Alignment Chart

I plan to teach literacy in content areas to graduate students who are interested in becoming teachers in K12 settings.
Module theme or Topic: Foundational Knowledge and Dispositions -Based on IRA Standard 1Terminal Objective: Display knowledge and dispositions related to content reading, and the teaching of
content reading
Enabling Objectives Assessment Idea
Absorb Activity
Do Activity
Connect Activity
Generate an
Classroom
Read what literacy
Discuss what
Write about how
understanding of
Discussion
is & Read
literacy is & Present you would teach
content reading
definitions of
strategies that you content reading. In
content reading
use to support
your writing, make
students literacy in connections to
the content that
current educational
you teach. In your
policy and discuss
presentation,
the challenges and
discuss why is
opportunities of
content literacy
teaching literacy in
important when
content areas.
teaching content.
Outline ethical and Display ethical and Watch the video
Conduct
Discuss rubrics that
caring attitudes in
caring attitudes in a about ethical and
interviews/surveys
evaluate ethical
teaching and
concept map &
caring attitudes in
with families,
and caring attitudes
learning literacy in
Using the rubric,
teaching and
colleagues, and
& make
content areas.
give feedback to
learning literacy in
communities to
comparisons for the
students.
content areas.
learn what they
purpose of
think about your
adjusting your
strategies of
beliefs or practices
supporting
if necessary.

students learning.

Module theme or Topic: Develop Instructional Strategies and Curriculum Materials - Based on IRA Standard
2Terminal Objective: Develop a wide range of instructional practices, approaches, methods, and curriculum
materials to support reading and writing instruction.
Enabling Objectives Assessment Idea
Absorb Activity
Do Activity
Connect Activity
Use key
Discussions on
Read about
Plan and implement Discuss grouping
instructional
grouping option &
Favorable Learning grouping options
options. During
grouping options
Students should
Environments &
that accommodate your discussions,
(individual, smallmodel and scaffold Grouping options
cultural and
make connections
group, whole class, procedures so that
linguistic diversity
to the research
computer-based)
they can work
& Model and
studies that
effectively.
scaffold
document real life
procedures.
experiences. In
these case studies,
how were the
children in the case
studies were
grouped?
Exercise
technology-based
practices that
promote reading
and/or writing

Using rubric,
evaluate the video
(iMovie or
Moviemaker) of
approximately 10

Watch related
YouTube videos

Engage in
discussions about
technology-based
practices & Discuss
the rubric for

Make connections
to other ways of
integrating
technology into
classroom (e.g.,

across the
curriculum.

minutes that
presents their
knowledge of
planning, teaching,
and assessment in
their content area.

Modify your current

instructional
practices, including
technology-based
practices in
effective reading
instruction for
learners

Provide student
teachers a rubric
through which they
can evaluate their
own assignments
(projects).

Read research
studies on
instructional
practices

evaluating the
video production &
Create a video
(iMovie or
Moviemaker) of
approximately 10
minutes that
presents their
knowledge of
planning, teaching,
and assessment in
their content area.

using PowerPoints,
digital storytelling,
Twitter, Google
Docs) & Make
reflections on the
process of creating
the video, and write
a self-evaluation.

Create a
multimodal
instructional tool
based on classroom
reading. The aim is
to help teachers
engage students in
transformative
practices & Discuss
the rubric and
model how you
engage in selfevaluation.

Write a reflection
about how and why
you modified your
instructional
strategies and
curriculum
materials & Make
connections to your
students different
cultural and
linguistic
backgrounds when
explaining why and
how you redesign
your practice or
method.

Module theme or Topic: Integrate Instructional Strategies and Curriculum Materials - Based on IRA Standard
4Terminal Objective: Integrate knowledge and dispositions of instructional practices, curricular materials to
create a literate environment that fosters both reading and writing.
Enabling Objectives Assessment Idea
Absorb Activity
Do Activity
Connect Activity
Collect information Classroom
Read about ways of Use technology to
Make connections
about childrens
discussion and peer collecting
gather and use the to the research
interests and
evaluation
information &
information in
studies that made
backgrounds. They (feedback)
Family visits to
instructional
used teaching
use this information
learn more about
planning & give
strategies based on
when planning
the students
feedback on what
students interests
instruction.
information your
and backgrounds.
peer has gathered.
Find a large supply
Use the checklist
Observe your
Make a library
Make connections
of books,
for making sure
classmates
search and Prepare to the traditional
technology-based
that you have
materials and think a checklist for a
classroom materials
information, and
variety of
about possible
large supply of
used today &
non-print materials resources.
modifications on
books, technologyDiscuss how your
representing
your checklist.
based information,
diverse materials
multiple levels,
and non-print
can address
broad interests,
materials
students diverse
cultures and
representing
cultural
linguistic
multiple levels,
backgrounds.
backgrounds.
broad interests,
cultures and
linguistic
backgrounds &
Present your
checklist.
List the ways in
Use a concept map Read about how to
Brainstorm the
Make connections

which you would

motivate your
students to be lifelong readers.

about motivation
factors when
assessing
motivation

motivate your
students

ways in which you

can motivate your
students & Create a
concept map based
on your
brainstorming

to students who are

not motivated in
classroom and
discuss the
conditions leading
to be distraction or
lack of motivation.

Module theme or Topic: Work with a Hypothetical Case Study - Based on IRA Standard 4Terminal Objective: Design and develop ideas, practice, and strategies for working with a case study that
you select based upon your reading of the course textbook
Enabling Objectives Assessment Idea
Absorb Activity
Do Activity
Connect Activity
Select one of the
Discuss why you
Read other case
Analyze the case
Discuss the case
case studies
select the particular studies on the
studies provided
studies & Compare
presented to you at case study
discussion board
you as choices.
your study with
the beginning of
others and make
the course to work
notes about your
with throughout the
comparison.
course
Summarize the key
issues you see
facing the students
in the study

Create a concept
map that
demonstrates your
understanding of
the key issues
identified.

Observe the
sample concept
maps that provide
summaries and/or
demonstrate an
understanding of

Identify and
analyze at least
five resources
(include complete
APA biographic
information) that

Make connections
to other recourses
& Give feedback to
your peers analysis
and concept maps

the key concepts

covered.

List the ways in

which you would
plan to work with
the students in the
case study based
upon your readings
thus far

Use a rubric to
evaluate your plan

would support this

case study (e.g.,
childrens
literature,
expository texts,
other texts [art,
music, video,
music, etc.])
Watch the
Identify and
reflection videos in present 5 strategies
which past students that would work
describe how they
with this case study
made plans about
and why these
how to work with
strategies would be
case studies and
most appropriate
used rubrics for
self-evaluation.

Make plans that will

support the
students in future
weeks

Module theme or Topic: Assessment - Based on IRA Standards 1, 2, 3 Terminal Objective: Design assessment strategies that are appropriate for teaching literacy in content area
Enabling Objectives Assessment Idea
Absorb Activity
Do Activity
Connect Activity
Acknowledge
Discussion
Read about
Discuss and Write
Make connections
different
assessment
your analysis of the to your own
assessment
strategies
strategies
classroom
strategies
conditions and
compare the
strategies
Outline the
Use the concept
Read Karen Hesses Summarize the
Assess the

assessment
formulas described
in the course book.

map to check the

accuracy of your
outline.

Generate
Discussion on why
assessment ideas
you chose these
for your own course strategies in the
context of this
novel

Out of the Dust and

King and Nisbets
plan for teaching
this novel & Listen
to your peers who
describe how they
decide on the
readability level for
Karen Hesses Out
of the Dust

assessment
formulas in 2-3
minutes (During
your presentation,
discuss how it is
effective or not).
Create a concept
map that shows
your understanding
of the assessment
formulas
Watch your
Identify, synthesize,
instructor who
and discuss three
models a method of strategies that you
implementation for have learned about
assessment
in the course text
strategies
that would support
students as they
read the novel Out
of the Dust, and
which would help
you as a teacher
teach this novel.

readability of the
novel Out of the
Dust based upon
one of the formulas
in the course book
& Write about how
this assessment
builds on future
planning.
Compare and
contrast these
assessment
strategies with
traditional ones.