Foundational Knowledge

Candidates understand the theoretical and evidence-based foundations of reading and writing processes and instruction. 

• 1.1 Candidates understand major theories and empirical research that describe the cognitive, linguistic, motivational, and sociocultural foundations of reading and writing development, processes, and components, including word recognition, language comprehension, strategic knowledge, and reading-writing connections. 
• Annotated bibliography 
• Metacognition Interview 
• Essay on reluctant readers
• 1.2 Candidates understand the historically shared knowledge of the profession and changes over time in the perceptions of reading and writing development, processes, and components. 
• Double entry journal January 2011
• Double entry journal November 2010
• 1.3 Candidates understand the role of professional judgment and practical knowledge for improving all students' reading development and achievement.
• I regularly use assessment information to inform my instructional planning, such as how students are achieving on the OAKS assessment or DRA2. However, I realize the limitations of any assessment tool and use my professional judgment to adjust lessons and groups to meet the needs of my students rather than rigidly placing them for long periods of time.