Foundations and Applications in Reading

FOUNDATIONS AND APPLICATIONS OF READING REFLECTIONS –Candidates will participate in weekly reflections (5.e) based on the components of reading as well as critical and trending issues of literacy education will be required. The reflections are based on course content and student research/inquiry. Candidates will include all of the following within each reflection: Description of related literacy skills, multiple instructional activities, formal and informal assessments, how to identify and address subject matter preconceptions/misconceptions and gaps (3.c, 3.d), and create purposeful professional development goals and sources to help strengthen the effectiveness of related instruction based on student needs (5.a, 5.e), and engage in targeted professional growth opportunities and reflective practices (professional journals, articles, blogs, seminars, webinars, and books).

Students will complete a series of related reflections on the following topics:

  • Phonics
  • Phonemic awareness
  • Fluency
  • Vocabulary
  • Comprehension
  • Questioning
  • English Language Learners
  • Writing in the Content Area
  • Oral Language
  • Reading Motivation.

For each topic, students must include definition and description, instructional strategies, assessment information, continuous improvement plan, and how to address misconceptions.

Weekly reflections based on the components of reading as well as critical and trending issues of literacy education will be required. The reflections are based on course content and student research/inquiry. The following questions will be answered by the students:

  • What is the component? What can a proficient student do? How can you tell if one of your students is not proficient?
  • Based on what you have learned and read, what are some instructional strategies that you feel can be implemented into your classroom?
  • What are some ways to formally and informally assessaccess this component?
  • How can you continue to increase your effectiveness in the implementation and assessment of this reading component?
  • What were some misconceptions and gaps in your prior knowledge before completing activities and assessments within the component? As a teacher, how will you address such misconceptions and gaps in your classroom?
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