Description

This stack is designed to provide educators with the tools to create high-quality literacy instruction to improve student achievement in both reading and writing.

What You'll Demonstrate

You will demonstrate the essential components of analyzing, designing, and implementing literacy instruction through a variety of instructional strategies.

Who Should Apply

  • PK12 educators
  • Instructional coaches
  • Literacy coaches/interventionists
  • Education support professionals

Micro-credentials


Analyzing Phoneme Segmentation

The educator will analyze students’ ability to segment phonemes in single syllable words.

Analyzing Miscues: Miscue Analysis

The educator analyzes the miscues a student makes when reading to determine the degree to which students use miscues as they read and how the student constructs meaning while reading.

Capitalizing Art/Musical Compositions

The educator collects and analyzes two students’ use of capital letters in names of works of art and musical compositions in their own writing.

Capitalizing Book Titles

The educator collects and analyzes two students’ use of capital letters in book titles in their own writing.

Capitalizing Company/Product Names

The educator collects and analyzes two students’ use of capital letters in company names and product names in their own writing.

Capitalizing Historical Periods

The educator collects and analyzes two students’ use of capital letters in historical periods in their own writing.

Capitalizing Magazine/Newspaper Names

The educator collects and analyzes two students’ use of capital letters in magazine and newspaper names in their own writing.

Capitalizing Organization Names

The educator collects and analyzes two students’ use of capital letters in names of organizations in their own writing.

Capitalizing Questions: First Words

The educator collects and analyzes two students’ use of capital letters for the first word in direct quotations in their own writing.

Capitalizing Special Events

The educator collects and analyzes two students’ use of capital letters in special events in their own writing.

Capitalizing Titles of People

The educator collects and analyzes two students’ use of capital letters in titles of people in their own writing.

Classroom Library Inventory

The educator collects classroom library data to encourage students to become lifelong readers and build student confidence and a sense of ownership.

Creating a Rhyming Word Toolbox

The educator will create a toolbox of strategies for teaching students how to identify rhyming word patterns.

Determining Reading Goals

The educator utilizes a variety of data to determine a reading goal for a student.

Hyphenating Attributive Adjective Phrases

The educator collects and analyzes student’s use of hyphens in attributive adjective phrases in their own writing.

Hyphenating Words: Avoiding Misinterpretation

The educator collects and analyzes two students’ use of hyphens in words to avoid misinterpretation in their own writing.

Learning About Readers: Interviews

The educator uses the Burke Reading Inventory to get to know the readers and make instructional decisions.

Lesson Planning Phoneme Segmentation

The educator will plan for and deliver a small group lesson teaching students how to segment phonemes in single syllable words.

Learning About Readers: Kidwatching

The educator intentionally and systematically collects kidwatching data to get to know the readers and make instructional decisions.

Marking Miscues: Miscue Analysis

The educator documents the miscue marking for any given text and denotes substitutions, omissions, insertions, repetitions, reversals, etc.

Making Predictions

The educator models the use of a strategy for making predictions and collects and analyzes students' predictions.

Planning for writing: Educator

The educator demonstrates proficiency in prewriting by explaining the relationship between writing task and writing purpose, reviewing prewriting strategies, and using a prewriting strategy to complete a piece of writing.

Teaching Apostrophes: Contractions

The educator collects and analyzes two students’ use of apostrophes to form contractions in their own writing.

Teaching Apostrophes: Possessives

The educator collects and analyzes two students’ use of apostrophes to form singular and plural possessives in their own writing.

Teaching Commas: Appositives

The educator collects and analyzes two students’ use of commas to set off appositives in their own writing.

Teaching Commas: Compound Sentences

The educator collects and analyzes two students’ use of commas before coordinating conjunctions in compound sentences in their own writing.

Teaching Commas: Coordinate Adjectives

The educator collects and analyzes two students’ use of commas to punctuate coordinate adjectives in their own writing.

Teaching Commas: Direct Address

The educator collects and analyzes two students’ use of commas to set off nouns of direct address in their own writing.

Teaching Commas: Direct Speech

The educator collects and analyzes two students’ use of commas with quotation marks to mark direct speech in their own writing.

Teaching Commas: Introductory Words

The educator collects and analyzes two students’ use of commas to set off the introductory words yes and no in their own writing.

Teaching Commas: Locations/Addresses

The educator collects and analyzes two students’ use of commas with locations and addresses in their own writing.

Teaching Commas: Nonrestrictive Elements

The educator collects and analyzes at least two students' use of commas to set off nonrestrictive/parenthetical elements and to indicate a pause, break, or omission in their own writing.

Teaching Commas: Parallel Structures

The educator collects and analyzes two students’ use of commas to separate adjacent, parallel structures in their own writing.

Teaching Commas: Subordinate Clauses

The educator collects and analyzes two students’ use of commas after introductory clauses in sentences in their own writing.

Teaching Commas: Tag Questions

The educator collects and analyzes two students’ use of commas to set off tag questions from the rest of the sentence in their own writing.

Teaching Conjunctions: Subjective Adverbs

The educator collects and analyzes two students’ use of semicolons with conjunctive adverbs to link two or more closely related independent clauses in their own writing.

Teaching Conventional Spelling: Prefixes

The educator collects and analyzes two students’ use of conventional spelling to add hyphenated and unhyphenated prefixes to base words.

Teaching Conventional Spelling: Suffxes

The educator collects and analyzes two students’ use of conventional spelling to add suffixes to base words.

Teaching Conventions: Colons

The educator collects and analyzes two students’ use of colons to introduce lists and quotations in their own writing.

Teaching Conventions: Dashes

The educator collects and analyzes at least two students’ use of dashes to set off nonrestrictive/parenthetical elements and to indicate a pause, break, or omission in their own writing.

Teaching Conventions: Ellipses

The educator collects and analyzes two students’ use of ellipses to indicate a pause, break, or omission in their own writing.

Teaching Conventions: Parentheses

The educator collects and analyzes two students’ use of parentheses to set off nonrestrictive/parenthetical elements in their own writing.

Teaching Conventions: Quotation Marks

The educator collects and analyzes two students’ use of quotation marks to mark direct speech in their own writing.

Teaching Figurative Language: Allusion

After modeling how to identify and describe the function of simile with a mentor text, the educator collects and analyzes students’ work samples.

Teaching Figurative Language: Hyperbole

After modeling how to identify and describe the function of hyperbole with a mentor text, the educator collects and analyzes students’ work samples.

Teaching Figurative Language: Metaphor

After modeling how to identify and describe the function of metaphor with a mentor text, the educator collects and analyzes students’ work samples.

Teaching Figurative Language: Onomatopeia

After modeling how to identify onomatopoeia and analyze the function of onomatopoeia, the educator collects and analyzes students’ work samples.

Teaching Figurative Language: Simile

After modeling how to identify and describe the function of simile with a mentor text, the educator collects and analyzes students’ work samples.

Teaching Parts of Speech: Abstract Nouns

After modeling how to identify and the function of abstract nouns, the teacher collects and analyzes students’ work samples.

Teaching Parts of Speech: Concrete Nouns

After modeling how to identify a concrete noun and it’s function, the teacher collects and analyzes students’ work samples.

Teaching Plural Nouns

After modeling how to identify plural nouns and their function, the teacher collects and analyzes students’ work samples.

Teaching Semicolons: Compound Sentences

The educator collects and analyzes two students’ use of semicolons to connect main clauses in their own writing.

Teaching Use of Singular Nouns

After modeling how to identify and the function of singular nouns, the teacher collects and analyzes students’ work samples.

Teaching Verbals: Gerunds

The educator collects and analyzes two students’ use of gerunds in their own sentences and their explanations for the functions of gerunds in their own sentences.

Teaching Verbals: Infinitives

The educator collects and analyzes two students’ use of infinitives in their own sentences and their explanations for the functions of infinitives in their own sentences.

Teaching Verbals: Participles

The educator collects and analyzes two students’ use of participles in their own sentences and their explanations for the functions of participles in their own sentences.

Teaching Verbs: Active/Passive Voice

The educator collects and analyzes two students’ use of verbs in the active voice and passive voice in their own sentences.

Teaching Verbs: Conditional Mood

The educator collects and analyzes two students’ use of the conditional mood in their own sentences.

Teaching Verbs: Imperative/Interrogative Moods

The educator collects and analyzes at least two students’ use of the imperative mood and interrogative mood in their own sentences.

Teaching Verbs: Indicative Mood

The educator collects and analyzes two students’ use of the indicative mood in their own sentences.

Teaching Verbs: Subjunctive mood

The educator collects and analyzes two students’ use of the subjunctive mood in their own sentences.