Reading Portfolios - Prior to Fall 2011

Procedures for Submitting your Reading/Language Arts Portfolio Prior to Fall 2011

Note: The Foundational Knowledge, Instructional Strategies and Curriculum Materials, and Creating a Literate Environment sections of your portfolio must be completed and accepted before you can be admitted into a field placement or ED 693/695.

Also, your essay should demonstrate that you are an informed practitioner, that you have a thorough understanding of the theory and research in literacy. That means you need to support the statements you make using the literature in the field of literacy and citing those references. You should include a reference list at the end of your essay.

How should I prepare my portfolio?

Your portfolio should be kept in a 3-ring binder. Each section of the portfolio should be clearly labeled. You will be expected to organize each section into appropriate subsections. Be sure to include the following:

  • A recent transcript
  • Your name
  • Your student number
  • Your address
  • Your email address
  • Your telephone number
  • The endorsement you are seeking: Reading Teacher or Reading Specialist
  • The key assignments from the courses listed below
  • A reflective essay for each section of the portfolio (be sure to include citations and a reference list)

We need to have this information so that portfolios can be reviewed in a timely manner and be returned to you promptly. By the end of your program, you should have an excellent resource that can help inform you as a reading professional!

When and Where Do I Turn In My Portfolio?

Candidates should submit each section of the reading portfolio to their faculty advisor for review by the Reading/Language Arts faculty upon completion of all of the courses in that section of the portfolio. The dates for submission are February 15 and October 15. Previously completed sections of the portfolio should be included, cumulatively, in the binder that is submitted.

  • Foundational Knowledge needs to be turned in after completing EDR 621, and either EDR 622 or EDR 623.
  • Instructional Strategies and Curriculum Materials needs to be turned in (with Section A) after completing EDR 622 and/or EDR 623; EDR 624 or EDR 625; and EDR 631
  • Creating a Literate Environment needs to be turned in (with Sections A and B) after completing EDR 623 or EDR 627, and EDR 628. This is also the point in time when you complete your application for EDR 626 if you are pursuing a reading endorsement.

What if I have questions?

Please talk to your academic advisor. Your advisors name is written on the bottom of your planned program. Call 616-331-6650 to set up a face-to-face or telephone appointment. If you do not have an advisor, call the above number and ask to speak with a reading/language arts advisor. An advisor will be assigned to you.
How will my portfolio be reviewed?

The following distinctions will be used to review the various aspects of the M.Ed. Reading/Language Arts Portfolio Sections. The terms Distinguished, Proficient, and Progressing have been carefully defined so that they can be used to holistically evaluate the extent to which you have addressed each standard. Program faculty will conduct the review. You, the student, are the candidate.

Distinguished: The candidate demonstrates extensive detailed knowledge, understanding, skill, and dispositions of the standard in a way that is thorough, detailed, and contains a theoretical framework. The work is accurate (analysis, interpretation, and use of information), and is presented in a professional manner (organized, succinct, uses appropriate visuals and formatting). The documentation directly addresses the standard, and shows clear evidence that the candidate easily and fluidly understands, implements and evaluates his/her work using the standard. The document is free of grammatical errors.

Proficient: The candidate demonstrates solid knowledge, understanding, skills, and dispositions of the standard in a way that is detailed, contains a theoretical framework. The work is accurate (analysis, interpretation, and use of information), and is presented in a professional manner (organized, succinct, uses appropriate visuals and formatting). The documentation addresses the standard and shows evidence that the candidate understands implements and evaluates her/his work using the standard. The document is free of grammatical errors.

Progressing: The candidate demonstrates only basic knowledge, understanding, skills, and dispositions of the standard in such a way that it demonstrates only a general broad view of the standard. There are misconceptions in the interpretation, choice, and implementation of the standard. The candidate has difficulty expressing his/her theoretical framework. The documentation is not presented in a professional manner (organized, succinct, uses appropriate visuals and formatting). The information does not address the standard elements, and does not demonstrate the ability to understand, implement, and evaluate his/her work using the standard.

Unacceptable: The candidate does not demonstrate knowledge, understanding, skills, and dispositions of the standard. There are consistent misconceptions in the interpretation, choice, and implementation of the standard. The candidate does not expressing her/his theoretical framework. The documentation is not presented in a professional manner (organized, succinct, uses appropriate visuals and formatting). The information does not address the standard elements, and does not demonstrate the ability to understand, implement, and evaluate her/his work using the standard.

Foundational Knowledge Portfolio Section

This section will be submitted after completion of EDR 621 and EDR 622 and/or EDR 623. The purpose of this section is to allow you to demonstrate your foundational knowledge of the reading and writing processes and instruction. Include the key assignments from these two courses along with a reflective essay (750  1000 words, DS) that clearly states what you know about each of the elements listed on the next page. You will need to show how these elements play a role in your classroom practice. If you are not currently teaching, you will need to discuss how these elements will play a role in classroom practice. In other words, give examples of how this knowledge is reflected in good classroom practice.

Write a reflective essay that:

1. compares and contrasts the major reading theories

  • you might think in terms of psychological, sociological, linguistic theories of reading and writing you learned about in EDR 621
  • you might want to compare the above theories with each other and critique them.

2. identifies key historical figures and the role they play in your literacy instruction

  • you might select two or three seminal reading studies that you learned about in EDR 621 discuss their impact on your thinking about reading/writing instruction. Explain how your practices relate to the reading research and theory.
  • you might recount historical developments in the history of reading such as those you learned about in EDR 621

3. demonstrates your knowledge of language development and reading acquisition and the variations related to cultural, linguistic, and ability diversity.

  • you might identify, explain, compare and contrast the theories and research related to language development and reading acquisition that you learned about in EDR 622or 623. How do they account for cultural and linguistic diversity?
  • you might describe language development and reading acquisition and how you use this information to evaluate student developmental needs, especially for students with varied cultural and linguistic backgrounds. Explain how you would use this information to further develop student literacy. Think about what you learned in EDR 622 or EDR 623.

4. demonstrates your 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. Be sure to include the ways in which cultural, linguistic, and ability diversity influence literacy acquisition.

  • You might describe how you determine if students are appropriately integrating these components. Explain how you would identify students strengths and weaknesses in relation to the various components as you did in EDR 622or EDR 623. Be sure to consider cultural, linguistic, and ability diversity including special education students.
  • You might explain how the components are integrated during fluent reading and how to help students strengthen their use of various components. Think about what you learned in EDR 622 or EDR 623.

Include with your essay for the Foundational Knowledge Section:

  • Key assignment from EDR 621 (Current Issues and Trends in Reading)
  • Key assignment from EDR 622 (Developmental Literacy for Children) OR EDR 623 (Developmental Literacy for Adolescents)

Evaluation Criteria for the Foundational Knowledge

Standard 1. Candidates have knowledge of the foundations of reading and writing process and instruction.

Element Ways the candidate can demonstrate the element:
1.1 Knowledge of psychological, sociological, and linguistic foundations of reading and writing processes and instruction. Know and apply elements from learning theory. Know foundational theories related to practices and materials they use in the classroom. Refer to major theories in the foundational areas as they relate to reading. They can explain, compare, contrast, and critique the theories.
1.2 Knowledge of reading research and histories of reading. Recognize historical antecedents to contemporary reading methods and materials. Candidate can articulate how their teaching practices relate to reading research. Candidate can summarize seminal reading studies and articulate how these studies impacted reading instruction. Candidate can recount historical developments in the history of reading.
1.3 Knowledge of language development and reading acquisition and the variations related to cultural, linguistic, and ability diversity, including those students with special needs. Candidate can articulate developmental aspects of oral language and its relationship to reading and writing. Candidate can summarize the developmental progression of reading acquisition and the variations related to cultural, linguistic, and ability diversity including special education students. Candidate can describe when students are meeting developmental benchmarks. Candidate knows when to consult other professionals for guidance. Candidate can identify, explain, compare, and contrast the theories and research in the areas of language development and learning to read.
1.4 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. Candidate can list and define the major components of reading. Candidate can explain how the components are integrated during fluent reading. Candidate can articulate the research that grounds their practice. Candidate can identify students strengths and weaknesses in relation to the various components. Candidate is able to determine if students are appropriately integrating the components in fluent reading and addresses issues of cultural, linguistic, and ability diversity including special education students.

Instructional Strategies and Curriculum Materials Portfolio Section

This section will be submitted after completion of EDR 622 or EDR 623; EDR 624 or EDR 625; and EDR 631. The purpose of this section is to allow you to demonstrate your pedagogical and professional knowledge, skills and dispositions related to literacy that you learned as a result of taking these courses. Specifically, you will think about instructional strategies and curriculum. Include the key assignments from these courses along with a reflective essay (750  1000 words, DS) that clearly states what you know about each of the elements listed below. You will need to show how these elements play a role in your classroom practice. If you are not currently teaching, you will need to discuss how these elements will play a role in classroom practice.

Write a reflective essay that:

1. Uses a single theoretical framework (such as those you learned in EDR 621) and guides your classroom practices and materials selection. Refer to this theory as you complete 2, 3, and 4 below.

2. discusses the role that grouping strategies play in the classroom (individual, small-group, whole-class and computer based)

  • you might think in terms of grouping options that take into account the developmental, and cultural, linguistic differences among students, including special education students. Explain how you would use evidence as a rationale for grouping students. Think about the content of EDR 622/EDR623, EDR 624/EDR625, EDR631
  • you might explain how you would assist other teachers in their use of instructional grouping options that best meet the needs of all students including those with special needs. Think about what you learned in EDR 622/EDR623, EDR 624/EDR625, EDR631

3. discusses various instructional strategies and why they can be effective in diverse classrooms

  • you might think in terms of describing a wide range of instructional practices, including technology, that you use in your own culturally, linguistically, or academically diverse (including special education) classroom. Give your rationale for the use of these instructional practices as well as the theory and research that supports them. Use what you learned in EDR 622/EDR623, EDR 624/EDR625, EDR631
  • you might explain how you would assist other teachers in their use of theory and research-based instructional practices and how these respect various students academic (including special education), linguistic, and cultural backgrounds. EDR 622/EDR623, EDR 624/EDR625, EDR631

4. discusses various curriculum materials and why they can be effective in a culturally and linguistically diverse setting

  • you might think in terms of describing a wide range of materials to accommodate development (including special education), cultural, and linguistic differences in students
  • you might think in terms of explaining how you would share with other teachers materials you found successful in your own practice. EDR 622/EDR623, EDR 624/EDR625, EDR631

5. Please support all statements with citations and include a reference list.

Include with your essay for Instructional Strategies and Curriculum materials Section:

  • Key assignment from EDR 622 ( Developmental Literacy for Children) and/or EDR 623 (Developmental Literacy for Adolescents)
  • Key assignment from EDR 624 (Literature for Children) or EDR 625 (Literature for Adolescents)
  • Key assignment from EDR 631 (Teaching Writing)
  • Support for all your statements using citations and a reference list

Instructional Strategies and Curriculum Materials Evaluation Criteria

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.

Element Ways the candidate can demonstrate the element:
2.1 Use instructional grouping options (individual, small-group, whole-group, whole class, and computer based) as appropriate for accomplishing given purposes Candidate matches instructional grouping options to specific instructional purposes that take into account developmental, cultural, and linguistic differences among students including those with special needs. Candidate models and scaffolds procedures so that students learn to work effectively. Candidates provide an evidence-based rationale for their selections. Support classroom teachers and paraprofessionals in their use of instructional grouping options. Candidate helps teachers select appropriate options. Candidate demonstrates the options and explain the evidence-based rationale for changing configurations to best meet the needs of all students.
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, including those with special needs. Plan and use a wide range of instructional practices, approaches, and methods, including technology-based practices Candidate selections are guided by an evidence-based rationale and accommodate the developmental, cultural, linguistic, and ability differences of their students. Support classroom teachers and paraprofessionals in the use of a wide range of instructional practices, approaches, and methods, including technology-based practices. Candidate helps teachers select appropriate options and explain the evidence-base for selecting practices to best meet the needs of all students. Candidate demonstrates 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, including those with special needs, at different stages of reading and writing development and from different cultural and linguistic backgrounds. Candidate plans and uses a wide range of curriculum materials. Candidate selections are guided by an evidence-based rationale and accommodate the developmental, cultural, and linguistic differences of their students, including those with special needs. Candidate supports classroom teachers and paraprofessionals in the use of a wide range of curriculum materials. Candidate helps teachers select appropriate options and explain the Candidate demonstrates the options in their own teaching and in demonstration teaching.

Creating a Literate Environment Portfolio Section

This section will be submitted after completion of EDR 623 or EDR 627, and EDR 628. The purpose of this section is to allow you to demonstrate your understandings regarding the creation of a literate environment. Include the key assignments from these courses along with a reflective essay (750  1000 words, DS) that clearly states what you know about each of the elements listed below. You will need to show how these elements play a role in your classroom practice. If you are not currently teaching, you will need to discuss how these elements will play a role in classroom practice.

Write a reflective essay that:

1. Uses a single theoretical framework and guides your classroom practices and materials selection. Refer to this theory as you complete 2, 3, and 4 below.

2. Describe how you use students interests, reading abilities and backgrounds as one consideration in planning reading and writing instruction.

  • You might think in terms of childrens interests, reading abilities, and backgrounds, including those with special needs.
  • You might think of a time or simulate a scenario of when you collaborated with another teacher to plan instruction and create materials that consider reading levels, cultural and linguistic backgrounds, and student interests, including those with special needs. Think about what you learned in EDR 623 or EDR 627, and EDR 628

3. Discusses specific print and non-print materials that can be used in the classroom. Apply what you learned in EDR 623 or EDR 627, and EDR 628
4. Discusses the role of teacher modeling in the classroom

  • you might think in terms of discussing how you enthusiastically model authentic reading and writing activities in the classroom. EDR 623 or EDR 627

5. Discusses the role of engagement (motivation) in the literacy classroom

  • you might think in terms of describing how you plan and implement instruction that intrinsically motivates students. EDR 623 or EDR 627, and EDR 628

6. Support all statements with citations and include a reference list

Include with your essay for Portfolio C:

  • Key assignment from EDR 623 (Developmental Literacy for Adolescents) or EDR 627 (Literacy Strategies for Content Areas).
  • Key assignment from EDR 628 (Curriculum and Materials for Language Arts).
  • Support for all statements using citations and a reference list

Creating a Literate Environment Evaluation Criteria

Standard 4. Creating a Literate Environment
Candidates create a literate environment that fosters reading and writing by integration foundational knowledge, use of instructional practices, approaches and methods, curriculum materials, and the appropriate use of assessment.

Element Ways the candidate can demonstrate the element:
4.1 Use students interests, reading abilities and backgrounds, including those with special needs, as foundations for the reading and writing program. Candidate can collect and use information about childrens interests, reading abilities and backgrounds for planning instruction. Candidate can select materials and help students select materials that match their reading levels (including those students with special needs), interests, cultural and linguistic backgrounds. Candidate can use technology to gather and to use this information in instructional planning. Candidate can articulate the research base that grounds their practices. Candidate can assist the classroom teacher and paraprofessional in selecting materials that match the reading levels, interests, cultural, and linguistic background of students, including those with special needs.
4.2 Use a large supply of books, technology-based information, and non-print materials representing multiple levels, broad interests, cultural and linguistic backgrounds. Candidate can select books, technology-based information, and non-print materials representing multiple levels, broad interests, cultural and linguistic backgrounds. Candidate can articulate the research that grounds their practice. Candidate can assist classroom teacher in selecting books, technology-based information, and non-print materials representing multiple levels, broad interests, cultural and linguistic backgrounds.
4.3 Model reading and writing enthusiastically as valued life-long activities. Candidate can model and share the use of reading and writing for real purposes in daily life. Candidate can use think alouds to demonstrate good reading and writing strategies. Candidate can articulate the research that supports modeling think alouds and reading alouds to students. Candidate can assist teachers and paraprofessionals to model reading and writing as valued life-long activities.
4.4 Motivate learners, including those with special needs, to be life-long readers. Candidate can effectively plan and implement instruction that motivates readers intrinsically. Candidate is aware of childrens literature, interests and reading levels of students in their class and can select appropriate text. Candidate can assist children in discovering reading for personal purposes. Candidate can provide an evidence-based rationale for their practice Candidate can use methods to effectively revise instructional plans to motivate all students. Candidate can assist classroom teachers in designing programs that intrinsically motivate students.