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 Informational Text Complexity: Meaning & Structure

The educator analyzes an informational text to determine its complexity within the qualitative dimension of meaning and structure.

Analyzing Informational Text Complexity: Readability

The educator analyzes an informational text to determine its complexity within the qualitative dimension focusing on the readability.

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.

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.

Analyzing Informational Text Complexity: Meaning & Structure

The educator analyzes an informational text to determine its complexity within the qualitative dimension of meaning and structure.

Analyzing Informational Text Complexity: Readability

The educator analyzes an informational text to determine its complexity within the qualitative dimension focusing on the readability.

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.

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.

Analyzing Literary Text Complexity: Readability

The educator analyzes a literary text to determine its complexity within the qualitative dimension focusing on readability.

Creating a Rhyming Word Toolbox

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

Creating a Multisensory Toolbox

The educator creates a toolbox of multisensory strategies to teach students to read and spell irregular high-frequency words.

Designing Learner-Centered Spaces

The educator intentionally designs and utilizes space and tools within the learning environment to support personalized learning.

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.

Modeling Annotating Text

The educator will model annotating while reading a text.

Modeling Primary Sources: Implementation

The educator models reading a primary source for a class using established best practices.

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.

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.

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.

Planning Reading Mini-Lessons

The educator creates a reading mini-lesson within readers’ workshop.

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.