Procedures for Submitting your Reading/Language Arts Portfolio 

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.

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 G 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  **DO NOT place pages in plastic sleeves

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?

The portfolio needs to be turned in to your academic advisor within the first two weeks of the fall and winter semester after each section is completed.  Portfolios will not be accepted more than two weeks into a semester.  Since everyone takes course in different sequences, the order in which you complete sections depend on when you have taken the corresponding courses.  Start planning ahead. 

• The Foundational Knowledge section (formerly Section A) needs to be turned in after completing EDR 621, and EDR 622 or EDR 623. 

• The Instructional Strategies and Curriculum Materials section (formerly Section B) needs to be turned in after completing EDR 622 or EDR 623; EDR 628; and EDR 631.

• The Creating a Literate Environment section (formerly Section C) needs to be turned in after completing EDR 623 or EDR 627, and EDR 624 or EDR 625.

What if I have questions?

Please talk to your academic advisor.  Your advisor’s name is written on the bottom of your planned program. If you do not have an advisor, call 616-331-6650 to set up a face-to-face or telephone appointment 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 when reviewing each section of your M.Ed. Reading/Language Arts Portfolio.  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 aspects of 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.  If your portfolio is evaluated as progressing, you will need to revise it according to the instructions in the letter you receive, and resubmit.

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.  If your portfolio is evaluated as unacceptable, you will need to revise it according to the instructions in the letter you receive, and resubmit.

Foundational Knowledge Section Details

This section will be submitted after completion of EDR 621 and EDR 622 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 and linguistic 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.

·        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 622 or EDR 623

·        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 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 Foundational Knowledge

Standard 1.  Foundational Knowledge

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

Instructional Strategies and Curriculum Materials Section Details

This section will be submitted after completion of EDR 622 or EDR 623; EDR 628; and EDR/ENG 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, cultural, linguistic differences among students.  Explain how you would use evidence as a rationale for grouping students. Think about the content of EDR 622/EDR623, EDR 628, EDR/ENG 631

·        You might explain how you would assist other teachers in their use of instructional grouping options that best meet the needs of all students.  Think about what you learned in EDR 622/EDR623, EDR 628, EDR/ENG 631

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 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 628,  EDR/ENG 631

·        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, linguistic, and cultural backgrounds.  EDR 622/EDR623, EDR 628, EDR/ENG 631

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, 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 628,  EDR/ENG 631

Include with your essay for Instructional Strategies and Curriculum Materials section:

• Key assignment from EDR 622 ( Developmental Literacy for Children) or EDR 623 (Developmental Literacy for Adolescents)
• Key assignment from EDR 628 (Curriculum Materials for Language Arts)
• Key assignment from EDR/ENG 631 (Teaching Writing)

Evaluation Criteria for Instructional Strategies and Curriculum Materials

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. 

Creating A Literate Environment Section Details

This section will be submitted after completion of EDR 623 or EDR 627, and EDR 624 or EDR 625.  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 children’s interests, reading abilities, and backgrounds.

·        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.   Think about what you learned in EDR 623 or EDR 627, and EDR 624 or EDR 625

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 624 or EDR 625

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 624 or EDR 625

Include with your essay for Creating a Literate Environment section:

·        Key assignment from EDR 623 (Developmental Literacy for Adolescents) or EDR 627 (Literacy Strategies for Content Areas).

·        Key assignment from EDR 624 (Literature for Children) or EDR 625 (Literature for Adolescents)

Evaluation Criteria for Creating a Literate Environment

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.