic diversity. |
Identify, explain, compare, and contrast the theories and research in the areas of language development and learning to read. |
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1.4 RDG 589 |
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.
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Are able to determine if students are appropriately integrating the components reading (phonemic awareness, word identification and phonics, vocabulary and background knowledge, fluency, comprehension strategies, and motivation) in fluent reading.
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Standard 2: Instructional Strategies and Curriculum Materials
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Element |
Reading Specialist/ Literacy Coach Candidates (plus previous 2 levels)
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2.1 RDG 589 |
Use instructional grouping options (individual, small-group, whole-class, and computer based) as appropriate for accomplishing given purposes.
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Support classroom teachers and paraprofessionals in their use of instructional grouping options. They help teachers select appropriate options. They demonstrate the options and explain the evidence based rationale for changing configurations to best meet the needs of all students.
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2.2 RDG 589 |
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.
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Support classroom teachers and paraprofessionals in the use of a wide range of instructional practices, approaches, and methods, including technology-based practices. They help teachers select appropriate options and explain the evidence-base for selecting practices to best meet the needs of all students. They demonstrate the options in their own teaching and in demonstration teaching.
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2.3 RDG 589 |
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.
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Support classroom teachers and paraprofessionals in the use of a wide range of curriculum materials. They help teachers select appropriate options and explain the evidence base for selecting practices to best meet the needs of all students. They demonstrate the options in their own teaching and in demonstrating teaching.
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Standard 3: Assessment, Diagnosis and Evaluation
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Element |
Reading Specialist/ Literacy Coach Candidates (plus previous 2 levels)
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3.1 |
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.
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Compare and contrast, use, interpret, and recommend a wide range of assessment tools and practices. Assessments may range from standardize tests to informal assessments and also include technology-based assessments, they demonstrate appropriate use of assessments in their practice, and they can train classroom teachers to administer and interpret these assessments.
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3.2 |
Place students along a developmental continuum and identify students’ proficiencies and difficulties.
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Support the classroom teacher in assessment of individual students. They extend the assessment to further determine proficiencies and difficulties for appropriate services.
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3.3 |
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 different cultural and linguistic backgrounds.
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Assist the classroom teacher in using assessment to plan instruction for all students. They use in-depth assessment information to plan individual instruction for struggling readers. They collaborate with other education professionals to implement appropriate reading instruction for individual students. They collect, analyze, and use school-wide assessment data to implement and revise school reading programs.
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3.4 |
Communicate results of assessment to specific individuals (students, parents, caregivers, colleagues, administrators, policymakers, policy officials, community, etc.).
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Communicate assessment information to various audiences for both accountability and instructional purposes (policymakers, public officials, community members, clinical specialists, school psychologists, social workers, classroom teachers, and parents).
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Standard 4: Creating a Literate Environment
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Element |
Reading Specialist/ Literacy Coach Candidates (plus previous 2 levels)
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4.1 RDG 589 |
Use students’ interests, reading abilities, and backgrounds as foundations for the reading and writing program. |
Assist the classroom teacher and paraprofessional in selecting materials that match the reading levels, interests, and cultural background of students.
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4.2 RDG 589 |
Use a large supply of books, technology-based information, and non-print materials representing multiple levels, broad interests, and cultural and linguistic backgrounds. |
Assist the classroom teacher in selecting books, technology-based information, and non-print materials representing multiple levels, broad interests, and cultural and linguistic backgrounds.
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4.3 RDG 589 |
Model reading and writing enthusiastically as valued lifelong activities.
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Demonstrate and model reading and writing for real purposes in daily interactions with students and education professionals. Assist teachers and paraprofessionals to model reading and writing as valued lifelong activities
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4.4 RDG 589 |
Motivate learners to be lifelong readers.
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Use methods to effectively revise instructional plans to motivate all students. They assist classroom teachers in designing programs that will intrinsically and extrinsically motivate students. They demonstrate these techniques and they can articulate the research base that grounds their practice.
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Standard 5: Professional Development
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Element |
Reading Specialist/ Literacy Coach Candidates (plus previous 2 levels)
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5.1 |
Display positive dispositions related to reading and the teaching of reading.
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Articulate the theories related to the connections between teacher dispositions and student achievement.
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5.2 RDG 589 |
Continue to pursue the development of professional knowledge and dispositions.
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Conduct professional study groups for paraprofessionals and teachers. Assist classroom teachers and paraprofessionals in identifying, planning, and implementing personal professional development plans. Advocate to advance the professional research base to expand knowledge-based practices
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5.3 RDG 589 |
Work with colleagues to observe, evaluate, and provide feedback on each other’s practice.
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Positively and constructively provide an evaluation own or others’ teaching policies. Assist classroom teachers and paraprofessionals as they strive to improve their practice.
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5.4 RDG 589 |
Participate in, initiate, implement, and evaluate professional development programs. |
Exhibit leadership skills in professional development. They plan, implement, and evaluate professional development efforts at the grade, school, district, and/or state level. They are cognizant of and can identify and describe the characteristics of sound professional development programs. They can articulate the evidence base that grounds their practice.
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