Reading Specialist Portfolio
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Foundations of Language and Literacy
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1.1 Psychological, sociological, and linguistic foundations of reading and writing processes and instruction
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Artifact 1.1 Writing Systems
Artifact 1.1 Psychological Foundations
Artifact 1.1 A Holistic View of Reading
Artifact 1.1 Reading Strategies Diagram
1.2 Historical and contemporary developments in reading and writing instruction
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Artifact 1.2 Research on Teaching Comprehension
Artifact 1.2 Comprehension Strategies Past and Present
Artifact 1.2 Reading Achievement
1.3 Language development and reading acquisition (i.e. emergent, early, fluent) and variations related to cultural and linguistic diversity
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Artifact 1.3 Dialect Chart
Artifact 1.3 Comprehension Instruction of English Learners
1.4 Major components of reading (phonemic awareness, word identification and phonics, vocabulary and background knowledge, fluency, comprehension, and motivation) and how they are integrated in effective and efficient reading
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Artifact 1.4 Applying New Visions
Artifact 1.4 Reflective Essay
1.5 Elements of the reading process to include the use of the semantic, syntactic, and graphophonic and schematic cueing systems for active involvement and meaning making
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Artifact 1.5 Cueing Systems
Artifact 1.5 Powerpoint
1.6 Elements of the writing process and its recursive nature: prewriting, drafting, peer- and self-evaluation, revising, proofreading/editing, publishing and presenting, and reflecting
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Artifact 1.6 Total Literacy
Artifact 1.6 About the Authors
Artifact 1.6 Student Presentations
Instructional Strategies and Curriculum Materials
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2.1 Instructional grouping options (e.g., individual, small-group, whole-class, cross-grade, computer-based, etc.) as appropriate for accomplishing given purposes
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Artifact 2.1 Writing Partners
Artifact 2.1 Daily 5 Chart
Artifact 2.1 Reading Workshop
2.2 Strategies to support students' differentiated learning needs and cultural/liguistic backgrounds including, but not limited to, technology-based practices, tutoring, collaborative teaching, instruction in study skills/strategies, reading for purpose,
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Artifact 2.2 Conferences
Artifact 2.2 Strategies
Artifact 2.2 Supplements
Artifact 2.2 Daily 5
2.3 Coordinating and supporting the efforts of volunteers, paraprofessionals, and classroom teachers
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Artifact 2.3 Create Effective Relationships
Artifact 2.3 AWWWN
2.4 Selecting and using a wide range of curriculum materials, including children’s and young adult literature and instructional enhancement materials (e.g., related literature, primary source documents, artifacts, etc.), appropriate for learners a
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Artifact 2.4 Madison's Book
Artifact 2.4 Ocean Creature Books
Artifact 2.4 Thinking Image
Artifact 2.4 myOn Reader
Artifact 2.4 Discovery Education
Assessment, Diagnosis, and Evaluation
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3.1 Selecting, administering, and interpreting a wide range of formal and informal assessment tools and practices, ranging from individual and group standardized tests to individual and group informal classroom assessment strategies, including technology
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Artifact 3.1 Put Thinking to the Test
Artifact 3.1 Annotation
Artifact 3.1 Continuous Assessment Makes the Difference
Artifact 3.1 Test Critique
Artifact 3.1 PALS-K
3.2 Placing students along a developmental literacy continuum based on their proficiencies and difficulties
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Artifact 3.2 Progress Monitoring
Artifact 3.2 Case Study
Artifact 3.2 STAR
3.3 Using assessment information to plan, evaluate, and revise instruction that meets the needs of all students, including those at differing stages of development and from differing cultural and linguistic backgrounds
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Artifact 3.3 Profile Paper
Artifact 3.3 Reflection
Artifact 3.3 Case Study
Artifact 3.3 Class Notes
3.4 Communicating assessment results to specific individuals (e.g., students, parents, caregivers, colleagues, administrators, policy officials, community, etc.)
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Artifact 3.4 Trimester Checklist
Artifact 3.4 Student Site
Artifact 3.4 Writing Unit Data
Creating a Literate Environment
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4.1 Determining and using students’ interests and reading abilities and backgrounds as foundations for the reading and writing program
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Artifact 4.1 Burke Reading Interview
Artifact 4.1 High Accuracy Reading
Artifact 4.1 Self-selected Materials
Artifact 4.1 Book Selection
4.2 Using a large supply of books, technology-based information, and nonprint materials representing multiple levels, broad interests, and cultural and linguistic backgrounds
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Artifact 4.2 Environmental Print Binder
Artifact 4.2 Thinking Images
Artifact 4.2 The Arrival Notes
Artifact 4.2 Reading Film Notes
Artifact 4.2 myOn Reader
4.3 Instructional practices to motivate students to be lifelong readers and writers (e.g., teacher enthusiastically modeling reading and writing).
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Artifact 4.3 Lucy Calkins Writing Lesson
Artifact 4.3 Ocean Creature Projects
Artifact 4.3 Role of Motivation
Artifact 4.3 Bring the Joy Back to Reading
4.4 Allocation of adequate time for reading and writing instruction and practice
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Artifact 4.4 Think Time
Artifact 4.4 Independent Reading
Artifact 4.4 Kids Need to Read A Lot
Professionalism and Professional Development
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5.1 Positive dispositions related to reading, the teaching of reading and writing, and student achievement (e.g., the importance of confidentiality, respect for students and their cultural and linguistic backgrounds, belief that all students can learn,
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Artifact 5.1 Theories
Artifact 5.1 Revaluing Struggling Readers
5.2 Professional organizations that support reading and writing instruction (e.g., International Reading Association, National Council of Teachers of English, Missouri Council of IRA, Missouri Association of Teachers of English)
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Artifact 5.2 MSTA
Artifact 5.2 International Reading Association
Artifact 5.2 Kindergarten Academy
5.3 Local, state, and federal policies related to reading and writing instruction and assessment.
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Artifact 5.3 RTI Guidelines
Artifact 5.3 DESE site
Artifact 5.3 Comprehensive Literacy Plan
5.4 Collaborating with colleagues (paraprofessionals, classroom teachers, other reading specialists) to observe, evaluate, and provide feedback on each other’s practice
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Artifact 5.4 Principal Feedback
Artifact 5.4 The Value of Teacher Collaboration
5.5 Participating in, initiating, implementing, and evaluating professional development programs
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Artifact 5.5 Kindergarten Academy
Artifact 5.5 EnTICE
Artifact 5.5 Blog
Organizing Strategies for Reading and Writing Instruction
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6.1 Balanced literacy
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Artifact 6.1 Balanced Literacy Instruction
Artifact 6.1 Daily Schedule
6.3 Reading Recovery
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Artifact 6.3 Power Point
Artifact 6.3 Three Reading Recovery Children
6.6 Reader/Writer workshop
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Artifact 6.6 About the Authors
Artifact 6.6 Lucy Calkins
Artifact 6.6 Guide to Struggling Readers
Artifact 6.6 Schedule
6.8 Basal reader
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Artifact 6.8 If You Have to Use a Basal
Artifact 6.8 GHGR Basal Guided Reading Sample
6.10 Technology-based
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Artifact 6.10 myOn Reader
Artifact 6.10 Ocean Creature Project
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