Syllabi for Mrs. Barnhill

EPI 0010 Fundamentals of Research Based Practices in Reading

EPI 0010

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EPI 0010

Foundations of Language Cognition:

Research-Based Practices in Reading

Syllabus

 

 

CLASS SCHEDULE: EPI 0010 ONLINE (CRN       )

 

PROFESSOR:  Cassandra Barnhill

 

E-MAIL: Blackboard LEARN email MUST be used for all EPI 0010 course-related communications.  Atlas e-mail should be used for official grade inquiries and other college communications, such as registration, financial aid, etc. 

 

DEPARTMENT:  Educator Preparation Institute (EPI)

 

DEPARTMENT OFFICE AND PHONE:  West Campus 1-255; 407-582-5581

 

CATALOG COURSE DESCRIPTION: FOUNDATIONS OF RESEARCH-BASED PRACTICES IN READING   Prerequisite: Admission to Educator Preparation Institute Program.  This course focuses on instructing the participant on proper language structure and cognition of phonemic awareness, phonics, fluency, vocabulary, and comprehension.  This instruction is grounded in scientifically-based research. 

 

YOU NEED TO DOWNLOAD THE FOLLOWING COURSE MATERIALS (These links are also in the Week 1 Introduction Module).  You can either print these or have them bookmarked as favorites.  

 

1) Put Reading First:  The Research Building Blocks for Teaching Children to Read (Kindergarten through Grade 3) http://lincs.ed.gov/publications/pdf/PRFbooklet.pdf#xml=http://search.nifl.gov/texis/search/pdfhi.txt?query=Put+reading+first&pr=LINCS&prox=page&rorder=500&rprox=500&rdfreq=500&rwfreq=500&rlead=500&rdepth=0&sufs=0&order=r&cq=&id=4cb923dd7

2) Report of the National Reading Panel:  Teaching Children to Read

http://www.nichd.nih.gov/publications/nrp/upload/smallbook_pdf.pdf

OR http://www.nichd.nih.gov/publications/nrp/smallbook.cfm

3)  Effective Instruction for Adolescent Struggling Readers  

http://www.centeroninstruction.org/files/Practice%20Brief-Struggling%20Readers.pdf

4)  What Content-Area Teachers Should Know about Adolescent Literacy

http://lincs.ed.gov/publications/pdf/adolescent_literacy07.pdf#xml=http://search.nifl.gov/texis/search/pdfhi.txt?query=What+Content-Area+Teachers+Should+Know+about+Adolescent+Literacy+&pr=LINCS&prox=page&rorder=500&rprox=500&rdfreq=500&rwfreq=500&rlead=500&rdepth=0&sufs=0&order=r&cq=&id=4cb923e27

 

 

 

TEXTBOOK

The Reading Teacher’s Book of Lists (5e) by Edward B. Fry, Jacqueline E. Kress and Dona Lee Fountoukidis  AVAILABLE at West Campus Bookstore.  You can also order it online from commercial bookstores. 

 

STUDENTS REQUIRING ACADEMIC ACCOMMODATION:  Students with disabilities who qualify for academic accommodations must provide a letter from the Office for Students with Disabilities (OSD) and discuss specific needs with the professor.  The Office for Students with Disabilities determines accommodations based on appropriate documentation of disabilities.  For more information, see:  http://www.valenciacollege.edu/osd/.

 

TECHNOLOGY REQUIREMENTS:  For internet and computer hardware requirements please visit http://valenciacollege.edu/ltad/students/tech_req.asp.

A flash drive is mandatory for storing class materials and artifacts. 

Some materials (podcasts) will be available as MP3 files.

 

If you need assistance with Blackboard LEARN, contact the Valencia Blackboard LEARN Help Desk through email at WebCThelp@valenciacollege.edu or by calling 407-582-5600.

 

Due to the compressed nature of this course and the interaction that is required, students should expect to spend 12 hours per week working on course requirements and should visit the course at least every 48 hours to remain up to date on communications from the instructor and fellow students.  Additionally, daily participation may be required during some weeks of the course.

 

 

 

 


 

COURSE OUTCOMES:  At the end of this module, learners should be able to. . .

By completing the following ASSIGNMENTS and/or ARTIFACTS. . .

1.  Describe how students learn to read using scientific evidence of reading instruction

2.  Identify the relationships among phonemes, morphemes, inflection, and derivations.

 

1. Creation of a research-based plan for developing phonemic awareness  (Assignment/Artifact 1)

 

FEAPs Competencies:  Knowledge Of Subject Matter

Reading Competency 2: Indicator A

 

3.  Identify strategies for teaching basic decoding.

2.  An interpretation of assessment results and prescription of strategies for decoding instruction (Assignment/Artifact 2)

 

FEAPs Competencies:  Assessment, Human Development and Learning

Reading Competency 2: Indicator B

 

4. Identify techniques for building vocabulary.

5. Identify strategies for developing reading comprehension

6. Identify strategies for teaching reading in content areas

7. Explain the connection between reading and writing.

8.  Identify strategies for building fluency.

3.  Creation of standards-based content instruction that incorporates reading vocabulary and comprehension as well as activities for writing and fluency.  (Assignment/Artifact 3)

 

FEAPs Competencies:  Human Development And Learning; Knowledge Of Subject Matter;  Learning Environments

Reading Competency 2: Indicators C, D, E, F

 

 

COURSE ASSIGNMENTS AND POLICIES:

 

1.    Individual Artifacts will focus on application and demonstration of course content.  In order to pass this course, you must pass EACH portfolio/artifact assignment.  If you do not, your grade will be an “F” for the course regardless of your performance on other class assignments.  You cannot pass as the result of your work on quizzes and discussions alone.  All artifacts must earn at least an 80%, or they will have to be corrected and resubmitted.  Time does not permit me to regrade artifacts which receive 90% or more.  NOTE:  If an artifact is returned to you for revision, 10% of the grade will be deducted for each time the assignment is returned.  However, the maximum that can be deducted will be 20% of the original total.  The artifacts should be typed using 12 font in Times New Roman, double spaced, and submitted through the appropriate assignment in Blackboard.  The appropriate template should be used for artifacts when provided.   Additional information for creating artifacts and the scoring rubrics are provided within Blackboard.

 


 

ARTIFACT 1: SYNTHESIS OF READING RESEARCH (DEVELOPMENT OF PHONEMIC AWARENESS)

DUE WEEK 4  (100 points)  

You have just learned that your best friend is expecting his/her first child.  Armed with your newfound realization of the importance of phonemic awareness, you decide to prepare a “how to” manual (paper) on phonemics as your baby shower gift.  Your manual should provide:

(1) An introductory paragraph providing a research-based rationale for the importance of phonemic awareness.  (Include a minimum of 3 reasons based on reading research and a minimum of 1 reference.)

(2) An alphabetized glossary with a minimum of 10 key terms related to phonemic awareness, with an example of each term.

(3) Descriptions and brief examples of 5 phonemic awareness activities that can be used to teach different phonemic awareness skills (rhyming, segmentation, blending).

(4) 3 WWW phonemic awareness links with a 1 sentence description of why you chose them.

 

 

ARTIFACT 2: CASE STUDY (INTERPRETATION OF ASSESSMENT RESULTS AND PRESCRIPTION OF STRATEGIES FOR DECODING INSTRUCTION)

DUE WEEK 5 (105 points)

You will choose a portfolio of a student’s assessment results to evaluate in terms of decoding skills.  You need to provide:

(1) A written interpretation of the results by individual assessment. (25 points)

(2) A one paragraph summary of the student’s decoding strengths and weaknesses. (25 points)

(3) A one paragraph summary of general recommendations for instruction in decoding. (25 points)

(4) A specific ready-to-go sample activity, lesson, or instructional material for decoding that (1) would be appropriate for the student (15 points) AND  (2) includes a writing assignment component that supports phonological instruction to enhance reading achievement. (15 points)

 

 

ARTIFACT 3:  INSTRUCTIONAL CONTENT

DUE WEEK 7 (200 Points) 

You will create content area instruction that incorporates reading vocabulary and comprehension, as well as activities for writing and fluency.  Completion of this project involves the following:

1)  Identification of a specific grade level and subject area (3rd grade math; high school biology) (5 points).

2)  A selection of content reading material of 3 to 5 pages (10 points) AND a related digital material (website, video) (10 points) WITH an explanation of how the two materials support each other in terms of instruction (10 points).  (TOTAL  = 30 points for part 2)

2) Identification of appropriate Sunshine State OR Common Core Standard (10 points).

3) Analyses of the readability level of content reading material using (1) a Fry readability graph (10 points) AND (2) Microsoft Word readability tool (10 points) AND description of how the readability level(s) align with the identified grade level AND what you will do to make the material accessible for students (If the readability level(s) are above grade level, what would you do to scaffold instruction OR if the readability is at grade level, what would you do to scaffold instruction for students who are reading below? (15 points)

4) Identification of 10 terms taken from the reading selection (10 points).

5) Vocabulary activity using the 10 terms (15 points). 

6)  (YOUR) Analysis of expository text type(s) in the reading selection (10 points).  

7) Comprehension activity for the reading selection with reference to level of Bloom’s Taxonomy (15 points). 

8)  Comprehension monitoring instruction (15 points).

9) Writing activity that integrates the content reading selection with the digital material AND that leads to fluency activity (15 points).

10) Fluency activity based on writing activity (15 points).  

11)  Class discussion questions that reflect both the content reading selection and the digital material AND that are at each level of Bloom’s Taxonomy (10 points). 

12)  Use of a Web 2.0 tool for EITHER the vocabulary, comprehension, writing, or fluency activity (15 points).  

 

ADDITIONAL ASSIGNMENTS (P/F) NOTE:  THESE MUST BE COMPLETED TO GET CREDIT IN THE COURSE!!!!

A)   Volunteer Observation Log (See #5 below)

B)   EPI Cover Sheet (Portfolio Page)

 

2.    Participation in Discussions via Blackboard LEARN will also be graded.  For each discusstion topic, you must respond to the orginal post and reply to other students’ posts.  You should follow the criteria for each discussion topic to receive full credit.  Point values for the discussions vary.  Discussions address the following topics and Reading Competencies:

 

Week 2 Discussion:  Reading Research for Phonemic Awareness, Phonics,          

               Comprehension, Vocabulary, Fluency 2.A.1; 2.C.1; 2.D.1; 2.E.1; 2.F.1

Week 3 Discussion:  Phonemic Awareness  2.C.1; 2.C.2; 2.C.5

Week 4 Discussion:  Vocabulary 2.F.1, 2.F.3; 2.F.4. 2.F.6

Week 5 Discussion:  Assessment   2.A.9; 2.C.5; 2.D.4; 2.E.2; 2.E.3;

Week 6 Discussion:  Digital Literacy  2.A.6; 2.F.4,

Week 7 Discussion:  Study Strategies  2.G.1; 2.G.2

 

3.   Weekly Quizzes will be given on the weekly readings.  They can be found under the

Assessments tab in Blackboard.  Quizzes should be completed each week.  You may take the quizzes as many times as you want.  Please note that the questions may change each time you take a quiz.  Each quiz will be worth 20 points for a total of 140 points.

 

4.   Weekly Textbook Assignments will begin in Week 3.  Textbook assignment will be   worth 25 points for a total of 125 points.

 

5.  Each week’s learning module must be completed in its entirety.  This means that all

     assignments and discussions must be completed and submitted by the due date.

     Points have been assigned to each assignment. 

 

6.   Volunteer Requirements for EPI Students: This requirement began in Fall

      2009 for all continuing and new EPI students who are not in a full-time teaching

      position or in a full-time teacher’s aide or paraprofessional position.  Students must

      complete 5 hours of volunteer/observation hours in a K-12 setting for each 8

      week term, not per class. The exception to this is when you are enrolled for

      EPI 0940 or EPI 0945 because you are already required to do 15 hours per

      course in a K-12 setting as part of your field experience.  The following links are

      to the volunteer homepages for Orange and Osceola counties:

Orange County: https://www.ocps.net/ES/CR/RESOURCES/Pages/default.aspx

            Osceola County: http://www.osceola.k12.fl.us/depts/OASIS/index.htm

      Please Note: Students who do not successfully complete volunteer hours will    

      not pass the current term enrolled.  (This does NOT apply to Summer terms; only Fall and Spring terms.)

 

7.  Special notifications or changes will be posted in the Announcements section of

     Blackboard.  It is the student’s responsibility to check the Blackboard

     for announcements, e-mail, assignment feedback, and discussion comments. 

 

 

8.   When you need to reach me, there are several ways to do so.  I tend to check

Blackboard e-mail daily and respond accordingly.  Therefore, you can use the        in-course Messages e-mail system to reach me.  You can also write your question in the Ask the Instructor Discussion, located at the top of the Discussion area.

 

9.   In general, there are few new and different ideas and instructional strategies in

      teaching.  What is new will be your approach and use of them.  Thus, in completing

      the course artifacts and assignments, you may adapt other resources you find

      (WWW, books, journals, other teachers, etc) as resources as long as you cite

      them appropriately.  However, you should NOT “copy and paste” a lesson plan or

      other content you find and present it as your own.  Using material from a website or

      other source without permission infringes on copyright laws.  If you use material

      from a website which gives permission for free use but you do not cite it, then you   

      are committing plagiarism.  If you use information from another student’s work, you

      are committing plagiarism.   In either case, you WILL get an F for the assignment   

      AND in the course.  An F in the course will drop you from the EPI program and

      it would be very doubtful that you could be reinstated.  Please use APA or MLA

      format for citations.

 

10.  Attendance:  This is a compressed course and attendance is very important.  You

need to check the course at least once a day for important messages from me, announcements, e-mails, etc. 

 

All formal assignments should adhere to standard written English.  If you have any doubts about your writing skills, please go to the Writing Center in Building 5, Room 155 for assistance.

 

Portfolio Requirements:  Artifacts completed in this and other EPI courses should be saved (in several places) to demonstrate specific FEAPs teaching competencies. 

 

 

 

GRADING SCALE

90% and above       A

80%-89%                   B

70%-79%                   C

Below 70%               F

 

 

POLICIES AND PROCEDURES: 

 

Blackboard:  All assignments and their due dates will be located in Blackboard for the course. Additional readings and information will also be posted.

 

COMPUTER LAB USAGE:  Remember that when utilizing Valencia College computer labs, food and drink are not permitted. For additional information, see http://www.valenciacollege.edu/labs.

 

ACADEMIC HONESTY: All forms of academic dishonesty are prohibited at Valencia College (Policy Number 6Hx28: 10-16).  For more information, see http://www.valenciacollege.edu/policies.

 

STUDENTS REQUIRING ACADEMIC ACCOMMODATION: STUDENTS WITH DISABILITIES:  Students with disabilities who qualify for academic accommodations must provide a Notification to Instructor (NTI) form from the Office for Students with Disabilities (OSD) and discuss specific needs with the professor, preferably within the first two weeks of class. The Office for Students with Disabilities determines accommodations based on appropriate documentation of disabilities.  Please include contact information: West Campus SSB, Rm. 102 Ph: 407-582-1523 Fax: 407-582-1326 TTY: 407-582-1222

 

POSSIBLE NECESSITY OF SCHEDULE/CONTENT MODIFICATION: Course schedule and / or content may be changed at the professional discretion of the professor at any time.

 

 

 

   ***The withdrawal dates for this semester are as follows:

Full Term =

1st Term =

2nd Term =     

 

 


 

Course Schedule

 

Class

Week

Topics

Content

 

1

 

Introduction to Course

 

Week 1 Blackboard folder

 2

 

Analyzing Reading Research

Week 2 Blackboard folder

 

3

 

Alphabetics and Decoding

 

Week 3 Blackboard folder

 

4

 

Vocabulary and Vocabulary  Development

Week 4 Blackboard folder

 

5

 

Comprehension Part 1: Readability and Factors that Affect Text Difficulty and Student Understanding  

Week 5 Blackboard folder

 

6

 

Reading / Writing Connection, Spelling, Fluency

 

 

Week 6 Blackboard folder

 

7

 

Comprehension Part 2: Study Strategies

 

Week 7 Blackboard folder

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

FEAPs (Florida Educator Accomplished Practices) Competencies

 

Fall 2010 Revised FEAPs Information:

(1) Purpose and Foundational Principles

(a) Purpose: The Educator Accomplished Practices are set forth in rule as Florida’s core standards for effective educators.  The Accomplished Practices form the foundation for the state’s teacher preparation programs, educator certification requirements, and school district instructional personnel appraisal systems.

(b) Foundational Principles: The Accomplished Practices are based upon and further describe three essential principles:

1. The effective educator creates a culture of high expectations for all students by promoting the importance of education and each student’s capacity for academic achievement.

2. The effective educator demonstrates deep and comprehensive knowledge of the subject taught.

3. The effective educator exemplifies the standards of the profession.

 

(2) The Educator Accomplished Practices: Each effective educator applies the foundational principles through six (6) Educator Accomplished Practices.  Each of the practices is clearly defined to promote a common language and statewide understanding of the expectations for the quality of instruction and professional responsibility.

 

(a) Quality of Instruction.

 

1. Instructional Design and Lesson Planning: Applying concepts from human development and learning theories, the effective educator consistently:

·         Aligns instruction with state-adopted standards at the appropriate level of rigor.

·         Sequences lessons and concepts to ensure coherence and required prior knowledge.

·         Designs instruction for students to achieve mastery.

·         Selects appropriate formative assessments to monitor learning.

·         Uses a variety of data, independently, and in collaboration with colleagues, to evaluate learning outcomes, adjust planning and continuously improve the effectiveness of the lessons.

·         Develops learning experiences that require students to demonstrate a variety of applicable skills and competencies.

 

2. The Learning Environment: To maintain a student-centered learning environment that is safe, organized, equitable, flexible, inclusive, and collaborative, the effective educator consistently:

·         Organizes, allocates, and manages the resources of time, space, and attention.

·         Manages individual and class behaviors through a well-planned management system.

·         Conveys high expectations to all students.

·         Respects students’ cultural, linguistic, and family background.

·         Models clear, acceptable oral and written communication skills.

·         Maintains a climate of openness, inquiry, fairness, and support.

·         Integrates current information and communication technologies.

·         Adapts the learning environment to accommodate the differing needs and diversity of students.

·         Utilizes current and emerging assistive technologies that enable students to participate in high-quality communication interactions and achieve their educational goals.

 

3. Instructional Delivery and Facilitation: The effective educator consistently utilizes a deep and comprehensive knowledge of the subject taught to:

Deliver engaging and challenging lessons.

Deepen and enrich students’ understanding through content area literacy strategies, verbalization of thought, and application of the subject matter.

Identify gaps in students’ subject matter knowledge.

Modify instruction to respond to preconceptions or misconceptions.

Relate and integrate the subject matter with other disciplines and life experiences.

Employ higher-order questioning techniques.

Apply varied instructional strategies and resources, including appropriate technology, to provide comprehensible instruction, and to teach for student understanding.

Differentiate instruction based on an assessment of student learning needs and recognition of individual differences in students.

Support, encourage, and provide immediate and specific feedback to students to promote student achievement.

Utilize student feedback to monitor instructional needs and to adjust instruction.

 

4. Assessment: The effective educator consistently:

  • Analyzes and applies data from multiple assessments and measures to diagnose students’ learning needs, informs instruction based on those needs, and drives the learning process.
  • Designs and aligns formative and summative assessments that match learning objectives and lead to mastery.
  • Uses a variety of assessment tools to monitor student progress, achievement, and learning gains.
  • Modifies assessments and testing conditions to accommodate learning styles and varying levels of knowledge.
  • Shares the importance and outcomes of student assessment data with the student and the student’s parent/caregiver(s).
  • Applies technology to organize and integrate assessment information.

 

(b) Continuous Improvement, Responsibility and Ethics

 

1.  Continuous Professional Improvement: The effective educator consistently:

  • Designs purposeful professional goals to strengthen the effectiveness of instruction based on students’ needs.
  • Examines and uses data-informed research to improve instruction and student achievement.
  • Collaborates with the home, school, and larger communities to foster communication and to support student learning and continuous improvement.
  • Engages in targeted professional growth opportunities and reflective practices, both independently and in collaboration with colleagues.
  • Implements knowledge and skills learned in professional development in the teaching and learning process.

 

2.  Professional Responsibility and Ethical Conduct: Understanding that educators are held to a high moral standard in a community, the effective educator adheres to the Code of Ethics and the Principles of Professional Conduct of the Education Profession of Florida, pursuant to State Board of Education Rules 6B-1.001 and 6B­1.006, F.A.C, and fulfills the expected obligations to students, the public and the education profession. Rulemaking Authority 1004.04, 1004.85, 1012.225, 1012.34, 1012.56 FS. Law Implemented 1004.04, 1004.85, 1012.225, 1012.34, 1012.56 FS. History–New 7-2-98; Amended 12-17-10.  SOURCE:  http://www.fldoe.org/profdev/FEAPSRevisions/pdf/6A-5.065.pdf

 

 

FLORIDA READING COMPETENCY 2: Application of Research-Based Instruction

Teachers will scaffold student learning by applying the principles of research-based reading instruction and integrating the six components of reading. Teachers will engage in the systematic problem solving process.

 

The total inventory of Performance Indicators (A-G) satisfies Competency 2.

 

Performance Indicator A: Comprehension

 

2.A.1  Apply intentional, explicit, and systematic instructional practices for scaffolding development of higher order thinking, comprehension skills, comprehension monitoring and self-correcting (reciprocal teaching, “think aloud,” etc.).                                                                                                                 2.A.2  Use both oral language and writing experiences to enhance comprehension.                                                                                                                                                                                                                               2.A.3  Apply appropriate instructional practices determined by the student’s strengths and needs, text structure, and the reading demands of domain specific text.                            

2.A.4  Provide opportunities for student extended text discussion to enhance comprehension, promote motivation and student engagement.                                                                                                                                            

2.A.5  Select narrative or informational print or digital texts  that are appropriate to the comprehension instruction to be provided.

2.A.6  Provide comprehension instruction that supports students’ ability to read multiple print and digital texts and to synthesize information within, across, and beyond those texts.

2.A.7  Scaffold discussions to facilitate the comprehension of text and higher order thinking skills for students with varying English proficiency levels.

2.A.8  Model a variety of strategic activities students can use to foster comprehension monitoring and self-correcting.

2.A.9  Recognize, describe, and incorporate appropriate comprehension assessments to guide instruction.

 

Performance Indicator B: Oral Language

 

2.B.1  Apply intentional, explicit, and systematic instructional practices for scaffolding development of oral / aural language skills (language experience approach, Socratic questioning).

2.B.2  Create an environment where students practice appropriate social and academic language to discuss diverse texts.

2.B.3  Recognize and apply an English language learner’s home language proficiency as a foundation and strength to support the development of oral language in English.

2.B.4  Use writing experiences to enhance oral language (interactive writing, student to teacher sentence dictation).                                                                                                                                                   2.B.5  Recognize, describe, and incorporate appropriate oral language assessments to guide instruction.  

 

Performance Indicator C: Phonological Awareness

 

2.C.1  Apply intentional, explicit, systematic instructional practices to scaffold development of phonological awareness. (blending and segmenting syllables, onset-rimes, and phonemes).                                                                                                 2.C.2  Provide opportunities for students to use oral / aural language to enhance phonological awareness (rhyming and alliteration).                                                                                                                             2.C.3  Understand and apply knowledge of how variations in phonology across languages affect English language learners’ reading and writing development.         2.C.4  Use writing experiences, in conjunction with phonological instruction, to enhance reading achievement (Elkonin boxes or magnetic letters, individual response whiteboards).                                                                                                                               2.C.5  Recognize, describe, and incorporate appropriate phonological awareness assessments to guide instruction. 

Performance Indicator: D: Phonics

 

2.D.1  Apply intentional, explicit, systematic instructional practices for scaffolding phonics development on a continuum from the individual phoneme-grapheme level through the multi-syllabic word level.                                                                                                                   2.D.2  Recognize and apply an English language learner’s home language as a foundation and strength to support the development of phonics in English.                                                                                                 2.D.3  Use oral / aural language and writing experiences to enhance phonics instruction   (sentence strip words, phrases, and pocket charts).                                                                                                                                         2.D.4  Recognize, describe, and incorporate appropriate phonics assessments to guide instruction. 

Performance Indicator E: Fluency

 

2.E.1  Apply intentional, explicit, systematic instructional practices to scaffold  accuracy, expression, rate, and reading endurance (paired reading, repeated reading, echo reading, reader’s theater, etc.).                                                                                                               2.E.2  Use oral / aural language and writing experiences to enhance fluency (poetry charts, song lyrics).                                                                                                                                            2.E.3  Recognize, describe, and incorporate appropriate fluency assessments to guide instruction. 

 

Performance Indicator F: Vocabulary

 

2.F.1   Apply intentional, explicit, systematic instructional practices to scaffold vocabulary and concept development (shared reading, semantic mapping, etc.).                                                                                                            2.F.2   Provide for continual integration, repetition, and meaningful use of domain  specific vocabulary to address the demands of academic language.

2.F.3   Incorporate vocabulary instruction through analogies (cognates, Greek and Latin roots).

2.F.4   Provide an environment that supports wide reading of print and digital texts, both informational and literary, to enhance vocabulary.                                                               2.F.5   Incorporate instructional practices that develop authentic uses of English to assist English language learners in learning academic vocabulary and content.   

2.F.6   Use oral / aural language and writing experiences to enhance vocabulary (interactive word walls, word sorts, word charts for secondary).                                                                                                                                     

2.F.7  Use multiple methods of vocabulary instruction (multiple contexts, examples and non-examples, elaborations, etc.).

2.F.8   Recognize, describe, and incorporate appropriate vocabulary assessments to guide instruction.                                                                                                             

 

Performance Indicator G: Integration of the Reading Components

 

2.G.1  Apply comprehensive instructional practices, including writing experiences, that integrate the reading components.

2.G.2  Identify instructional practices to develop students’ metacognitive skills in reading (text coding such as INSERT, two column notes).   

2.G.3  Use resources and research-based practices that create information intensive environments (diverse classroom libraries, inquiry reading).

2.G.4  Use research-based guidelines for selecting literature and domain specific print and digital text appropriate to students’ age, interests and reading proficiency (young adult literature, informational texts).                                                                                               2.G.5  Demonstrate understanding of similarities and differences between home language and second language reading development. 

2.G.6  Triangulate data from appropriate reading assessments to guide instruction.