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.
Determining Reading Goals
The educator utilizes a variety of data to determine a reading goal for a student.
Creating a Rhyming Word Toolbox
The educator will create a toolbox of strategies for teaching students how to identify rhyming word patterns.
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.
Making Predictions
The educator models the use of a strategy for making predictions and collects and analyzes students' predictions.
Measuring/Strategizing for Text Complexity
The educator demonstrates an understanding of the quantitative measures of text complexity by calculating readability level of a literary text and determining appropriate strategies for students using the text.
Miscue Analysis: Analyzing Miscues
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.
Miscue Analysis: Marking Miscues
The educator documents the miscue marking for any given text and denotes substitutions, omissions, insertions, repetitions, reversals, etc.
Planning for Phoneme Segmentation
The educator will plan for and deliver a small group lesson teaching students how to segment phonemes in single syllable words.
Selecting Texts: Book Clubs
The educator collects data from multiple sources to identify appropriate texts for book club groups that address the needs of participants.
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.
Planning for Phoneme Segmentation
The educator will plan for and deliver a small group lesson teaching students how to segment phonemes in single syllable words.
Miscue Analysis: Marking Miscues
The educator documents the miscue marking for any given text and denotes substitutions, omissions, insertions, repetitions, reversals, etc.
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: 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: 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 Idioms
After providing a graphic organizer to facilitate the analyzing of idioms, the educator composes written feedback to support and extend learning.
Teaching Theme
The educator scaffolds by providing graphic organizers to help students identify the theme of a provided text.