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1.2 Understand the historically shared knowledge of the profession and changes over time in the
perceptions of reading and writing development, processes, and components.
1.3 Understand the role of professional judgment and practical knowledge for improving all
students reading development and achievement.
all learners.
have set mine up, this will give them a good opportunity to get
ideas or replicate it for their classroom. Second, I will
encourage teachers to create a library that has leveled reading,
as well as, providing students with the knowledge of their
level. The books do not need to be strictly labeled with the
reading level, but can be categorized by shapes or colors.
From there, students learn which shape or color they should
be looking for, and those are the types of the books they
should be choosing during independent reading time. Third, I
can support teachers in determining the reading level of a
book. Fourth, I would advise teachers to provide a variety of
genres, multicultural texts, length of books, etc. While we
want our classrooms to have variety, it is important that this
variety is determined based on the grade and age being taught.
As a reading specialist, I will lead our school in a
collaborative effort to evaluate, select and use a variety of
instructional materials to meet the specific needs and abilities
of all learners. I would meet with the teachers and staff and
have an open discussion about where we see our students are
struggling the most. From there, I would provide the teachers
with specific strategies and materials to utilize for these
struggling areas of our students. It is essential that these
instructional strategies, techniques, and materials are varied,
so that they can be applied to different learning and teaching
styles. While majority areas of struggling are very important
to focus on and address, we need to make sure that individual
learners needs are being identified. I will make sure that I
provide teachers with the necessary materials and strategies to
effectively teach all of their students.
Demonstrate an understanding of
the literature and research related
to assessments and their uses and
misuses.
Demonstrate an understanding of
established purposes for
assessing the performance of all
readers, including tools for
screening, diagnosing, progress
monitoring, and measuring
outcomes.
Standard 4 Diversity
Candidates create and engage their students in literacy practices that develop awareness,
understanding, respect, and a valuing of differences in our society.
Evidence that demonstrates competence may include, but is not limited to, the following
Reading Specialist/Literacy Coach Candidates
4.1 Recognize, understand, and value the forms of diversity that exist in society and their
importance in learning to read and write.
Demonstrate an understanding of
the ways in which diversity
influences the reading and
writing development of students,
especially those with reading and
writing.
5.4 Use a variety of classroom configurations (i.e., whole class, small group, and individual) to
differentiate instruction.
Demonstrate effective
interpersonal, communication,
and leadership skills.
Demonstrate an understanding of
local, state, and national policies
that affect reading and writing
instruction.