INQUIRY PROJECT: Case Study Analysis Of An English Language Learner (60 Points)

LITERACY PROGRAM INQUIRY PROJECT: Case Study Analysis of an English Language Learner (60 points)

DESCRIPTION (If you are not teaching full-time in your own classroom, or if you are not teaching literacy, per se, you will have to find a site, teacher and student to work with in order to complete this project. Please discuss this with me early, so that modifications to the assignment can be made, if necessary.) Over a period of at least 10 weeks during this semester (allowing for a few weeks on each end of the 10 weeks to find a suitable student and to write up your experience), this assignment asks you to identify, diagnose, work with, and follow one English language learner in-depth, focusing specifically on the student’s developing literacy and language skills.

First, identify and obtain permission from one specific English language learner (ELL) who is willing to permit you to assess, work with, and follow him or her on his or her journey to develop English literacy skills across, at least, 10 sessions. This person may be a beginning or advanced English speaker, reader, and/or writer. The person may or may not be in an ESL class. You may work with an ELL in your own class. Or, ask classmate or colleague who teaches ELLs to suggest a student who could benefit from individual help. Again, if you have any difficulty finding such a person, please speak with me as soon as possible. Once you have selected a case study student, arrange to meet with him or her for about one hour at least 10 times (preferably once a week).

The following International Reading Association standards for reading professionals are addressed in the Case Study and Research Report:

Standard 1: Foundational Knowledge: Candidates have knowledge of the foundations of reading and writing processes and instruction. As a result, candidates:

1.3 Demonstrate knowledge of language development and reading acquisition and the variations related to cultural and linguistic diversity. Candidates identify, explain, compare and contrast the theories and research in the areas of language development and learning to read. 2

1.4 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 influent reading. Candidates are able to determine if students are appropriately integrating the components (phonemic awareness, word identification and phonics, vocabulary and background knowledge, fluency, comprehension strategies and motivation) 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, candidates:

2.2 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. Candidates 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.

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. Candidates 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 demonstration teaching.

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:

3.3 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. 3

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 (cultural and linguistic) backgrounds as foundations for the reading and writing program.

4.4 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.

Case Study Analysis, Part I: PAST, 20 points

By telephone, in-person, or even e-mail, briefly interview the student’s teacher, ESL coordinator, parent, and/or any other relevant person to tell you about any background factors influencing the student’s reading interests and literacy abilities. You will use the student’s interests, reading abilities, cultural and linguistic backgrounds as foundations for the reading and writing program (IRA standard 4.1). Record answers with brief notes. Preserve the student’s anonymity by using pseudonyms. Assure the student his or her privacy will be maintained.

In a report, summarize the information you have learned about the school, family and language and literacy backgrounds for this student. Add an additional section that compares this student’s background with the people you have read about in Freeman and Freeman (2001). Make explicit connections to theories of language development and reading acquisition and the variations related to cultural and linguistic diversity (IRA standard 1.3).

Interviews

Family Background  Describe the family background: country of origin, who lives at home  In what language do family members speak, read, and write? 4

Student’s Background

 Describe the student: age, language(s) spoken at home, country of birth (many ELLs were born in the US)  How long has the student been in the U.S.?  What is his or her educational background (in US or another country)?

Student’s Language and Literacy Background

 How proficient is the student in reading and writing in his or her first language?  How proficient is the student in speaking, reading, and writing in English?  Try to obtain any results from previous (placement or diagnostic) assessments (e.g., home language survey), or tests the student has taken (e.g., LAS, if available) at school.

Peer Review of Case Study (PAST) In class, submit one hard copy of your Case Study (PAST) report. In addition, submit an electronic copy of your report to your discussion group using the File Exchange option in Group Pages (in “Communication”). Divide yourselves up so that one person reads someone else’s report and gives comments using the Peer Review Feedback Sheet (at least one day before class meets). Send the feedback electronically using the File Exchange option. And, print one hard copy and submit it in class.

Case Study (PAST) Peer Review Sheet

Case study Author______

Reviewer______

Please read your classmate’s past section and write a brief response stating:  A couple of things you enjoyed about their past section;  Anything your case study student has in common with this case study;  Any insights you gained.

Also, please provide detailed feedback on the following 4 questions: 5

1. Is there a clear description of the student and the student's background including ethnic background, first language, previous education, family history etc.? What is included? What is missing?

2. Does the writer tell how the case study student fits into our readings and discussions for this class so far? a. Which research/theories are included? b. Which could be added? c. Do the connections make sense and are they clear?

3. What makes this paper easy or difficult to follow?

4. Read through the Past section rubric. What can your classmate work on in order score a 5 in all sections of this rubric?

Your feedback will be especially helpful if it is clearly organized. You may type responses into this sheet, which is available on Blackboard. Your response should be at least three pages long, double-spaced.

Case Study Analysis and Research Report, Part II: PRESENT, 20 points

Research the instructional context for your case study student. Collect information about the school context including any official reports available about the school’s overall performance. Describe the available reading curricula, and instructional approaches. Assess your case study student’s oral language, reading, writing, and first language literacy performances to demonstrate your knowledge of how effectively your student is appropriately integrating the major components of reading (phonemic awareness, word identification and phonics, vocabulary and background knowledge, fluency, comprehension strategies and motivation) in fluent reading (IRA standard 1.4). The assessment results you collect will be used to plan, evaluate, and revise effective instruction that meets your student’s needs, at his or her developmental stage of reading and with recognition of his or her cultural and linguistic backgrounds (IRA standard 3.3). Summarize the results of each assessment, and overall, describe the student’s first and second language literacy abilities. Include a research report that demonstrates your knowledge of language development and reading acquisition and the variations related to cultural and linguistic diversity. Be sure to identify, explain, compare and contrast the theories and research in the areas of language development and learning to read (IRA standard 1.3).

A) School Context 6

What is the present learning situation for this student? (IRA standard 4.1). Begin with a description of the school context.

 If you are working with a child in a public school, collect background information on the demographics of the school by visiting the School’s Report Card (http://schools.nyc.gov/daa/SchoolReports/). Without identifying the school, present this larger context (race/ethnicity of population served, language backgrounds of students, income levels for families served, performance of students on literacy assessment measures). If your student is in a private school, gather similar information. Please be sure to do more than simply list the school statistics. Select relevant information and explain why it is important to note for this case study.  Describe the kind of program the student is in and include the general approach taken by the school to serve bilingual students. You should include information gathered from administrators and from other people working with your case study student.  Note the instructional approaches the teacher uses with this student. Is the curriculum meaningful? Is it organized around relevant themes? Is the content culturally relevant to students?

B) Student

What is the student's oral and written language proficiency? Conduct a variety of formal and informal assessments of this student’s literacy levels, using whatever you already know about literacy assessment. You may wish to organize this portion into the following sections:

Oral Language

 Describe the student’s oral language interactions from your classroom observations.  Identify the general oral English language level of the student using Cappellini’s Developmental Levels of English Language Proficiency (Cappellini, 2005, pp. 27, 29) (will be provided on Blackboard, and/or in hard copy).

Reading 7

 If the student is very young, or at a very low literacy level, conduct a Concepts of Print assessment and/or find out the following information: which letters of the alphabet does the student know? Can the student point to some letters or words on a page in a book that you read to him or her? What can the student read and/or write in his or her first language? Can the student demonstrate this for you?

 Conduct a miscue analysis using a text you think the student can read at an instructional level. Audiotape an oral reading and code the student’s rendition. Remove the text. Analyze the results to discuss the student’s reading proficiency (comprehension rate, accuracy rate, effectiveness of the orchestration of semantic [meaning], syntactic [word order/grammar], grapho-phonic [letter-sound correspondence] cues).

 Read aloud a book you think he or she will understand. You may need to identify 3 or 4 books at different levels first, and try some out. Ask the student to re-tell orally what he or she understood from what you read to him or her. If possible, audiotape the student’s retelling and analyze it, not only for the student’s comprehension of the book, but also for the student’s oral language ability, including pronunciation, vocabulary choice, sentence structure, and appropriateness of communication (pragmatics).

 Describe the student’s stage on Cappellini’s (2005) Developmental Stages of Reading (p. 31) (will be provided on Blackboard, E-Reserve, and/or in a hard copy). Which reading strategies does the student demonstrate, and what are the next steps for future development?

Writing

 Ask the student to write as much as he or she can about an experience the student is likely to know something about (a birthday party, a family trip, a school trip, a topic of interest the student has expressed, or perhaps a book the student has read).

 Describe the student’s use of language patterns (sentence structures, syntax and grammar) on Cappellini’s (2005) Developmental Level of English Language Proficiency (p. 29) (will be provided on Blackboard, E-Reserve, and/or in a hard copy).

First Language Literacy 8

 What reading and writing does the student do at home? Does the student do this in his or her first language or in English?

 How well does the student: speak, read, and write and understand his or her first language? Find out through interviews, observations, and/or a collection of documents. This might include the student’s own self-report, information from his or her parents, and/or information from teachers. You will need to consider the source of the information as you interpret the results.

Conduct any other assessments you think will help you diagnose the student’s language and literacy abilities and needs.

Prepare a report with a summary of the results of each assessment, and an overall description of the student’s first and second language literacy abilities.

Relevant Research

 Integrate the findings with a reflection on relevant theories of reading acquisition and variations related to cultural and linguistic diversity addressed in course texts and class discussions (IRA standard 1.3). Refer to theorists such as Cortés, Krashen, Schumann, Sue and Padilla, Ogbu, Van Lier, Cummins, Vygotsky and so on. In other words, connect what you have learned from interviews, observations and assessments to research on second language acquisition and student learning. Please attach samples of the student’s work, as appropriate.

Combine this report on the PRESENT learning contexts and relevant research to a revised PAST section of the Case Study. Share a version electronically with your discussion group using the File Exchange option in Group Pages (in “Communication”). Have your discussion partner complete the Peer Review sheet and reflect on the content of your work. You will do the same for a different partner. Your partner will submit a 3-page, double-spaced Peer Review sheet electronically using File Exchange in Group Pages, and also print a hard copy and submit it in class. You will do the same for the partner whose work you reviewed. Submit a hard copy of your Case Study (PAST, and PRESENT) and Peer Review sheet in class. 9

ELL Inquiry Project Case Study Peer Review Sheet

Reviewer______

Please read through the past section of your classmate’s paper and reflect on the following:

 Which changes from the first version were especially effective?  What final feedback can you provide to help your classmate enhance the past section?

Also, please provide detailed feedback on the following questions:

1. Is the school context described in such a way that statistics are provided with explanations regarding their relevance rather than being presented as a list of numbers and facts? Is the school philosophy and approach to bilingual students described? How is information about the curriculum provided?

2. Is the student's oral and written language proficiency described in detailed, organized sections? Which sections are most fully developed? What additional assessments would you recommend using with this student in order to gather more information?

3. Does the writer tell how the case study student fits into our readings and discussions for this class? (The types of English learners, CUP/CALP, Krashen's hypotheses on the images of the learner (plant, hunter-gatherer, builder, explorer), immersion/submersion, assumptions about bilingual learners, Ogbu’s perspectives on failure, values conflicts, ZPD, Van Lier’s model of language acquisition, discourse groups, and so on)

4. Provide your insights on the data samples provided and the analysis of them.

5. What makes this paper easy or difficult to follow?

Your feedback will be especially helpful if it is clearly organized. You may type responses into this sheet available on Blackboard. Your response should be at least three pages long, double-spaced. 10

Case Study Analysis and Instructional Plan, Part III: FUTURE, 20 points

Instructional Plan: Plan out a course of action (5 carefully planned learning activities) that you would like to implement with your case study student for the remaining sessions you have together. Learning goals and objectives for these activities should be established based on the student’s assessed needs, and your understanding of the relationship between language, literacy, and learning in school. Identify and use methods to create and/or revise instruction plans that will effectively motivate your student, intrinsically and extrinsically. You will be asked to demonstrate one of these approaches, methods, or techniques in class, and articulate the research base that grounds this practice (IRA standard 4.4).

Be sure to make very clear connections between the assessment data you have collected and the lessons you plan.

Your lessons should each include content, language and/or literacy objectives. These learning objectives should be clearly specified, based on published standards for ELL students and New York State English Language Arts. You may want to consult a variety of outside resources and standards to guide you in determining what appropriate language, literacy and content strategies and skills the student should develop.

In your lessons, use a wide range of instructional practices, approaches, and methods, including technology-based practices that address your case study student’s stages of reading development and his or her cultural and linguistic backgrounds. In addition, use a wide range of curriculum materials in effective reading instruction that addresses your case study student’s stages of reading and writing development, and cultural and linguistic backgrounds (IRA standards 2.2, 2.3).

Some of the resources you may consider consulting to develop lesson objectives may include:  Various ESL standards--TESOL, NYS K-12 standards for children  Various ELA, or literacy standards—NYS, NYC  NYC ESL, ELA, and other Scope and Sequence documents  NYC Balanced Literacy Resource Guide  Other sample units, Internet materials  The school’s recommended curriculum (if available)  Various reading/writing activities you learn about in our class or read about in our course texts 11

Overall, each lesson should include:  Relevant content, language and/or literacy standards  Specific objectives for the student to demonstrate at the end of the lesson  Relevant learning experiences, including a wide range of instructional practices and curriculum materials to support modeling, demonstration, guided practice, independent practice that help your student apply what he or she is learning and meet the stated objectives and standards  Assessment (fully developed questions, tasks, or performances that measure the student’s performance of stated objectives)  Suggested follow-up (relevant activity that connects to, reinforces, and/or expands what student has learned)

At the end of the lesson plans, include samples of the student’s work resulting from your teaching.

In a brief reflection on the teaching and learning experiences, reflect both on the work the student could do and work that was completed with assistance. Briefly describe each piece you include.

Recommendations: With all of the information you have gathered through assessment and instruction with this student, what future instructional experiences do you recommend?

Briefly outline some of the ideas you have supporting this student’s continued literacy and language development. Be specific. Include relevant research and theories related to psychological, sociological and linguistic foundations of reading and writing processes and instruction. Be sure to explain, compare, contrast and critique the theories (IRA standard 1.3). 12

Case Study (FUTURE) Peer Review Sheet

Reviewer______

Please read through the “future” section of your classmate’s paper and reflect on the following:

1. Are clear links made between the needs found through the assessment data and each of the lessons? Does each lesson include content, language and or literacy objectives?

2. What conclusions are made about the student and the student's learning? How does the school/teacher/learning environment support learning for this student?

3. Does the case study give you a picture of the student's needs and potential?

4. Are there any changes you would suggest to improve the presentation of the Case Study.

Your feedback will be especially helpful if it is clearly organized. You may type responses into this sheet available on Blackboard. Your response should be at least one page long, double-spaced. 13

RUBRICS Rubric for Assessment of PAST Section of ELL Inquiry Project Level of Achievement Skill 1 2* 3 4** 5 Provides introduction of the student from interviews with the student and/or others. This Provides a detailed introduction of the student from The introduction includes limited, poorly introduction includes some of the following interviews with the student and others. This developed background information about the background information: his or her ethnic introduction includes background information Content student. Student description is only vague or background, family history, first language, prior including his or her ethnic background, family history, (Student general; wording is unclear or simplistic; 1 education in general, English learning first language, prior education in general, English Introduction) reflects lack of understanding of the student’s experiences, first language literacy and/or learning experiences, first language literacy and background. There is little attempt to use this (IRA standard 4.1) second language literacy. There is an attempt to second language literacy. This information is used as information to build a reading and writing connect this information to the reading and foundations for the reading and writing program for program for this student. writing program that will be developed for this this student. student. Factors affecting the student’s language Content learning and reading acquisition, and the Some factors affecting the student’s language Multiple factors affecting the student’s language (Language variations related to cultural and linguistic learning and reading acquisition, and the learning and reading acquisition, and the variations Learning diversity are briefly mentioned or not variations related to cultural and linguistic related to cultural and linguistic diversity are outlined 2 Factors) addressed. The student’s interests, reading diversity are mentioned. Some of the student’s and fully explained. The student’s interests, reading abilities and backgrounds are briefly interests, reading abilities and backgrounds are abilities and cultural and linguistic backgrounds are (IRA standards 1.3, 4.1) mentioned, but not sufficiently used as the mentioned, and briefly used as the foundations fully explicated and used as the foundations for the foundations for the reading and writing for the reading and writing program. reading and writing program. program. Few connections are made between the case Several connections are made between the case Multiple connections are made between the case study presented and theories of language study presented and theories of language study presented and theories of language development and reading acquisition and the development and reading acquisition and the development and reading acquisition and the variations related to cultural and linguistic variations related to cultural and linguistic Links to Theory variations related to cultural and linguistic diversity. diversity. There is minimal identification, diversity. There is some identification, 3 & Research Theories are thoroughly identified, explained, explanation, comparison and contrast of explanation, comparison and contrast of theories compared, and contrasted and research in the areas (IRA standard 1.3) theories and research in the areas of and research in the areas of language of language development and learning to read are language development and learning to read. development and learning to read. Few fully explained. No mistakes in the use of APA Major mistakes in the use of APA formatting mistakes in the use of APA formatting for formatting for citations and/or bibliography. for citations and/or bibliography. citations and/or bibliography. Most paragraphs are rambling and unfocused; Paragraphs are clearly focused and organized Most/many paragraphs are focused; discernible no clear beginning or ending paragraphs; around a central theme; clear beginning and ending beginning and ending paragraphs, some inappropriate or missing sequence markers. paragraphs; appropriate, coherent sequences and appropriate sequence markers. Generally Organization, Inappropriate or inaccurate word choice; sequence markers. Word choice appropriate for the appropriate word choice; variety in vocabulary 4 Style & repetitive words and sentence types; task; precise, vivid vocabulary; variety of sentence and sentence types; appropriate point of view Mechanics inappropriate or inconsistent point of view and types; consistent and appropriate point of view and and tone. Some non-standard grammar, spelling, tone. Frequent non-standard grammar, tone. Standard grammar, spelling, punctuation; no and punctuation; errors do not generally interfere spelling, punctuation interferes with interference with comprehension or writer's with comprehension or writer's credibility. comprehension and writer's credibility. credibility. * Exhibits most characteristics of '1' and some of '3' ** Exhibits most characteristics of '3' and some of '5' 14

Rubric for Assessment of PRESENT Section of ELL Inquiry Project

Level of Achievement Skill 1 2* 3 4** 5 Includes limited, poorly developed information Provides information about the school including a Provides a rich, detailed description of the school about the school context. Demographics, school list of demographics with little or no mention of context including pertinent demographics, school Content (on program and classroom instruction information is 1 why the information is relevant. The school program and classroom instruction information. The School) vague or general; wording is unclear or simplistic; program and classroom instruction are described relevance of the information provided is made clear reflects lack of understanding of the school in general terms with few specifics. to the reader. context.

The student's oral and written language The student's oral and written language proficiencies are addressed superficially. Sections proficiency are addressed and organized in clear The student's oral and written language proficiency (oral language, reading, writing and first language sections (oral language, reading, writing and first are addressed and organized in detailed sections literacy) are missing or not well developed. The language literacy). The candidate demonstrates (oral language, reading, writing and first language candidate does not demonstrate knowledge of the knowledge of the student’s integration of major literacy). The candidate demonstrates in-depth student’s integration of major components of components of reading (phonemic awareness, knowledge of the student’s integration of major Content (on reading (phonemic awareness, word identification word identification and phonics, vocabulary and components of reading (phonemic awareness, word Student) and phonics, vocabulary and background background knowledge, fluency, comprehension identification and phonics, vocabulary and 2 knowledge, fluency, comprehension strategies, strategies, and motivation). The assessment background knowledge, fluency, comprehension (IRA standards 1.4, and motivation). The assessment information information collected is used to plan, evaluate, strategies, and motivation). Multiple formal and 3.3) collected is not effectively used to plan, evaluate, and revise effective instruction that meets the informal assessments are used to plan, evaluate, and revise effective instruction that meets the case study student’s needs, developmental and revise effective instruction that meets the case case study student’s needs, developmental stages of reading and language learning, and study student’s needs, developmental stages of stages of reading and language learning, or reflect his or her cultural and linguistic reading and language learning, and reflect his or her reflect his or her cultural and linguistic backgrounds. Formal and informal assessments cultural and linguistic backgrounds. Data samples, backgrounds. Formal and informal assessments are explained or evident for each section. along with in-depth analysis are included. are not well explained or evident for each section.

Few connections are made between the case Several connections are made between the case Multiple connections are made between the case study presented and theories of language study presented and theories of language study presented and theories of language development and reading acquisition and the development and reading acquisition and the development and reading acquisition and the variations related to cultural and linguistic variations related to cultural and linguistic Links to Theory & variations related to cultural and linguistic diversity. diversity. There is minimal identification, diversity. There is some identification, 3 Research Theories are thoroughly identified, explained, explanation, comparison and contrast of theories explanation, comparison and contrast of theories compared, and contrasted and research in the areas (IRA standard 1.3) and research in the areas of language and research in the areas of language of language development and learning to read are development and learning to read. development and learning to read. Few fully explained. No mistakes in the use of APA Major mistakes in the use of APA formatting for mistakes in the use of APA formatting for formatting for citations and/or bibliography. citations and/or bibliography. citations and/or bibliography. Most paragraphs are rambling and unfocused; no Paragraphs are clearly focused and organized Most/many paragraphs are focused; discernible clear beginning or ending paragraphs; around a central theme; clear beginning and ending beginning and ending paragraphs, some inappropriate or missing sequence markers. paragraphs; appropriate, coherent sequences and appropriate sequence markers. Generally Organization, Inappropriate or inaccurate word choice; repetitive sequence markers. Word choice appropriate for the appropriate word choice; variety in vocabulary 4 Style & words and sentence types; inappropriate or task; precise, vivid vocabulary; variety of sentence and sentence types; appropriate point of view Mechanics inconsistent point of view and tone. Frequent non- types; consistent and appropriate point of view and and tone. Some non-standard grammar, spelling, standard grammar, spelling, punctuation tone. Standard grammar, spelling, punctuation; no and punctuation; errors do not generally interfere interferes with comprehension and writer's interference with comprehension or writer's with comprehension or writer's credibility. credibility. credibility. * Exhibits most characteristics of '1' and some of '3' ** Exhibits most characteristics of '3' and some of '5' 15

Rubric for Assessment of FUTURE Section of ELL Inquiry Project

Level of Achievement Skill 1 2* 3 4** 5 Presents 4 – 6 carefully planned learning activities that reflect a range of instructional practices, Presents 4 – 6 learning activities that reflect a approaches, methods, or technology-based range of instructional practices, approaches, practices, and this learner’s cultural and linguistic Learning activities do not reflect a wide range of methods, or technology-based practices, and this backgrounds. A wide range of curriculum materials instructional practices, approaches, methods, or learner’s cultural and linguistic backgrounds. are presented, and used effectively in reading technology-based practices, or this learner’s Content (Learning Curriculum materials are presented, and used in instruction. Each lesson includes relevant content, cultural and linguistic backgrounds. Few Activities) reading instruction. Each lesson includes language and/or literacy objectives based on 1 curriculum materials are presented, and not content, language and/or literacy objectives. published standards for ELL students and New York (IRA standards 2.2, effectively used in reading instruction. There is no There is a link between learning activities and State English language Arts standards. There is a 2.3) clear link between learning activities and assessment data collected. Student work link between learning activities and assessment data assessment data collected. Student work samples samples are included with reflections on the collected. Student work samples are clearly are not included or described. work. described and the candidate presented thoughtful reflections on the student’s work samples and instructional activities.

Presents a specific outline of ideas for supporting the Ideas for supporting the future academic success Presents a brief outline of ideas for supporting future academic success of this student. Each of this student are unclear or not evident. the future academic success of this student. specific idea is clearly described. Methods reflect Methods do not effectively reflect instructional Methods reflect instructional plans that will Content (Final instructional plans that will effectively and creatively plans that will motivate this case study student. motivate this case study student. Candidate can 2 Reflection) motivate this case study student. Candidate can Candidate cannot demonstrate these techniques demonstrate these techniques and briefly skillfully demonstrate these techniques and clearly (IRA standard 4.4) or articulate the research base that grounds these articulate the research base that grounds these articulate the research base that grounds these practices. practices. practices.

Few connections are made between the case Several connections are made between the case Multiple connections are made between the case study presented and theories of language study presented and theories of language study presented and theories of language development and reading acquisition and the development and reading acquisition and the development and reading acquisition and the variations related to cultural and linguistic variations related to cultural and linguistic Links to Theory & variations related to cultural and linguistic diversity. diversity. There is minimal identification, diversity. There is some identification, 3 Research Theories are thoroughly identified, explained, explanation, comparison and contrast of theories explanation, comparison and contrast of theories compared, and contrasted and research in the areas (IRA standard 1.3) and research in the areas of language and research in the areas of language of language development and learning to read are development and learning to read. development and learning to read. Few fully explained. No mistakes in the use of APA Major mistakes in the use of APA formatting for mistakes in the use of APA formatting for formatting for citations and/or bibliography. citations and/or bibliography. citations and/or bibliography. Most paragraphs are rambling and unfocused; no Paragraphs are clearly focused and organized Most/many paragraphs are focused; discernible clear beginning or ending paragraphs; around a central theme; clear beginning and ending beginning and ending paragraphs, some inappropriate or missing sequence markers. paragraphs; appropriate, coherent sequences and appropriate sequence markers. Generally Organization, Inappropriate or inaccurate word choice; repetitive sequence markers. Word choice appropriate for the appropriate word choice; variety in vocabulary 4 Style & words and sentence types; inappropriate or task; precise, vivid vocabulary; variety of sentence and sentence types; appropriate point of view Mechanics inconsistent point of view and tone. Frequent non- types; consistent and appropriate point of view and and tone. Some non-standard grammar, spelling, standard grammar, spelling, punctuation tone. Standard grammar, spelling, punctuation; no and punctuation; errors do not generally interfere interferes with comprehension and writer's interference with comprehension or writer's with comprehension or writer's credibility. credibility. credibility. * Exhibits most characteristics of '1' and some of '3' ** Exhibits most characteristics of '3' and some of '5' 16