[Source: IRA Standards for Reading Professionals, Revised 2003]
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COURSE OBJECTIVES |
IRA STANDARDS and SUBCATEGORIES ADDRESSED |
SCHOOL OF EDUCATION AND PROFESSIONAL STUDIES CONCEPTUAL FRAMEWORK |
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1. Select and evaluate various types of children's books applying criteria based on literary and artistic guidelines, with specific attention focusing on multicultural considerations. (2.3)(3.3)(4.2) |
Standard 2. Standard 2: Instructional Strategies and Curriculum Materials Subcategory 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.
Standard 3:
Assessment, Diagnosis and Evaluation
Subcategory 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.
Standard 4: Creating a Literate Environment Subcategory 4.2 Use a large supply of books, technology-based information, and non-print materials representing multiple levels, broad interests, and cultural and linguistic backgrounds. |
Conceptual Framework I. The Education Professional as Active Learner A. Possesses strong content knowledge in the arts and sciences C. Possesses Pedagogical knowledge for the content to be taught
Conceptual Framework II. The Education Professional as Facilitator of Learning for All Students B. Respects and values all learners C. Addresses diversity of learning environments
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2. Demonstrate an understanding and respect for cultural, linguistic, and ethnic diversity in the teaching process.(1.3)(4.2)
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Standard 1: Foundational Knowledge Subcategory 1.3 Demonstrate knowledge of language development and reading acquisition
and the variations related to cultural and linguistic diversity
Standard 4: Creating a Literate Environment Subcategory 4.2 Use a large supply of books, technology-based information, and non-print materials representing multiple levels, broad interests, and cultural and linguistic backgrounds.
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Conceptual Framework I. The Education Professional as Active Learner A. Possesses strong content knowledge in the arts and sciences C. Possesses Pedagogical knowledge for the content to be taught
Conceptual Framework II. The Education Professional as Facilitator of Learning for All Students
B. Respects and values all learners C. Addresses diversity of learning environments
Conceptual Framework III. The Education Professional as Reflective and Collaborative Practitioner A. Makes informed and ethical decisions B. Accepts responsibility for student learning |
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3. Teach classic and contemporary children's and young adults' literature, and easy-reading fiction and nonfiction for adults, at appropriate levels; recognizing that literacy can be a means for transmitting moral and cultural values.(2.3)(4.2)
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Standard 2: Instructional Strategies and Curriculum Materials Subcategory 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.
Standard 4: Creating a Literate Environment Subcategory 4.2 Use a large supply of books, technology-based information, and non-print materials representing multiple levels, broad interests, and cultural and linguistic backgrounds.
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Conceptual Framework I. The Education Professional as Active Learner A. Possesses strong content knowledge in the arts and sciences B. Communicates in multiple forms to diverse audiences C. Possesses Pedagogical knowledge for the content to be taught
Conceptual Framework III. The Education Professional as Reflective and Collaborative Practitioner A. Makes informed and ethical decisions B. Accepts responsibility for student learning |
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4. Identify and reflect on issues and current topics relevant to multicultural children's literature. (1.3) |
Standard 1: Foundational Knowledge Subcategory 1.3 Demonstrate knowledge of language development and reading acquisition
and the variations related to cultural and linguistic diversity
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Conceptual Framework I. The Education Professional as Active Learner D. Engages in habits of critical thinking and problem solving
Conceptual Framework III. The Education Professional as Reflective and Collaborative Practitioner A. Makes informed and ethical decisions B. Accepts responsibility for student learning |
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5. Develop a variety of methods in order to differentiate instruction and bring children and children's literature together including the use instructional and information technologies to support literacy learning. (2.1,2.2,4.2) |
Standard 2: Instructional Strategies and Curriculum Materials Subcategory 2.1: Use instructional grouping options (individual, small-group, whole-class, and computer based) as appropriate for accomplishing given purposes.
Subcategory 2.2:
Standard 4: Creating a Literate Environment Subcategory 4.2 Use a large supply of books, technology-based information, and non-print materials representing multiple levels, broad interests, and cultural and linguistic backgrounds.
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Conceptual Framework I. The Education Professional as Active Learner A. Possesses strong content knowledge in the arts and sciences B. Communicates in multiple forms to diverse audiences C. Possesses Pedagogical knowledge for the content to be taught D. Engages in habits of critical thinking and problem solving
Conceptual Framework II. The Education Professional as Facilitator of Learning for All Students
B. Respects and values all learners C. Addresses diversity of learning environments D. Understands the learning process and applies instructional and assessment strategies and technologies to facilitate learning
Conceptual Framework III. The Education Professional as Reflective and Collaborative Practitioner
B. Accepts responsibility for student learning |
| 6. Implement effective strategies that recognize parents as partners in the literacy development of their children, and demonstrate an understanding of the importance of literacy for personal and social growth; (4.1)(4.4) |
Standard 4: Creating a Literate Environment Subcategory 4.1: Use students’ interests, reading abilities, and backgrounds as foundations for the reading and writing program. Standard 2. Subcategory 4.4:
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Conceptual Framework II. The Education Professional as Facilitator of Learning for All Students A. Applies knowledge of human development across the life span (including physical, cognitive, social, and emotional growth) B. Respects and values all learners C. Addresses diversity of learning environments D. Understands the learning process and applies instructional and assessment strategies and technologies to facilitate learning
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7.
Pursue knowledge of literacy by reading professional
journals and publications; and participating in conferences and other
professional activities. (5.2)
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Standard 5: Professional Development Subcategory 5.2 Continue to pursue the
development of
professional knowledge and
dispositions.
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Conceptual Framework I. The Education Professional as Active Learner C. Possesses Pedagogical knowledge for the content to be taught D. Engages in habits of critical thinking and problem solving
Conceptual Framework II. The Education Professional as Facilitator of Learning for All Students
Conceptual Framework III. The Education Professional as Reflective and Collaborative Practitioner
B. Accepts responsibility for student learning |
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