Designing and Implementing Literacy Instruction

Designing and Implementing
Literacy Instruction

Course Title: LTCY 320

Performance Level: Level II

Title of Student Performance: Designing and Implementing Literacy Instruction

New Teacher Standards

Standard 1: Designs/Plans Instruction
Standard 3: Implements/Manages Instruction

Teacher Work Sample Standard(s) Addressed:

· Contextual Factors: The teacher uses information about the learning-teaching context and student individual addresses to set learning goals, plan instruction and assessment.

· Design for Instruction: The teacher designs instruction for specific learning goals, student characteristics and needs, and learning contexts.

Disposition Statement (INTASC):

Standard 4, Instructional Strategies:

4.21 The teacher values the development of students' critical thinking, independent problem solving, and performance capabilities.
4.22 The teacher values flexibility and reciprocity in the teaching process as necessary for adapting instruction to student responses, ideas and needs.

Standard 7, Planning Instruction

7.21 The teacher values both long term and short term planning.
7.22 The teacher believes that plans must always be open to adjustment and revision based on student needs and changing circumstances.
7.23 The teacher values planning as a collegial activity.

Materials Needed:

lesson plan format, variety of children’s literature or instructional texts

Rationale:

As a reading teacher, you will be required to plan literacy instruction using a variety of children’s literature and texts. The purpose of this assignment is to provide LTCY 320 students with an opportunity to plan and teach a reading lesson using an appropriate text or trade book encompassing a variety of genre of literature.

Product/Task (identified):

You will be expected to plan and teach one reading lesson utilizing either a DRTA or DLTA instructional format for the lesson. You will turn in the lesson plan, a summary sheet and a personal reflective summary. DRTA is appropriate for grades 2 and up, DLTA is appropriate for grades K-1.

Performance Criteria:

1) Administer a Reading Interest Inventory to determine the interests and needs of students.

2) Based on elements of the Interest Inventory, design a reading lesson utilizing either a DRTA or DLTA instructional format for the lesson.

3) The final product will include the following components:

· A rationale stating why you have selected to use the specific instructional format (i.e., DRTA or DLTA).

· A formal written lesson plan used to design and plan the reading lesson.

· A reflective summary describing your perspective of the teaching experience and your observation of students before, during and after instruction.

· A personal reflective summary identifying your instructional strengths and discussing target areas for growth demonstrated in your teaching.

YOU MUST BE ABLE TO LOAD THIS INTO YOUR ELECTRONIC PORTFOLIO. All components should be electronic so that they can be uploaded into your electronic portfolio.

Scoring Guide:

1 - Standard Not Met	2 - Standard Partially Met	3 - Standard Met	4 - Exemplary
No or inappropriate Interest Inventory administered; tally sheet does not accurately reflect results.	Administered appropriate Interest Inventory and completed tally sheet. Some question as to appropriateness and accuracy.	Administered appropriate Interest Inventory and accurately completed tally sheet.	Administered appropriate Interest Inventory and accurately completed tally sheet on the first attempt and without extra assistance.
No evidence that selection of DRTA or DLTA was based on Interest Inventory results and needs of students. (rationale)	Little evidence that selection of DRTA or DLTA was based on Interest Inventory results and needs of students. (rationale)	Selection of DRTA or DLTA was based on Interest Inventory results and needs of students. (rationale)	Selection of DRTA or DLTA was based on Interest Inventory results and needs of students. This was accomplished on the first attempt and without extra assistance. (rationale)
Lesson did not include sufficient evidence of the inclusion of aspects of setting purposes for reading and prompting for students to make predictions about what they will find out next in the text.	Lesson included at least two aspects of setting purposes for reading and prompting for students to make predictions about what they will find out next in the text.	Lesson included at least three aspects of setting purposes for reading and prompting for students to make predictions about what they will find out next in the text.	Lesson included at least four aspects of setting purposes for reading and prompting for students to make predictions about what they will find out next in the text and was accomplished on the first attempt, without extra assistance.
No formal lesson plan; lesson plan failed to meet prescribed format; major flaws in design or plan for the reading lesson.	Weaknesses or inaccuracies found in formal lesson plan, in prescribed format, or in the design and the plan for the reading lesson.	Formal lesson plan in prescribed format was submitted indicating the design and the plan for the reading lesson.	Formal lesson plan in prescribed format was submitted indicating the design and the plan for the reading lesson. This was accomplished on the first attempt and without extra assistance.
Reflective Summary is missing or is unclear and unfocused on your perspective of the teaching experience and your observations of students before, during and after instruction.	Reflective Summary is somewhat clear and focused; lacking information on your perspective of the teaching experience and/or your observations of students before, during and after instruction.	Reflective Summary is clear and focused on your perspective of the teaching experience and your observations of students before, during and after instruction.	Reflective Summary is clear and focused on your perspective of the teaching experience and your observations of students before, during and after instruction. This was accomplished on the first attempt and without extra assistance.
Personal Reflective Summary is missing or is unclear and unfocused in identifying your instructional strengths and in targeting areas for growth as identified in your teaching experience.	Personal Reflective Summary is somewhat unclear in identifying your instructional strengths and in targeting areas for growth as identified in your teaching experience.	Personal Reflective Summary clearly identifies your instructional strengths and targets areas for growth as identified in your teaching experience.	Personal Reflective Summary clearly identifies your instructional strengths and targets areas for growth as identified in your teaching experience. This was accomplished on the first attempt and without extra assistance.
Inappropriate format and mechanics.	Appropriate format and mechanics.	Appropriate format and mechanics.	Appropriate format and mechanics on the first attempt and without extra assistance.
Little concern for presentation.	Acceptable presentation.	Attractive presentation.	Attractive presentation on the first attempt and without extra assistance.
COMMENTS: