Literacy Teaching Portfolio

NYS Reading Certification

Table of Contents

Introduction

Demonstrates knowledge of psychological, sociological, and linguistic foundations of reading and writing processes.

Demonstrates the knowledge of reading research and histories of reading.

Demonstrates knowledge of language development & reading acquisition & the variations related to culture & linguistic diversity.

Demonstrates knowledge of the major components of reading and how they are integrated in fluent reading.

Uses Instructional Grouping Options

Uses a wide range of instructional practices, approaches, and methods for learners at differing stages of development.

Usse a wide range of curriculum materials in effective instruction for learners at different stages of reading development.

Uses a wide range of assessment tools and practices.

Places students along a developmental continuum and identify students’ proficiencies and difficulties.

Uses assessment information to plan, evaluate, and revise effective instruction that meets the needs of all students.

Uses students’ interests, reading abilities and backgrounds as foundations for the reading and writing program.

Uses a large supply of books & non-print materials representing multiple levels, interests, cultures & linguistic backgrounds

Models reading and writing enthusiastically as valued life-long activities.

Motivates learners to be life-long readers.

Displays dispositions related to reading and the teaching of reading.

Continues to pursue the development of professional knowledge and dispositions.

Works with colleagues to observe, evaluate, and provide feedback on each other’s practice.

Participates in, initiate, implement, and evaluate professional development programs.

Are there similarities between the way writers/readers and artists/viewers construct meaning from text and artwork?

References