Competency+008

Competency 008

** MRT STUDY GUIDE ** ** Domain 8: Design, Delivery, and Assessment in Reading ** ** Submitted by: Morgan Tolleson ** -reading and writing are acquired on a developmental continuum, vs. the “all or nothing” phenomena -therefore, students will probably not master a skill in any one grade level, but will increase and evolve throughout their academic careers -oral language ->concepts of print ->phonological awareness->alphabetic principle->graphonemic knowledge->fluency->vocabulary->comprehension -each component effects the acquisition of the next—it’s a foundational continuum. -early childhood years are the most important for literacy development -however, if all investment is done at early childhood---then children will fall short. Investment must occur in the older grades also.
 * Explanation: (Important Ideas, Concepts, Strategies) **
 * What is the continuum of knowledge and skills involved in learning to read? **

-TEA sets state standards for the content areas, which are utilized to develop the curriculum (TEKS) -5 strands: reading, writing, research, listening/speaking, oral and written conventions -K-2: phonological awareness, phonics, fluency, vocabulary, comprehension (TEKS address these. aligned with national reading) -3-4: **standards are cumulative**—the standards addressed in lower grades must be taught in the higher grades as well. **Must build on prior knowledge and skills. Students must read and write on a daily basis**. -ELL: comprehensive reading program: phonemic awareness, comprehension, phonics, fluency, and oral language. All must be addressed within their program to ensure optimal learning. -the skills build upon each other. The Kindergarten skill’s mastery is a pre-requisite for mastery of the 1st grade skill. As we move up the grade levels, the skills go up on Bloom’s Taxonomy.
 * What are the state content and performance standards in reading? **

-recursive process. They are all intertwined and affect each other. **ASSESSMENT** - screen, diagnose, and evaluate the progress of student learning. -Screening tools-identifies struggling students -Diagnostic measures-provides specific info about student strength and weakness -progress monitoring-ongoing information about the effectiveness of instruction -outcome assessments-skill mastery) *informs and shapes **instructional programs**  -determines gaps and what students control  -this information can help plan building on student strengths  while addressing student weaknesses  * effects **instructional planning**  - helps us decide what to teach and how to teach it  -method of teaching and activities used to master content and objectives  -activities of both teacher AND students  -no one reading program is the best—but they all have similar characteristics  *reading instruction based on adopted standards capitalizing on student strengths and addressing student weaknesses based on assessment  *supplemental intervention is provided when needed based on assessment  *progress monitoring used to assess the effectiveness of intervention and student growth  *research based methods used  *explicit instruction in: phonemic awareness, phonics, fluency, vocab, comprehension *ample opportunity to apply these skills in meaningful ways/engaged and supported in print rich environment * teachers have a “deep bag of tricks” used to help meet student needs *teachers are self-reflective and have adopted a problem solving attitude when students struggle. When no progress is made---teachers examine instructional approaches *accommodations are provided to struggling readers as well as ample/multiple opportunities to master skills -deciding what to teach has to do with state standards and assessment information -deciding how to teach depends on choosing effective strategies based on student needs -merges assessment data, state standards and expectations, instructional methodology, and student success to create a reading program. -teacher self-reflection is critical. Modifications must be made if the student does not respond.
 * What is the relationship between assessment, planning, and instruction? **
 * INSTRUCTION **
 * INSTRUCTIONAL PLANNING **

-**Identify Needs**—through assessment, observation, student samples -**Instructional Analysis—**what do students need to understand to reach an instructional goal/prerequisite skills. -**Learner Analysis-**consider instructional needs, scaffold instruction, provide accommodations -**Instructional Setting-**Best method of delivery, grouping (whole, small), technology, materials -**Instructional Strategy-**prior knowledge, integrating, direct instruction, modeling, guided practice, independent practice, teacher feedback, testing plan, remediation and enrichment -**Materials Development-**reflective, draft and refine materials (ex. shorter passages if students struggle with a skill), based on lesson outcomes -**Formative Evaluations**-outcomes, tied to setting, and these are necessary to determine if mastery has occurred and to adjust instruction and planning -**User Training**-use of materials, training of instructors
 * What are the components of effective instructional design? **
 * - ** analysis of learning needs and the systematic development of instruction

Flexible Grouping-student groups are identified and formed using assessment data, instruction looks different from group to group, Whole Group-introducing lessons, modeling, reviewing concepts, re-teach, addressing grade level standards Small Group-small group lacks a skill, intensity if raised, devote more time to student needs, formed based on assessment data, and explicit instruction provided for that student “targeted instruction”. -also can be buddy reading, small study groups, literature circles
 * What are the ways to organize, manage, and differentiate reading instruction? **

One-to-One-highly intensified and individualized