Program Goal 3

Graduate students will use appropriate state, national, and content

field standards in developing curriculum and instruction
I have used appropriate state, national, and content field
standards in developing curriculum and instruction. I am specifically
looking at the International Literacy Association standards
(International Reading Association, 2010). Standard 3: assessment and
evaluation and standard 4: diversity are the ones I will discuss.
Standard 3 states that the candidate will use a variety of assessment
tools and practices to plan and evaluate effective reading and writing
instruction. Standard 4 states that the candidate will create and
engage their students in literacy practices that develop awareness,
understanding, respect, and a valuing of differences in our society.
(International Reading Association, 2010).
For this program goal, I have selected a mid-point student
assessment that I completed for my TSL560 class. I was specifically
focusing on my Chinese-speaking ESL adult learner. Standard 3 is
demonstrated through the variety of assessment tools I used with my
learner. I discuss the different forms of assessment I decided to use
with her as well as my rationale for using said assessments. I focused
on formative assessment because she was growing in her language
knowledge so much every day. I focused specifically on anecdotal
notes and writing samples as my main assessment tools without ruling

out the use of other assessments that may have been needed in the
future. I then discussed the findings from those assessment forms,
which included content specific knowledge needed (academia) and
small grammar issues such as article usage. I described information
gained through my anecdotal notes and how this information would
inform my development and implementation of curriculum and
instruction. This is where I demonstrate my competency with Standard
4. I am acknowledging how diversity her reading and writing
development in English. I note her feelings of helplessness and her
motivations for furthering her education. By the time I had begun
working with her, her English had developed a great deal. Because I
was aware of where her values as a second language learner, I was
able to develop instruction that acknowledged her different
background and needs. In this case, that includes a mini-unit on
academia content knowledge. This article shows how I used both the
standard for assessment and the standard for diversity to help my
learner.
Reference
International Reading Association. (2010). Standards for reading
professionals. Retrieved from http://www.literacyworld.org/getresources/standards/standards-for-reading-professionals