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
![](https://carolinacred.org/wp-content/uploads/2024/02/Analyzing-Elements-of-Narrative-Texts-100.jpg)
Analyzing Elements of Narrative Texts
The educator analyzes a narrative text to determine the elements of that text in order for students to be successful with narrative texts.
![](https://carolinacred.org/wp-content/uploads/2024/02/Analyzing-Elements-of-Poetry-100.jpg)
Analyzing Elements of Poetry
The educator analyzes a poem to determine the elements of that text in order to support student instruction in poetry.
![](https://carolinacred.org/wp-content/uploads/2022/02/Analyzing-Phoneme-Segmentation0A-100.jpg)
Analyzing Phoneme Segmentation
The educator will analyze students’ ability to segment phonemes in single syllable words.
![](https://carolinacred.org/wp-content/uploads/2023/03/Analyzing-Informational-Text-Complexity-Diversity-Equity-100.jpg)
Analyzing Informational Text Complexity: Diversity and Equity
The educator analyzes an informational text to determine its complexity within the qualitative dimension focusing on diversity and equity.
![](https://carolinacred.org/wp-content/uploads/2023/03/Analyzing-Informational-Text-Complexity-Meaning-and-Structure-100.jpg)
Analyzing Informational Text Complexity: Meaning & Structure
The educator analyzes an informational text to determine its complexity within the qualitative dimension of meaning and structure.
![](https://carolinacred.org/wp-content/uploads/2023/03/Analyzing-Informational-Text-Complexity-Readability-100.jpg)
Analyzing Informational Text Complexity: Readability
The educator analyzes an informational text to determine its complexity within the qualitative dimension focusing on the readability.
![](https://carolinacred.org/wp-content/uploads/2023/03/Analyzing-Literary-Text-Complexity-Diversity-Equity-100.jpg)
Analyzing Literary Text Complexity: Diversity & Equity
The educator analyzes a literary text to determine its complexity within the qualitative dimension focusing on diversity and equity.
![](https://carolinacred.org/wp-content/uploads/2023/03/Analyzing-Literary-Text-Complexity-Meaning-and-Structure-100.jpg)
Analyzing Literary Text Complexity: Meaning & Structure
The educator analyzes a literary text to determine its complexity within the qualitative dimension specifically focusing on meaning and structure.
![](https://carolinacred.org/wp-content/uploads/2023/03/Analyzing-Literary-Text-Complexity-Readability-100.jpg)
Analyzing Literary Text Complexity: Readability
The educator analyzes a literary text to determine its complexity within the qualitative dimension focusing on readability.
![](https://carolinacred.org/wp-content/uploads/2022/02/Creating-a-Rhyming-Word-Toolbox0A-100.jpg)
Creating a Rhyming Word Toolbox
The educator will create a toolbox of strategies for teaching students how to identify rhyming word patterns.
![](https://carolinacred.org/wp-content/uploads/2023/03/Creating-a-Multisensory-Toolbox-100.jpg)
Creating a Multisensory Toolbox
The educator creates a toolbox of multisensory strategies to teach students to read and spell irregular high-frequency words.
![](https://carolinacred.org/wp-content/uploads/2021/10/Learning-About-Readers-Kidwatching0A-100.jpg)
Learning About Readers: Kidwatching
The educator intentionally and systematically collects kidwatching data to get to know the readers and make instructional decisions.
![](https://carolinacred.org/wp-content/uploads/2021/10/Making-Predictions0A-100.jpg)
Making Predictions
The educator models the use of a strategy for making predictions and collects and analyzes students' predictions.
![](https://carolinacred.org/wp-content/uploads/2022/07/Measuring-Strategizing-for-Text-Complexity0A-100.jpg)
Strategizing Using 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.
![](https://carolinacred.org/wp-content/uploads/2022/07/Miscue-Analysis-Analyzing-Miscues0A-100.jpg)
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.
![](https://carolinacred.org/wp-content/uploads/2021/10/Miscue-Analysis-Marking-Miscues0A-100.jpg)
Miscue Analysis: Marking Miscues
The educator documents the miscue marking for any given text and denotes substitutions, omissions, insertions, repetitions, reversals, etc.
![](https://carolinacred.org/wp-content/uploads/2023/03/Modeling-Annotating-Text-100.jpg)
Modeling Annotating Text
The educator will model annotating while reading a text.
![](https://carolinacred.org/wp-content/uploads/2022/07/Modeling-Primary-Sources-Implementation-100.jpg)
Modeling Primary Sources: Implementation
The educator models reading a primary source for a class using established best practices.
![](https://carolinacred.org/wp-content/uploads/2022/07/Modeling-Primary-Sources-Planning-100.jpg)
Modeling Primary Sources: Planning
The educator creates a modeling plan that includes annotations of their thinking process and points of potential difficulty for the target audience.
![](https://carolinacred.org/wp-content/uploads/2023/03/Planning-for-Irregularly-Spelled-Words-100.jpg)
Planning for Irregularly Spelled Words
The educator plans for a whole or small group lesson supporting students in their mastery of irregularly spelled high-frequency words utilizing a specific multisensory strategy.
![](https://carolinacred.org/wp-content/uploads/2022/02/Planning-for-Irregularly-Spelled-Words0A_1-100.jpg)
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.
![](https://carolinacred.org/wp-content/uploads/2023/03/Planning-Reading-Mini-Lessons-100.jpg)
Planning Reading Mini-Lessons
The educator creates a reading mini-lesson within readers’ workshop.
![](https://carolinacred.org/wp-content/uploads/2022/12/Selecting-Texts-Book-Clubs0A-100.jpg)
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.
![](https://carolinacred.org/wp-content/uploads/2022/02/Teaching-Figurative-Language-Allusion0A-100.jpg)
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.
![](https://carolinacred.org/wp-content/uploads/2022/02/Teaching-Figurative-Language-Hyperbole0A-100.jpg)
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.
![](https://carolinacred.org/wp-content/uploads/2022/02/Teaching-Figurative-Language-Metaphor0A-100.jpg)
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.
![](https://carolinacred.org/wp-content/uploads/2022/02/Teaching-Figurative-Language-Onomatopeia0A-100.jpg)
Teaching Figurative Language: Onomatopeia
After modeling how to identify onomatopoeia and analyze the function of onomatopoeia, the educator collects and analyzes students’ work samples.
![](https://carolinacred.org/wp-content/uploads/2022/02/Teaching-Figurative-Language-Simile0A-100.jpg)
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.
![](https://carolinacred.org/wp-content/uploads/2024/04/Literacy-Reading-57-100-1.jpg)
Analyzing Close Reading Annotations
After modeling how to close read through annotations, the educator collects and analyzes students’ annotations.
![](https://carolinacred.org/wp-content/uploads/2024/04/Literacy-Reading-58-100.jpg)
Analyzing Multisensory Strategies
The educator analyzes the effectiveness of the use of multisensory strategies to support students’ mastery of irregularly spelled high frequency words.
![](https://carolinacred.org/wp-content/uploads/2024/04/Literacy-Reading-59-100.jpg)
Conferring about Book Clubs
The educator confers with learners to determine individual needs during book clubs.
![](https://carolinacred.org/wp-content/uploads/2024/04/Literacy-Reading-60-100.jpg)
Creating Semantic Maps
The educator creates semantic maps to teach content vocabulary.
![](https://carolinacred.org/wp-content/uploads/2024/04/Literacy-Reading-61-100.jpg)
Facilitating a Reading Conference
The educator facilitates reading conferences to support individual students in increasing reading proficiency.
![](https://carolinacred.org/wp-content/uploads/2024/04/Literacy-Reading-62-100.jpg)
Implementing Reading Mini-lessons
The educator implements a reading mini-lesson within readers’ workshop.
![](https://carolinacred.org/wp-content/uploads/2024/04/Literacy-Reading-63-100.jpg)
Modeling a Summarization
The educator models effective strategies for summarizing a text.
![](https://carolinacred.org/wp-content/uploads/2024/04/Literacy-Reading-64-100.jpg)
Planning for Annotating Text
The educator develops a lesson plan that supports students to annotate text for close reading.
![](https://carolinacred.org/wp-content/uploads/2022/12/Teaching-Idioms0A-100.jpg)
Teaching Idioms
After providing a graphic organizer to facilitate the analyzing of idioms, the educator composes written feedback to support and extend learning.
![](https://carolinacred.org/wp-content/uploads/2022/12/Teaching-Theme0A-100.jpg)
Teaching Theme
The educator scaffolds by providing graphic organizers to help students identify the theme of a provided text.
![](https://carolinacred.org/wp-content/uploads/2022/12/Teaching-Theme0A-100.jpg)
Determining Goals for Readers
The educator utilizes a variety of data to determine a reading goal for a student.
![](https://carolinacred.org/wp-content/uploads/2022/12/Teaching-Idioms0A-100.jpg)
Learning About Readers: Interviews
The educator uses the Burke Reading Inventory to get to know the readers and make instructional decisions.
![](https://carolinacred.org/wp-content/uploads/2022/12/Teaching-Theme0A-100.jpg)
Reading Process: Book Introductions
The educator writes and shares two book introductions (one for a fiction book and one for a nonfiction book) to enable students to read more complex texts.