Name: Beth Norwood

IRA STANDARD Artifacts Rationale 1. Foundational Knowledge. Candidates have knowledge of the foundations of reading and writing processes and instruction. As a result, the candidates: 1.1 Demonstrate knowledge of psychological, Mid-Term and Final Essays The artifacts chosen demonstrate my ability to use sociological, and linguistic foundations of reading RE5100 psychological, sociological, and linguistic and writing processes and instruction. foundations of reading in my instruction. I am able to Culturally Relevant Teaching RE5140 use research-based theory to plan, implement, and carry-out daily instruction.

1.2 Demonstrate knowledge of reading research and Mid-Term and Final Essays The artifacts chosen show my willingness to read, histories of reading. RE5100 reflect, and implement research based theory into Read Write Think Lessons RE5730 my daily instruction. My knowledge is based on Culturally Relevant Teaching research in educational trends and is implemented RE5140 into the classroom to improve student achievement.

1.3 Demonstrate knowledge of language development Culturally Relevant Teaching The artifacts chosen show that I can use research- and reading acquisition and the variations related to RE5140 based theory and use educational findings in my culture and linguistic diversity. Read Write Think Lessons RE 5730 daily instruction. My knowledge of language IRI Assessments RE5715 development and reading acquisition are incorporated into my classroom to provide a culturally relevant education.

1.4 Demonstrate knowledge of the major components Read Write Think Lessons This set of artifacts demonstrates my knowledge of of reading (phonemic awareness, word RE5730 the major components of reading. The artifacts also identification and phonics, vocabulary and IRI Assessments RE5715 Mid-Term and Final Essays show my ability to research, plan and implement background knowledge, fluency, comprehension RE5100 lessons based on the components of reading. strategies, and motivation) and how they are integrated in fluent reading. Standard 2. Instructional Strategies and Curriculum Materials. Candidates use a wide range of instructional practices, approaches, methods, and curriculum materials to support reading and writing instruction. As a result, the candidates: 2.1 Use instructional grouping options (individual, Read Write Think Lessons The artifacts chosen show my ability to use a variety small-group, whole-class, and computer based) as RE5730 of grouping options in my instruction. Lessons are appropriate for accomplishing given purposes. Wordless Picture Books RE5130 designed and implemented based on research, student ability, and student needs. The opportunity Van Gogh Lesson RE5130 to include grouping allows for maximal success to scaffold learning for students at differing stages of I Poems RE5130 development.

2.2 Use a wide range of instructional practices, Wordless Picture Books RE5130 These artifacts were selected to show my ability to approaches, and methods, including technology-based integrate learning and provide an environment that practices, for learners at differing stages of Culturally Relevant Teaching RE5140 is culturally and linguistically relevant to my students development and from differing cultural and linguistic and their backgrounds. backgrounds. I Poems RE5130

Multi-Genre Project RE5130

2.3 Use a wide range of curriculum materials in Van Gogh Lesson RE5130 The artifacts chosen show my ability to use materials effective reading instruction for learners at different that will link the background of the students to new I Poems RE5130 stages of reading and writing development and from learning. These artifacts demonstrate an different cultural and linguistic backgrounds. Read Write Think Lessons understanding of the importance of linking learning RE5730 to the cultural backgrounds of learners.

Wordless Picture Books RE5130 Standard 3. Assessment, Diagnosis, and Evaluation. Candidates use a variety of assessment tools and practices to plan and evaluate effective reading instruction. As a result, candidates: 3.1 Use a wide range of assessment tools and practices IRI Assessments RE5715 These artifacts reflect my ability to assess, reflect, that range from individual and group standardized and apply the findings to daily instruction. I am able tests to individual and group informal classroom Read Write Think Lessons RE5730 to use the results to modify my instruction to cater assessment strategies, including technology-based to the abilities of my students and scaffold the assessment tools. Spelling Inventory RE5700 learning that needs to take place.

3.2 Place students along a developmental continuum IRI Assessments RE5715 These artifacts show that my ability to assess, and identify students’ proficiencies and difficulties. reflect, identify, and place students on a path to Spelling Inventory RE5700 learning that will lead them on a path to success.

3.3 Use assessment information to plan, evaluate, and IRI Assessments RE5715 The artifacts chosen demonstrate my ability to revise effective instruction that meets the needs of identify, plan and implement lessons based on the Spelling Inventory RE5700 all students including those at different individual proficiencies of my students. I have taken developmental stages and those from diverse Read Write Think Lessons into account the culture, background, and linguistic cultural and linguistic backgrounds. RE5730 ability of my students.

3.4 Communicate results of assessments to specific IRI Assessments RE55715 I have used the artifacts provided to notify parents, individuals, (students, parents, caregivers, teachers, and students of the results of assessments Spelling Inventory RE5700 colleagues, administrators, policymakers, policy along with a plan to attune the child and modify officials, community, etc.). teaching to cater to the abilities of the student. Standard 4. Creating a Literate Environment. Candidates create a literate environment that fosters reading and writing by integrating foundational knowledge, use of instructional practices, approaches and methods, curriculum materials, and the appropriate use of assessments. As a result, candidates: 4.1 Use students’ interests, reading abilities and Multi Genre Project These artifacts provide proof that I have considered backgrounds as foundations for the reading and writing students’ backgrounds and abilities when planning Wordless Picture Books program. and implementing reading and writing lessons. Students have the opportunity to use their strengths, interests, and background knowledge to complete reading and writing tasks.

4.2 Use a large supply of books, technology-based Multi-Genre Project The artifacts chosen show the opportunities provided information, and non-print materials representing to students to use books and materials based on Wordless Picture Books multiple levels, broad interests, cultures and linguistic levels, interests, and cultural relevance. Each artifact backgrounds. is rich in linguistic, reading and writing opportunities for my students.

4.3 Model reading and writing enthusiastically as Van Gogh Lesson RE5730 These artifacts show my ability to model the valued life-long activities. importance of reading and writing as a lifelong Read Write Think Lessons RE5730 process. Each of these artifacts provides purpose for learning, reading, and writing. I model my Wordless Picture Books enthusiasm for each of the disciplines and always provide the objective to be obtained. This gives students a reason to learn and perform. 4.4 Motivate learners to be life-long readers. I Poems RE5730 The artifacts provided give students a purpose for learning, reading, and writing. They also have Multi-Genre Project RE5730 extension activities that foster the interests and Wordless Picture Books RE5130 needs of students. Students are introduced to culturally relevant literature that helps them relate reading to their world. Standard 5. Professional Development. Candidates view professional development as a career-long effort and responsibility. As a result, candidates: 5.1 Display dispositions related to reading and the Participation in Masters Program These artifacts show my dedication and effort for teaching of reading. advancing myself as a professional. I am constantly All Kinds of Minds Practicum searching for ways to improve my teaching to Sheltered Instruction advance the learning of my students. I am an active Observation Protocol Team participant in the ever-changing field of education Member through my school, community, and higher education. 5.2 Continue to pursue the development of Participation in Masters Program These artifacts show my pursuit of knowledge by professional knowledge and dispositions. pursuing my masters degree in a field that is directly All Kinds of Minds Practicum linked to the success of my students. I am also Sheltered Instruction always improving myself and my understanding of Observation Protocol Team education. Member

5.3 Work with colleagues to observe, evaluate, and Participation in Masters Program My involvement in graduate school, All Kinds of provide feedback on each other’s practice. Minds, and SIOP provides me with the opportunity to All Kinds of Minds Practicum collaborate with colleagues and become a reflective Sheltered Instruction practitioner. Observation Protocol Team Member

5.4 Participate in, initiate, implement, and evaluate Participation in Masters Program The artifacts provided show my ability to be involved professional development programs. in the success of students through professional All Kinds of Minds Practicum development activities. I use my learning to initiate Sheltered Instruction and implement learning for other professionals Observation Protocol Team Member