Florida Reading Endorsement Alignment Matrix Competency 1fiulearn.fiu.edu/.../new_fl_just_read_comp_1_and_2_matrix_for_red43… · Florida Reading Endorsement Alignment Matrix Competency

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Florida Reading Endorsement Alignment Matrix

Competency 1

Reading Endorsement Guiding Principle: Teachers will understand and teach reading as an ongoing strategic process resulting in

students comprehending diverse text. Teachers will understand how writing, listening, and speaking support the teaching of reading,

and how family involvement supports student achievement in reading. Teachers will understand that all students have instructional

needs and apply the systematic problem solving process: use data to accurately identify a problem, analyze the problem to determine

why it is occurring, design and implement instruction/interventions, and evaluate the effectiveness of instruction/interventions.

Teachers will understand that the problem solving process is recursive and ongoing, utilized for effective instructional decision

making.

Competency 1: Foundations in Language & Cognition

Teachers will develop substantive understanding of six components of reading as a process: comprehension, oral language, phonological

awareness, phonics, fluency, and vocabulary.

Course

Number

Name of Course Indicator

Code

Specific Indicator Curriculum Study Assignment/

Formative Assessment at

Indicator Level

Summative

Assessment at

Competency

Level RED 4325 Subject Area Reading 1.A.1

Performance Indicator A: Comprehension

Understand that building oral and written

language facilitates comprehension.

Read Ch. 2.1 in Improving Reading by

Johns & Lenski, “Oral Language”.

Candidates will discuss how

oral language development builds

comprehension by sharing pictures from

their content area and discussing

information to build comprehension of the

content.Assessment: Written paragraph of

how comprehension was built.

Written exam

comprised of

multiple choice and essay

questions

reflecting the

candidates

understanding

of the six

components of

reading as a

process.

RED 4325 Subject Area Reading 1.A.2

(1.E.1, 1.E.2) *2.1.b. Understand the importance

of learning syntax, semantics, pragmatics,

vocabulary, and text structures required for

comprehension of formal written language of

school, often called “academic language.”

Read Ch. 6 in Content Area Reading &

Literacy by Alvermann, Gillis, & Phelp

“Preparing to Read”. Candidates will

create a lesson plan using the strategy,

List-Group-Label (Taba, 1967) on p. 7,

key vocabulary within the text.

Candidates will use syntax, semantics,

text structure and pragmatics to help

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students understand academic language.

Assessment: Rubric for lesson plan.


(1.E.2) Understand the impact of text upon reading

comprehension (e.g., genre, readability, coherence,

text structure, and text complexity).

Read Ch.7 in Content Area Reading &

Literacy by Alvermann, Gillis, & Phelps

“Reading to Learn”, pp. 227—229,

Common Text Structures.

Candidates will bring content area

textbook from field school

and identify and discuss the impact of

genre, readability, coherence,

text structure and text complexity on

comprehension.

Assessment: Candidates will evaluate the

text complexity of their content textbook

using a rubric on the reading

comprehension for their students. RED 4325 Subject Area Reading 1.A.4

Understand how the interaction of reader

characteristics, motivation, purpose of reading,

and text elements impacts comprehension and

student engagement.


Johns & Lenski, “Lack of Motivation and

Engagement” and ch. 1 in Content Area

Reading and Literacy by Alvermann,

Phelps & Gillis, “Content Literacy and

the Reading Process”. Candidates will

discuss how motivation, purpose of

reading and text elements impact

comprehension and engagement. Groups

will list strategies for motivating and

engaging students and explain why they

selected those strategies.

Assessment: Each group will present

their list of strategies orally.

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Course

Number

Name of Course Indicator

Code

Specific Indicator Curriculum Study Assignment/

Formative Assessment at

Indicator Level

Summative

Assessment at

Competency

Level RED 4325 Subject Area Reading 1.A.5 (1.E.3) Identify cognitive targets (e.g., locate/recall;

integrate/interpret; critique/evaluate) and the role

of cognitive development in the construction of

meaning of literary and informational texts.

Read Ch. 7, pp. 221-222, 224-226,

”Comprehension Guides” in Content Area


Gillis, & Phillips, “Reading to Learn”,

Comprehension Guides, Selective

Reading Guides, Interactive Reading

Guides. Candidates will create a three

level comprehension guide using three

levels of cognitive targets (used on

NAEP)for a section of their content area

textbook. Assessment: Rubric for Three-

Level Study Guide.

RED 4325 Subject Area Reading 1.A.6 (1.E.4)Understand reading as a process of

constructing meaning from a wide variety of print

and digital texts and for a variety of purposes.

Read Ch.1 in Content Area Reading and

Literacy, by Alvermann, Phelps, and Gillis

“the Reading Process” pp. 23-28, and

pp. 77-80, “Creating Community with

Technology and Multi-media”. After a

discussion of the importance of using a

wide variety of print and digital texts,

candidates will select a topic from their

content area and identify and annotate 2

print and 2 digital texts that

may be used by students to build

knowledge on the topic. Assessment:

rubric for evaluating the

quality of the print and digital texts.

RED 4325 Subject Area Reading 1.A.7 Understand the reading demands posed by

domain specific texts.

Read Ch 1 pp. 12-23 in Content Area


Gillis, & Phelps, “Content Literacy and

the Reading Process” “Content Literacy”.

Candidates will discuss the different

aspects of disciplinary literacy. They will

find examples in domain specific texts.

Assessment: The sentences exemplifying

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the differences will be orally shared.

RED 4325 Subject Area Reading 1.A.8 Understand that effective comprehension

processes rely on well developed language,

strong inference making, background knowledge,

comprehension monitoring and self-correcting.

Read Ch. 2 in Content Area Reading and

Literacy by Alvermann, Gillis & Phelps,

“Language as a Vehicle for Teaching and

Learning Content”, pp 41-45. After a

discussion, candidates will identify prior

knowledge, words, inferences needed to

comprehend a poem.

Assessment: Rubric for groups’ T-chart

with text on left and needed understanding in

order to comprehend.


Understand how English language learners’

linguistic and cultural background will influence

their comprehension.



“Language as a Vehicle for Teaching and

Learning Content”, “Diversity in

Language and Learning” pp. 46-54 and

Ch. 8 “Increasing Vocabulary and

Conceptual Growth” pp. 271-275. Read

the list of accommodations from the FL

DOE website, www:FLDOE.org

Candidates will list the grade and subject

accommodations that are appropriate for

their content area subject.

Assessment: Appropriateness of list.

RED 4325 Subject Area Reading 1.A.10 (3.2) Understand the role of formal and informal

assessment of comprehension in making

instructional decisions to meet individual student

needs.


Literacy by Alvermann, Gillis, & Phelps,

pp. 127-169, “Assessment of Students

and Textbooks”. Candidates will discuss the

differences between informal and formal

assessment. Assessment: Candidates will

write a description of a formal and informal

assessment appropriate in their field.

RED 4325 Subject Area Reading 1.B.1

Performance Indicator B: Oral Language

Understand how the students’ development of

phonology, syntax, semantics, and pragmatics

relates to comprehending written language.

Read Ch. 2 in Improving Reading by

Johns and Lenski “Oral Language,

Phonemic Awareness and Beginning

Reading”. Candidates will discuss the

importance of oral language development.

They will use a technical vocabulary word

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from their content area and discuss how to

pronounce it, what it means and how to

use it correctly in a sentence in their

content area.

Assessment: Vocabulary word,

pronunciation, and sentence

clearly showing the correct meaning .

RED 4325 Subject Area Reading 1.B.2 Understand the differences between social and

academic language.

Read Ch .5.1 in Improving Reading by

Johns & Lenski, “Extending Meaning

Vocabulary”. Candidates will select

sentences from their content textbook

which use academic language. They will

rewrite them in everyday social language.

Assessment: Collect sentences to check

correct meanings for the sentences.

RED 4325 Subject Area Reading 1.B.3 Understand that writing enhances the

development of oral language.

Read Ch. 6.8 in Improving Readings by

Johns & Lenski, “Making Inferences”.

Candidates will create Writer and Me

Questions (p. 470) to develop the oral

language needed to make inferences.

Assessment: Questions and evidence of

answers from oral discussion.

Course

Number

Name of Course Indicator Code Specific Indicator Curriculum Study Assignment/ Formative

Assessment at

Indicator Level

Summative

Assessment at

Competency

Level


Understand that the variation in students’ oral

language exposure and development requires

differentiated instruction.


Literacy by Alvermann, Gillis, & Philps,

“Increasing Vocabulary and Conceptual

Growth” (p.269 -272 Intensive

Approaches). Candidates will create a lesson

plan for students at different levels of oral

language exposure using the Vocabulary

Self-Collection strategy. Assessment:

rubric for lesson plan.


Recognize the importance of English language

learners’ home languages, and their significance

for learning to read English.



“Diversity in Language and Learning”,

(pp. 45-53). Candidates will discuss the

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issues and accommodations involved with

ELLs learning to read English.

Assessment: Lesson plan will have

accommodations for ELLs.

RED 4325 Subject Area Reading 1.B.6 (3.2) Understand the role of formal and informal

oral language assessment to make instructional

decisions to meet individual student needs.

Read Ch. 5.1 in Content Area Reading

and Literacy by Alvermann, Gillis &

Phelps is,“Assessment of Students and

Textbooks” (pp. 132-136). Candidates

will discuss the role of formal and

informal oral language assessment

including, observation, repeating sentences

of different complexity and oral and

written retelling. Assessment: Candidates

will write a list of ways of assessing oral

language.

RED 4325 Subject Area Reading 1.C.1

Performance Indicator C: Phonological

Awareness

(1.A.1) Understand phonology as it relates to

language development and reading achievement

(e.g., phonological processing, phonemic

awareness skills, phonemic analysis and

synthesis).


Johns and Lenski, “Oral Language,


Reading,” Candidates will

discuss the relationship of phonology to

reading and Basic Reading Concepts

(p. 96). Assessment: Candidates will define

the phonological terms.


Recognize the phonological continuum

beginning with sensitivity to large and concrete

units of sound (i.e., words & syllables) and

progressing to small and abstract units of sound

(onset-rimes and phonemes).




Reading”, “The Nature and Purpose of

Reading”(pp103-105). Candidates will

discuss the relationship of phonology to

reading and Basic Reading Concepts

(p. 96). Assessment: Candidates will write to

to describe the phonological continuum

of understandings needed to read.

RED 4325 Subject Area Reading 1.C.3 Understand that writing, in conjunction with

phonological awareness, enhances reading

development.




Reading”, “Oral Language”. Candidates

will write captions for a picture pertaining

to their content area using phonological

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awareness skills. Assessment: Candidates

would list the phonological skills used to

write the caption.


(1.A.2., 5.10)Distinguish both phonological and

phonemic differences in language and their

applications in written and oral discourse

patterns (e.g., language & dialect differences).




Reading. Candidates will discuss

language and dialectical differences.

Assessment: Written review of examples.

Course

Number


Assessment at

Indicator Level

Summative

Assessment at

Competency

Level

RED 4325 Subject Area Reading 1.C.5 Understand how similarities and differences in

sound production between English and other

languages affect English language learners’

reading development in English.




Reading. Candidates will discuss

cognates and differences in

pronunciation. Assessment: Candidates

will be able to give examples.

RED 4325 Subject Area Reading 1.C.6 (3.2) Understand the role of formal and informal

phonological awareness assessment to make

instructional decisions to meet individual

student needs.




Reading” , “Auditory Discrimination”.

Candidates will discuss formal and

Informal phonological awareness

assessment, auditory discrimination and

instruction. Assessment: Candidates will

assess a student and create a list of words

from content text that have the

phonemes identified as needed to be

focused upon by the student.

RED 4325 Subject Area Reading 1.D.1

Performance Indicator D: Phonics

(1.B.1) Understand that phonological units

(words, syllables, onset-rimes, and phonemes)

map onto orthographic units (words, rimes,

letters) in alphabetic languages.


Johns & Lenski, “Phonics: Consonants”.

Candidates will discuss the Letter-Sound

Correspondences in Consonants (p. 184),

Vowels (p.193).

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Assessment: Students will rewrite words using

the phonetic alphabet (phonemes

and graphemes.)

RED 4325 Subject Area Reading 1.D.2 Understand sound-spelling patterns and phonics

(grapheme-phoneme correspondence rules).


Johns & Lenski, “Phonics: Consonants”.

Candidates will discuss the grapheme-

phoneme correspondence rules.

Assessment: Candidates will describe the

grapheme-phoneme correspondence

(rules for consonants, blends, diagraphs)

As they pertain to English spelling.

RED 4325 Subject Area Reading 1.D.3 (1.D.3 was “apply) Understand structural

analysis of words.


Johns & Lenski, “Structural Analysis”.

Candidates will discuss word parts.

Assessment: Students will give an

example of words having inflectional

endings, affixes, contractions, compound

words.

RED 4325 Subject Area Reading 1.D.4 Understand that both oral language and writing

can be used to enhance phonics instruction.

Read Ch. 3. in Improving Reading by

Johns & Lenski “Phonics, Decoding, and

Word Identification”. Candidates will

discuss how oral language and writing may

be used to enhance phonics instruction

giving examples of ways to use the

resources such as the list of 100 Words

Used Most Frequently in their Writing on

p. 79. Assessment: Candidates will write a

description of ways of using both oral

language and writing to enhance phonemic

instruction using both oral language and

writing.

RED 4325 Subject Area Reading 1.D.5 Understand the role of formal and informal

phonics assessment to make instructional


Read Ch.4 pp.98-99 , in Content Area Reading

and Literacy by Alvermann, Gillis, &

Phelps, “Planning for Content Literacy”.

Candidates will discuss the role of formal

and informal phonics assessment to make

instructional decisions. Assessment:

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Student will write to explain the differences

between formal and informal phonics

assessment and how they would use the

knowledge to make instructional decisions

to meet individual student needs.

RED 4325 Subject Area Reading 1.E.1

Performance Indicator E: Fluency

(1.C.1, 1.C.2) Understand that the components

of reading fluency are accuracy, expression, and

rate which impact reading endurance and

comprehension.



“Content Literacy in the Reading Process”,

p.8-10. Candidates will discuss the

components of fluency and assess each

others’ fluency. Assessment: Written

summary of classmate’s fluency.


Understand that effective readers demonstrate

flexibility by adjusting their reading rate to

accommodate the kinds of texts they are reading

in order to facilitate comprehension.

Read Ch7 in Content Area Reading and


“Reading to Learn” p. 205. Candidates

will examine text in a content textbook to

determine the rate that one might use to

read the different sections in the text.

Candidates will share their ratings and

discuss reasons for different rates.

Assessment: Written list of reasons for

using different rates.

Course

Number


Assessment at

Indicator Level

Summative

Assessment at

Competency

Level

RED 4325 Subject Area Reading 1.E.3 Understand the relationships among fluency,

word recognition, and comprehension.

Read Ch1 in Content Area Reading and

Literacy by Alvermann, Phelps & Gillis,

“Content Literacy and the Reading Process”

p.9. Candidates will discuss the relation-

ship between fluency, word recognition, and

comprehension. Candidates will discuss

how fluency, word recognition, and

comprehension are related. Assessment:

Students will write how these components

work together (better word recognition and

fluency increase comprehension).


Understand that both oral language and writing

enhance fluency instruction.

Read Ch. 4.2 in Improving Reading by Johns

And Lenski, “Lack of Fluency: Poor

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Phrasing”. Candidates will use phrase

marking of writing to read fluently orally.

Assessment: Oral readings of passages

with phrase markings.

RED 4325 Subject Area Reading 1.E.5 (3.2)Understand the role of formal and informal

fluency assessment to make instructional


Read Ch. 4 in Improving Reading by Johns

and Lenski, “Fluency and Effective Oral

Reading pp282-283 “Oral Reading as

Assessment”. Candidates will discuss the

types of formal and informal fluency

assessment to make instructional decisions.

Assessment: Students will write about

the strengths of formal and informal

assessments of fluency.

RED 4325 Subject Area Reading 1.F.1 Performance Indicator F: Vocabulary

Understand the goal of receptive and expressive

vocabulary instruction is the application of a

student’s understanding of word meanings to

multiple oral and written contexts.

Read Ch 8 in Content Area Reading and



Growth” p. 246. Candidates will

discuss the importance of receptive and

expressive vocabulary instruction.

Assessment: Candidates will include

vocabulary instruction in their lesson plans.

RED 4325 Subject Area Reading 1.F.2 (1.D.1) Understand morphology as it relates to

vocabulary development (e.g., morphemes,

inflectional and derivational morphemes,

morphemic analysis).




Growth” p. 251-252. Candidates will find

examples in their content textbooks that

illustrate the concepts of morphology as it

relates to vocabulary development.

Assessment: Candidates will

explain how understanding morphology

contributes to developing vocabulary.

RED 4325 Subject Area Reading 1.F.3

(1.D.2) Identify principles of semantics as they

relate to vocabulary development (e.g.,

antonyms, synonyms, figurative language, etc.).


and Lenski, “Interest in Words”. Candidates

will identify examples of content area

vocabulary that illustrate principles of

semantics to enhance vocabulary

development. Assessment: Presentation of

vocabulary critical to their content

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using antonyms, synonyms, figurative

language, etc.

RED 4325 Subject Area Reading 1.F.4 Understand the domain specific vocabulary

demands of academic language.




Growth” p. 247-249. Candidates will

identify demands of domain specific

vocabulary. Assessment: Written

explanation of ways to teach vocabulary

from their domain considering the demands.

RED 4325 Subject Area Reading 1.F.5 Understand that writing can be used to enhance

vocabulary instruction.




Growth” p. 283. Candidates will discuss

ways to use writing to enhance vocabulary

instruction such as writing from graphic

organizers. Assessment: Writing sample

and (concept circles) graphic organizer.

RED 4325 Subject Area Reading

1.F.6

(3.2) Understand the role of formal and informal

vocabulary assessment to make instructional



and Lenski, “Vocabulary Development and

Extention”p. 338. Candidates will discuss

the role of formal and informal vocabulary

assessment to make instructional decisions.

Assessment: Student will write to explain

the differences in formal and informal

vocabulary assessment and how they would

use the knowledge to make instructional

decisions so that there is a depth of

understanding.

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Course

Number


Assessment at

Indicator Level

Summative

Assessment at

Competency

Level


1.G.1 Performance Indicator G: Integration of the

Reading Components

(1.F.1) Identify language characteristics related

to social and academic language



pp42-45, “Language, Diversity &

Culture”, Seeing Language as a Social

Practice, and Language of the Text.

Candidates will discuss the differences in

social and academic language from their

field school textbook and make

a list of examples of each.

Assessment: List of examples of social

and academic language.

RED 4325 Subject Area Reading 1.G.2

(1.F.2) Identify phonemic, semantic, and

syntactic variability between English and other

languages.



Pp. 46-52, “Language, Diversity &

Culture”, Second-Language Acquisition

and Learning. Candidates will discuss

examples of phonemic, semantic, and

syntactic variability between English

and other languages such as Spanish,

Creole, French, and dialectical

differences. Assessment: Candidates will

be able to identify examples.


1.G.3

(1.F.3., 1.F.4) Understand the interdependence

between each of the reading components and

their effect upon reading as a process for native

speakers of English and English language

learners.



Pp. 23- 32, The Reading Process.

Candidates will discuss the reading

components and their effect upon

reading as a process for native speakers of

English and ELLs. Assessment: Written

summary of the interdependence of

reading components.

RED 4325 Subject Area Reading 1.G.4 (1.F.5)Understand the impact of oral language,

writing, and an information intensive



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environment upon reading development.

Pp. 316-318, “Writing Across the

Curriculum”, The Writing Process.

Candidates create a wordle using oral

language and vocabulary from their

field experience textbook. Assessment:

A wordle and a freewrite about the

graphic that is produced.

RED 4325 Subject Area Reading 1.G.5 Understand the importance of comprehension

monitoring and self correcting to increase

reading proficiency.

Read Ch. 7.5, in Improving Reading by

Johns & Lenski, “Monitoring Reading”’.

Candidates will discuss what monitoring

and self-correction means and will create

a chart to show a student’s difficulty in

reading. They will record the page/

paragraph, the problem, what the student

did to correct the problem, and how it

worked. Assessment: Chart showing

student problems and attempts to correct.

RED 4325 Subject Area Reading 1.G.6 (3.2) Understand the role of formal and informal

reading assessment to make instructional




pp. 139-140, “Assessment of Students

and Textbooks”. Candidates will discuss

the differences between formal and

informal reading assessments and make

instructional decisions to meet individual

student needs. Assessment: Student will

write a description of how they would use

formal and informal assessment to make

instructional decisions.

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Florida Reading Endorsement Alignment Matrix

Competency #2

Competency 2: Foundations of Research-Based Practices

Teachers will scaffold student learning by applying the principles of research-based reading instruction and integrating the six components of reading. Teachers will

engage in the systematic problem solving process.

Course

Number


Assessment at

Indicator Level

Summative

Assessment at

Competency Level


Performance Indicator A: Comprehension

(2.E) Apply intentional, explicit, and

systematic instructional practices for

scaffolding development of higher order

thinking, comprehension skills,

comprehension monitoring and self-correcting

(e.g., reciprocal teaching, “think aloud,” etc.).


Literacy,”Reading to Learn” pp 207-215.

Candidates will create a QAR lesson plan.

Assessment: Lesson plan and reflection.

Candidates will

scaffold student

learning by

applying the

principles of

research-based

reading instruction

and integrating the

six components of

reading by engaging in

systematic problem-

solving to create a

unit plan for their

content.


Use both oral language and writing

experiences to enhance comprehension.


Literacy, “Writing Across the

Curriculum” p. 332. Candidates will

create a lesson plan using RAFT.


RED 4325 Subject Area Reading 2.A.3 Apply appropriate instructional practices

determined by the student’s strengths and

needs, text structure, and the reading demands

of domain specific text.


Literacy, “Reading to Learn”. Candidates

will create a lesson plan to teach text

structure from domain specific text as

identified from assessment of

students’ strengths and needs.

Assessment: Lesson plan and reflections.

RED 4325 Subject Area Reading 2.A.4 Provide opportunities for student extended

text discussion to enhance comprehension,

promote motivation and student engagement.


Literacy, “Reflecting on Reading “.

Candidates will create a lesson plan on

Discussion Webs from domain specific

text. Assessment: Lesson plan and

reflection.

RED 4325 Subject Area Reading 2.A.5 Select narrative or informational print or

digital texts that are appropriate to the

comprehension instruction to be provided.


Literacy” Plan for Content Literacy”.

Candidates will select print and digital

text that can aid in comprehension of the

domain specific topic. Assessment:

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Candidates ‘ lists of print and digital text

To supplement field experience

textbooks .

Course

Number


Assessment at

Indicator Level

Summative

Assessment at

Competency Level


Provide comprehension instruction that

supports students’ ability to read multiple

print and digital texts and to synthesize

information within, across and beyond those

texts.


Literacy, “Writing across the Curriculum”.

Candidates will create an Inquiry Chart

using multiple sources. Assessment:

Inquiry Chart and reflection.

RED 4325 Subject Area Reading 2.A.7 Scaffold discussions to facilitate the

comprehension of text and higher order

thinking skills for students with varying

English proficiency levels.


Literacy, “Reflecting on Reading” pp.289-

294. Candidates will develop a discussion

Matrix using the recommendations on

p. 291 to use higher order thinking skills.

Assessment: Matrix and reflection on

discussion after teaching.


2.A.8

Model a variety of strategic activities

students can use to foster comprehension

monitoring and self correcting.

Read Chapters in 50 Instructional Routines

To Develop Content Literacy by Fisher,

Brozo, Frey, & Ivey. Candidates will select

a variety of strategic activities to foster

comprehension monitoring and self-

correcting and create a lesson plan..

Assessment: Quiz question from class

presentations demonstrating strategies.

RED 4325 Subject Area Reading 2.A.9 (3.2., 5.12) Recognize, describe, and

incorporate appropriate comprehension

assessments to guide instruction.


Literacy, “Assessment of Students and

Textbooks. Candidates will list and

describe comprehension assessments for

sections of text used in their unit plan.

Assessment: Assessments for unit plan.


Performance Indicator B: Oral Language

Apply intentional, explicit, and systematic

instructional practices for scaffolding

development of oral/aural language skills

(e.g., language experience approach, Socratic

questioning).language (e.g., orthographic

Read ch. 2.1 in, Improving Reading by

Johns & Lenski, “Oral Language”, p. 98-

102. Candidates will create a lesson using

Language Experience Approach.

Assessment: Lesson and reflection.

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skills, phonetic and structural analysis: rules,

patterns, and generalizations).


Create an environment where students

practice appropriate social and academic

language to discuss diverse texts.

Read ch. 4 in Content Area Reading and

Literacy, “Planning for Content Literacy”,

Reciprocal Teaching, pp. 110-113.

Candidates will create a lesson plan using

Reciprocal Teaching. Assessment: Lesson

plan on Reciprocal Teaching and

reflection.


*2.2.b. Recognize and apply an English

language learner’s home language

proficiency as a foundation and strength to

support the development of oral language in

English.

Read pp. 322-323, in Improving Reading by

Johns & Lenski, “Taking Account of

Dialects”. Candidates will discuss how

Home language proficiency can be used as a

a strength in the development of oral

language in English. Assessment: Lesson

plan and reflection.

Course

Number


Assessment at

Indicator Level

Summative

Assessment at

Competency Level


2.B.4

Use writing experiences to enhance oral

language (e.g., interactive writing, student to

teacher sentence dictation).

Read pp. 320-321. in, Improving Reading by

Johns & Lenski, “Oral Reading as

Performance”. Candidates will create a

Writing lesson to create a Reader’s

Theatre with student.

Assessment: Lesson and reflection.

RED 4325 Subject Area Reading 2.B.5 (3.2., 5.12) Recognize, describe, and

incorporate appropriate oral language


Read p.320-321 in Improving Reading by

Johns & Lenski, “Oral Reading as

Performance”. Candidates will assess

students using Storytelling. Assessment:

Written evaluation of storytelling using a

storytelling matrix (Fine, 2011).


Performance Indicator C: Phonological

Awareness

(2.A was “identify”) Apply intentional,

explicit, systematic instructional practices to

scaffold development of phonological

awareness. (e.g., blending and segmenting

syllables, onset-rimes, and phonemes).

Read Ch. 2.9, 2.10 in Improving Reading by

Johns and Lenski,, “Onset and Rimes” and

“Phonemic Awareness”. Candidates will

find examples of vocabulary words that

have onset and rimes, blends and segment

them into syllables to show how to decode

words. Assessment: List of content

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vocabulary that has been segmented

properly.

RED 4325 Subject Area Reading 2.C.2 Provide opportunities for students to use

oral/aural language to enhance phonological

awareness (e.g., rhyming and alliteration).

Read Ch.2.6 and 2.7 in Improving Reading

by Johns and Lenski, “Rhyming” and

“Syllabic Awareness”. Candidates will

discuss the importance of phonological

awareness and will create a list of

vocabulary words from their field

experience textbook and give examples

of words that rhyme or have alliteration to

create couplets from their content. See

Found Poems in 50 Content Area

Strategies for Adolescent Literacy by D.

Fisher, W. G. Brozo, N. Frey, & G. Ivey.

Assessment: Copies of the found poems.

RED 4325 Subject Area Reading 2.C.3 Understand and apply knowledge of how

variations in phonology across languages

affect English language learners’ reading and

writing development.



pp.324-325, “Writing Across the

Curriculum”, Writing and English

Language Learners” and Ch. 2. “Language,

Diversity, and Culture” p. 56-57,

Supporting Literacy among Adolescent

English Learners. Candidates will create

lesson plans with modifications for ELLs

to reflect how the variation in phonology

across languages affects ELLs reading

and writing. This includes opportunities for

writing,and reading aloud.

Assessment: Lesson plans will include

modifications and assessment to be sure that

ELLs are able to read and write English

with understanding.


Use writing experiences, in conjunction with

phonological instruction, to enhance reading

achievement (e.g., Elkonin boxes or

magnetic letters, individual response

whiteboards).


Johns and Lenski, “Phonemic Awareness”.

Candidates will use Elkonian boxes

(sound boxes) to demonstrate the

phonemes in vocabulary from their field

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experience textbooks to write sentences

and read them orally. Assessment: Sound

boxes showing the phonemes in content

vocabulary.

RED 4325 Subject Area Reading 2.C.5 (3.2, 5.12) Recognize, describe, and

incorporate appropriate phonological

awareness assessments to guide instruction.


Johns and Lenski, “Phonemic Awareness”.

Sound Boxes for Segmenting Phonemes.

Candidates will select key vocabulary

from their field experience textbook and

ask their students to identify the phonemes.

Assessment: Lesson to teach how to use

phonemes to spell content words.

RED 4325 Subject Area Reading 2.D.1 Performance Indicator D: Phonics

(2.B was “identify) Apply intentional,

explicit, systematic instructional practices for

scaffolding phonics development on a

continuum from the individual phoneme-

grapheme level through the multi-syllabic

word level.


Johns and Lenski, “Phonics: Consonants”,

p. 188. using the strategy, Write It.

Candidates will write a lesson in which

they introduce vocabulary orally by first

asking students to write the word as they

think of the phonics components and

then they compare the words so they can

see the spelling of the words, working

from the phoneme-grapheme level through

the multi-syllabic word level.

Course

Number


Assessment at

Indicator Level

Summative

Assessment at

Competency Level


Recognize and apply an English language

learner’s home language as a foundation and

strength to support the development of

phonics in English.

Read Ch. 4. in Improving Reading by

Johns and Lenski, “Resources”, Taking

Account of Dialects, p. 322. Candidates

will create a lesson plan in which they

emphasize the phonics elements of

content vocabulary that are the same or

different from their native language.

Assessment: Lesson plan and reflections.


Use oral/aural language and writing

experiences to enhance phonics instruction

(e.g., sentence strip words, phrases, and

pocket charts).


Johns and Lenski, “Phonics, Decoding

And Word Identification”, Making

Words pp. 198. Candidates will create a

lesson using a pocket chart to be able to

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move the letters and make words from

a key vocabulary word in their field

experience textbooks.

Assessment: lesson plan with examples

for the Making Words strategy.

RED 4325 Subject Area Reading 2.D.4 (3.2, 5.12) Recognize, describe, and

incorporate appropriate phonics assessments

to guide instruction.

Read in Improving Reading by

Johns and Lenski, pp. 277-278, The Nifty

Thrifty Fifty word list. Candidates will

assess students’ knowledge of the Nifty

Thrifty Fifty and the word affixes

associated with them. Assessment:

Lesson plan to teach unknown affixes.


Performance Indicator E: Fluency

(2.C was “identify”) Apply intentional,


scaffold accuracy, expression, rate, and

reading endurance (e.g., paired reading,

repeated reading, echo reading, reader’s

theater, etc.).


Johns and Lenski, “fluency and Effective

Oral Reading”, pp. 282-283, 287

“Structured Repeated Readings”.

Candidates will create a structured

repeated reading lesson plan and do the

reading progress chart.

Assessment: Lesson plan and analysis of

chart.


(3.2, 5.12) Use oral/aural language and

writing experiences to enhance fluency (e.g.

poetry chart, song lyrics)


Johns and Lenski, “Fluency and Effective

Oral Reading”. Candidates will model

phrasing as indicated on p. 290, #10, and

create a lesson using poetry or a song that’

is relevant to their field experience

textbook unit.

Assessment: Lesson plan to teach fluent

reading of a poem or song and reflection.


(3.2., 5.12) Recognize, describe, and

incorporate appropriate fluency assessments

to guide instruction.

Read Ch.4 in Improving Reading by

Johns and Lenski, “Fluency and Effective

Oral Reading” pp.324, Recording a

Student’s Oral Reading Miscues” and

p. 332, Procedures for Determining

Words Per Minutes. Candidates will

Assess a student’s fluency and make a

plan to guide instruction.

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Course

Number


Assessment at

Indicator Level

Summative

Assessment at

Competency Level


scaffold vocabulary and concept

development (e.g., shared reading, semantic

mapping, etc.).

RED 4325 Subject Area Reading 2.F.1 Performance Indicator F: Vocabulary

(2.D was “identify”) Apply intentional,


scaffold vocabulary and concept

development (e.g., shared reading, semantic

mapping, etc.).


Literacy by Alvermann, Gillis, & Phelps


Growth” p. 251. Candidates will create a

lesson plan for semantic mapping and

implement it in class and in their field

experience classroom. Assessment:

Lesson plan and reflection.


Provide for continual integration, repetition,

and meaningful use of domain specific

vocabulary to address the demands of

academic language.




Growth”. Candidates will create lesson

plans for their field experience classroom

integrating vocabulary. Assessment:

Lesson plans and reflection.


Incorporate vocabulary instruction through

analogies (e.g., cognates, Greek and Latin

roots).




Growth” p. 273. Candidates will create

lesson plans for their field experience

classroom focused on analogies.


RED 4325 Subject Area Reading 2.F.4 Provide an environment that supports wide

reading of print and digital texts, both

informational and literary, to enhance

vocabulary.




Growth” p.262. Candidates will use print

and digital texts of informational and

literary text to enhance vocabulary in

their field experience classroom.

assessment: Lesson plan and reflection.

RED 4325 Subject Area Reading 2.F.5 *3.2.j Incorporate instructional practices that

develop authentic uses of English to assist



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English language learners in learning

academic vocabulary and content.


Growth” p. 266. Candidates will create

lesson plans with modifications for

English Language Learners (ELLs).


RED 4325 Subject Area Reading 2.F.6 Use oral/aural language and writing

experiences to enhance vocabulary (e.g.,

interactive word walls, word sorts, word

charts for secondary).




Growth”. Candidates will create a lesson

plan using word sorts for their field

experience classroom.


Course

Number


Assessment at

Indicator Level

Summative

Assessment at

Competency Level


2.F.7

Use multiple methods of vocabulary

instruction (e.g. multiple contexts, examples

and non-examples, elaborations, etc.).




Growth” pp. 258. Candidates will create

lesson plans using the Frayer Model with

examples and non-examples of

vocabulary. Assessment: Lesson plan and

reflection.

RED 4325 Subject Area Reading 2.G.1

Performance Indicator G: Integration of

the Reading Components

(2.F.1, 2.F.2 was “identify”) Apply

comprehensive instructional practices,

including writing experiences, that integrate

the reading components.



“Writing Across the Curriculum”.


The strategy, RAFT. Assessment: Lesson

Plan and reflection.

RED 4325 Subject Area Reading 2.G.2 Identify instructional practices to develop

students’ metacognitive skills in reading

(e.g., text coding such as INSERT, two

column notes).



“Studying and Study Strategies”.


two-column notes. Assessment: Lesson

plan and reflection.

RED 4325 Subject Area Reading 2.G.3 (2.F.3 was “identify”) Use resources and

research-based practices that create


Literacy by Alvermann, Phelps & Gillis,

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information intensive environments (e.g.,

diverse classroom libraries, inquiry reading).

“Writing across the Curriculum”.

Candidates will create a lesson using I-

Charts., p. 355. Assessment: Lesson plan and

reflection.


2.G.4

(2.F.4 was “identify”) Use research-based

guidelines for selecting literature and domain

specific print and digital text appropriate to

students’ age, interests and reading

proficiency (e.g., young adult literature,

informational texts).



“Developing Lifetime Readers: Literature

In Content Area Classes. Candidates will

Create a lesson create a list of literature

and digital text appropriate to students’

age, interests and reading proficiency.

Assessment: Annotated list of books and

digital text with justification for use.

RED 4325 Subject Area Reading 2.G.5 Demonstrate understanding of similarities

and differences between home language and

second language reading development.



“Language, Diversity and Culture”.

Candidates will discuss differences in

Home languages and second language

reading development. Assessment:

Lesson plan with accommodations for

ELLs.

RED 4325 Subject Area Reading 2.G.6 Triangulate data from appropriate reading




“Assessment of Students and Textbooks”’

Candidates will use data for a case study

on one student using the reading

components. Assessment: Case Study

with guidelines for instruction.

Documents

Florida Reading Endorsement Alignment Matrix Competency 1fiulearn.fiu.edu/.../new_fl_just_read_comp_1_and_2_matrix_for_red43… · Florida Reading Endorsement Alignment Matrix Competency