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 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.

Analyzing Phoneme Segmentation

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

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.

Learning About Readers: Interviews

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

Learning About Readers: Kidwatching

The educator intentionally and systematically collects kidwatching data 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.

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.

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 Use of Singular Nouns

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