Rose LLAP 1

Literacy Learners Analysis Project

Michigan State University
TE 846

Shelby Rose
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I. Background and Rationale

Rasheed and Wahid state, “The theory of differentiated instruction is one of the sensational

theories in education which changed the way a teacher teaches according to the needs of the learner

(2018).” Additionally, Bender (2012) draws from a multitude of research in his statement, “In

addition to the broadening theoretical basis for differentiated instruction, there are other changes in

emphasis within the broader differentiated instructional paradigm. In particular, the work on the

physiology of learning process has come to influence the differentiated instructional approach much

more since 1999 (Sousa & Tomlinson, 2011). Of course, much of the work on the physiology and

neurochemistry of learning has been undertaken since the original differentiated instructional concept

was described by Tomlinson (1999), and this research, both theoretical and practical in nature, has

clear implications for differentiating instruction in both reading and mathematics (Bender, 2009a;

2008; Caine & Caine, 2006; Coch, 2010; Devlin, 2010; Shah, 2012; Sousa, 2010; Sousa &

Tomlinson, 2011).

Carol Tomlinson, considered to be the guru of differentiated instruction wrote,

“In differentiated classrooms, teachers begin with two critical “givens”: there are content

requirements—often in the form of “standards”—that will serve as destination points for their

students, and there are students who will inevitably vary as learners. Thus, teachers in

differentiated classrooms accept and act on the premise that they must be ready to engage

students in instruction through different approaches to learning, by appealing to a range of

interests, and by using varied rates of instruction along with varied degrees of complexity and

differing support systems. In differentiated classrooms, teachers ensure that students compete

against themselves as they grow and develop more than they compete against one another,

always moving toward—and often beyond—designated content goals. In other words, teachers

who differentiate provide specific alternatives for individuals to learn as deeply as possible and
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as quickly as possible, without assuming one student’s road map for learning is identical to

anyone else’s (2014).”

Differentiation is a necessary implementation for teachers to meet the needs of all diverse

learners within one classroom because not all students understand, comprehend, or retain information

in the same ways. Additionally, all students are entering a classroom at a different starting point and

differentiation is crucial in providing equitable instruction to all students.

​As a third grade teacher, differentiating instruction is something I must do on a daily basis. It is

my goal as a professional educator to always be implementing best practices within my classroom.

Therefore, I regularly attend professional developments, online courses, or webinars, that I believe

will allow me to continue to improve my teaching methods. One of the things I strive to do when

working to improve is to ensure I am consistently meeting the needs of ALL learners within my

classroom. Throughout a school year, I must regularly assess and differentiate reading instruction for

my third grade students. This is done through formal assessments, such as the Fountas and Pinnell

benchmark tests I give throughout the year, as well as informal asssessment such as anecdotal noting

during guided reading. Both drive later student instruction during my reading block. This project will

allow me to ensure I am participating in best practices that are backed by research, and provide me

with new ways to assess, monitor, and implement instruction for the diverse learners within my

classroom.

II. Home and Family

Grayson is a 5 year old male who will be entering kindergarten in September 2019. He has

previously attended 2 years of public preschool school, however he has not been formally assessed

for a reading level prior to this project.

Grayson is a caucasian male who is proficient in English. English is the only language spoken in

his home. He does not have any disability and does not receive any type of special education

services. He lives with his single mother, who receives significant support from immediate family
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members. Grayson is strongly influenced by his grandparents, aunts and uncles, whom he sees on a

weekly basis.

Literacy is a large component of Grayson’s life. He is regularly read to by his mom, grandparents,

and other immediate family members. Reading at least one book before bed is a standard ritual in his

daily schedule. He has a decent-sized home library that is composed of various genres including

fiction and non-fiction texts. He is able to participate in conversations regarding books he has been

read, and can make connections to this books when encountering a connection in daily life. Often,

this is related to the informational texts he is read and later connecting it to repeating a fact he

remembered.

Grayson is an only child. However, as previously noted, he is strongly influenced by his

immediate family. His uncles are still in high school/college and he regularly sees them reading and

completing homework. Grayon’s mother is an avid reader and they take regular trips to the public

library to check out books for both of them. He is provided support with reading flashcards, letter and

sound identifications through intentional learning times and with provided materials from his

preschool.

III. Emotional Climate

I will be working with Grayson in his home over the summer months, so the learning climate will

be different than that of a typical classroom. Grayson is very independent at home. I have been told

that he is a bit more shy in school than at home, which is typically of students his age. At home, he is

surrounded by people who care for his well-being, and work to foster his independence regarding

age-appropriate activities.

Grayson is a very eager learner. He is constantly wanting to “do homework”, read, and take part in

activities he feels will prepare him for kindergarten. He is inquisitive and often asking “what does

this say?” or “what does that mean?” when engaging in literacy activities with this family member.

Because Grayson can not yet read on his own, he has very little frustrations with reading. He has

repeatedly expressed the desire to be able to read, which may later become a frustration, but it eager
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about it now. I do note minor frustration in common speech difficulties for students his age, lack of

r’s and l’s. This frustration often stems from adults not being able to understand what he is trying to

say. However, these speech concepts are not expected to develop in children his age yet and are not a

concern area. Reading is a very enjoyable activity for him to take part in, and often looked at as a

bonding time for him and the family member reading with him. The only time he expresses

disinterest in reading is if he does not like the book or topic he is reading and he will simply pick a

different book to have read to him, and continue.

Reading is treated as a leisure activity in Grayson’s household and therefore appears rewarding

because it is something he “gets to do”, not something he “has to do”. His preschool homework often

includ​es​ reading a book with parents throughout the week and he was rewarded for completing

weekly homework at school. He is often rewarded with getting to pick a new book from the store, in

lieu of a toy, after an accomplishment such as doing his chores for the week.

I have not witnessed Grayson have issues pertaining to motivation. Every time I have encountered

him reading, he is motivated to listen or learn more. Every five year old boy will encounter issues of

engagement if asked to devote attention for an extended period of time and Grayson appears within

this norm. He will often move on to a different activity and return at a later time.

IV. Literacy History

Grayson has been enrolled in a public preschool program for the past two school years. He

attended for 3 hours a day, 3 days a week. During this time, he participated in literacy instruction that

is common for the preschool grade level such as read alouds, tracing letters, and letter sing alongs to

introduce letter sounds. Additionally, he is read to every night by family members, and encouraged to

practice letter-sound recognitions through flashcards, as well as sight words.

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As previously noted, Grayson has attended a public preschool program for the past two years.

While I am not sure of the specific curriculum that is followed by his particular school, he has been

exposed to the early stages of literacy instruction including identifying letter symbols and sounds,

and concepts of print. He will begin kindergarten in less than a month, however he has not yet been

exposed to this curriculum. As a result of the instruction he has received, Grayson has basic print

concepts knowledge, and can identify the majority of letter symbols and sounds. Most importantly,

the literacy instruction he has so far received has developed a motivation for reading within Grayson.

This is evident through his desire to learn how to read, as well as his excitement in receiving and

reading new books.

The current challenge that arises when working with Grayson is that he is in the very early stages

of literacy instruction and understanding. While he has attended a preschool that is sanctioned in a

public school, he has never attended full day schooling with a solid literacy block, where he would be

exposed to frequent informal assessment and guiding reading. The main source of his literacy

knowledge stems from the work his mom and family have done with him at home and therefore, is

not necessarily backed by best practices.

V. Assessments Given and Summary of Results

In order to assess Grayson’s current knowledge and understanding of early literacy, I have

decided to give him the following three assessments:

● DIBELS Letter Naming Fluency to see how many letters Grayson is able to identify in both

lower case and upper case

● book handling knowledge assessment derived from McKenna and Stahl’s Assessment for

Reading Instruction which will allow me to better understand Grayson’s knowledge of the

action of reading including where to start and stop reading and overall book handling

● McKenna and Stahl’s test of phonological awareness to assess Grayson’s letter-sound

recognition and overall phonological awareness.

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These tests were chosen because Grayson is a very early reader and these assessments allow me to

gauge where he currently stands in relation to early literacy practices. I know Grayson can not read

independently and has not yet begun kindergarten instruction, so assessments that can guide me

toward his current understanding of book handling and letter-sound recognition would be most

appropriate. These will allow me to plan lessons that will use what Grayson already knows, while

also scaffolding to the standards he will be introduced to in kindergarten very shortly.

The DIBELS Letter Naming Fluency assessment presented Grayson with random uppercase and

lowercase letters, asking him to identify by lines of 10 letters. The assessment is scored by how many

letters he is able to name in 1 minute. The University of Oregon states, “Although letter names

comprise a set of teachable skills, teaching letter names does not lead directly to improvements in

student reading outcomes in the ways characterized by the foundational skills of early literacy

(Adams, 1990). However, because the measure is highly predictive of later reading success, it is

included as an indicator for students who may require additional instructional support on the Basic

Early Literacy Skills.” Grayson scored 89 out of 100 letters in just over 1 minute. I allowed him to

continue over the suggested time because he was continuing to be successful. The benchmark for the

beginning of Kindergarten is to know 29 of these letters so this assessment tells me Grayson is at a

mastery level for his current grade. Letter naming is definitely a strength for Grayson and shows me

that instead of focusing on letters, we can move to phonological awareness and letter-sound

correspondence in the lessons we do.

The book handling knowledge assessment is a portion of McKenna and Stahl’s overall concepts of

print assessment. I felt this assessment would be useful because I know Grayson is a very emergent

reader, and this is one of the earliest assessments provided by McKenna and Stahl to determine a

student’s current standing on the reading continuum. This assessment asked Grayson to show

knowledge of skills such as book orientation, directionality of reading, punctuation, capital and

lowercase letters. Grayson showed mastery of the book orientation, directionality of reading, and

capital and lowercase letters. However, he is very unfamiliar with punctuation, speech-to-print

matching, and knowledge of letters within words. He is still showing strength in reading comparative
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to his current grade level, however it shows me that we can introduce speech-to-print matching in the

form of letter sounds within our lessons.

Lastly, the phonological awareness assessment provides me with Grayson’s knowledge of

letter-sound correlations, rather than just the knowledge of letter symbols. It asks students to show

knowledge of rhyming, blending, phoneme identity, isolation, addition, deletion, substitution, and

categorization. These are all skills Grayson would need for emergent literacy because he needs to be

able to break down words into their smallest sounds as he attempts to sound them out and read. It is

also useful to know where to begin scaffolding his lesson plans. Grayson showed mastery of the

rhyming, blending, and phoneme identity but really struggled with the other portions of the

assessment. This tells me he knows many of his basic letter sounds, but needs additional practice

with the remaining portions of phonological awareness. As I look to plan Grayson’s lessons, I will be

sure to include some of these phonological skills.

VI. Lesson Plans

Objectives (include
performance, Instructional
conditions, and materials (what will Ongoing assessment (to
Lesson #1 Foci and
criterion. State the you use to deliver measure attainment of
Date
Common Core State the main objectives objectives)
Standard a​ t the end of of the lesson)
each objective.

Student will continue to

The student will make a
new one-syllable word by
Phoneme Addition
adding a single phoneme
to preexisting word.
be informally assessed by
Phoneme Addition
asking questions such as
worksheet (provided
“what word would I have
in appendix)- with
if I added /s/ to pot?” and
sound and pictures.
so forth, without the use of
pictures.

CCSS.ELA-LITERACY.
RF.K.2.E
Add or substitute
8.9.19
individual sounds
(phonemes) in simple,
one-syllable words to
make new words.
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Objectives (include
performance, Instructional
conditions, and materials (what will Ongoing assessment (to
Lesson #2 Foci and
criterion. State the you use to deliver the measure attainment of
Date
Common Core State main objectives of objectives)
Standard a​ t the end of the lesson)
each objective.

Student will be able to Student will continue to

identify word by Phoneme Blending be informally assessed by
Phoneme Blending recognizing and blending worksheet (provided asking questions such as
individual phoneme in appendix). “what sounds do you hear
sounds. in the word ‘bat’?”

CCSS.ELA-LITERACY.
RF.K.1.B
Recognize that spoken
8.11.19 words are represented in
written language by
specific sequences of
letters.

Objectives (include
performance, Instructional
conditions, and materials (what will Ongoing assessment (to
Lesson #3 Foci and
criterion. State the you use to deliver the measure attainment of
Date
Common Core State main objectives of objectives)
Standard a​ t the end of the lesson)
each objective.

Student will name basic

Student will continue to
ending punctuation
be informally assessed by
(period, exclamation
Punctuation asking questions such as
Punctuation point, question mark)
flashcards “If I am really excited,
based on their symbol and
what punctuation might I
describe when they would
use?”
be used.

CCSS.ELA-LITERACY.
RF.K.1
Demonstrate
8.12.19
understanding of the
organization and basic
features of print.

VII. Reflection

During my lesson times with Grayson, I attempted to make the work as fun as possible. As

previously noted, he will be attending kindergarten at the beginning of next month and is very excited

for that. The lessons were posed as “getting him ready for what kindergarten will be like” and he was
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very eager to participate. In our first lesson, we talked about how we can change words to make new

words. This was chosen through support of Gambrell and Morrow(2015), that state “Presenting

young children with rhyming texts and activities, games that require them to change and move

sounds within words to create new words, and small objects to sort according to their beginning,

middle, and ending sounds will help strengthen their phonological and phonemic awareness

abilities.” Grayson noted “yeah, like words that rhyme!”, which was a great input of his

understanding. As we progressed through the lessons and completed the worksheets for phoneme

addition, blending, and the flashcards for punctuation, Grayson was able to easily complete the last

few questions independently for each subject.

I initially provided direct instruction for all lessons, because I know that Grayson thrives on

explicit explanation before he attempts something. After the initial direct instruction, I retracted to

more of a reciprocal teaching approach and allowed Grayson to do much of the talking, as he would

often talk through the answer and his explanation. This seemed to be very beneficial for Grayson,

because he was able to correct a few minor mistakes that he realized he had made as he talked it out.

The reciprocal teaching approach allowed me to evaluate that Grayson had achieved the instructional

goals I had set because by the end of the lessons, he was able to not only answer worksheet questions

independently, but also provide explanation of his thinking.

Throughout the lessons, there were a few critical moments that impacted the direction in which

the lessons went and the decisions I made. In the first lesson, Grayson was quickly able to identify

the letter symbol and the picture for phoneme addition, but the slashes surrounding the letter sound

seemed to confuse him. I ended up using whiteout to take away the slashes, which eliminated

Grayson’s confusion. In future lessons, I would be sure to choose easily readable and understandable

worksheets, that are at his kindergarten level. Additionally, a critical moment was when I realized

just how quickly Grayson was getting through the lessons. Once he understood the objectives, he was

going ​very​ quickly through the work. While I was happy with his progress, I should have prepared

additional material at a more challenging level in anticipation that he might fly through what I had

planned. I believe the preassessments accurately informed me of skills Grayson needed instruction in,

but I was simply not anticipated how quickly he would grasp the concept. This could be noted for
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future lessons, where I could have had materials at a higher level within the same skills already

prepared.

As I look to Grayson’s development level, he is quite a tricky kid. These lessons were planned

directly from the results of his preassessments, which would make me think they would be

developmentally appropriate for him. However, he seems to learn new skills very quickly and in

order to be responsive to his needs, I would have prepared additional pieces that got increasing

difficult as we progressed, to keep him challenged. I was more focused on Grayson achieving the

Common Core Standard I had placed on the lesson, rather than focusing on letting him guide my

teaching. Alber (2014) notes “Don't get me wrong. I'm fine with standards. I like the guidance and

the specificity. But this time around, we need to insist that trust be given to teachers to do their jobs.”

This is definitely something I will take away from the course. Overall, these lessons were very

beneficial for Grayson, as well as allowing me to implement the new techniques and best practices

acquired through this course.

VIII. Recommendations to Teachers and Parents/Guardians

Dear Teacher,

I had the opportunity to work with Grayson on his reading skills throughout the course of this

summer. I thought it would be useful to you to pass on the information I have gathered as it pertains

to Grayson’s reading abilties. My work with Grayson suggests that he is above a

beginning-of-kindergarten reading level. He shows strengths in letter recognition and rhyming

patterns. Additionally, he is a very motivated and fast learner. My lessons with Grayson this summer

focused primarily on phomenic awareness, such as phoneme addition and blending, as well as

punctuation identification.

I have identified that Grayson could use additional instruction in phonemic deletion,

segmentation, and categorization. Simple worksheets or flashcards that work toward these skills

could be beneficial to Grayson in future reading instruction. Because Grayson is such a quick-paced
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learner, he would be an excellent “helper” to other students on worksheets or flashcards once he has

mastered a particular concept. This allows him to scaffold his learning through teaching others.

Grayson is a very fast paced learner and I suggest having increasingly challenging activities as

you continue to work with him throughout the year. Additionally, through my work with Grayson I

have identified that a quick direct teaching mini lesson followed by a reciprocal teaching approach,

where Grayson is the one “teaching” you what needs to be done, through explanation of his answers

and thinking, seems to really work well for his learning style.

Lastly, Grayson is interested in books that pertain to dinosaurs, sports, and science. If you are able

to incorporate books of these topics into your lessons with Grayson, I have no doubt he will continue

to show you his best reading work. Feel free to reach out to me if you have additional questions or

concerns that pertain to Grayson’s progress in reading this year. I hope you have a wonderful school

year working with him!

Sincerely,

Shelby Rose

Dear Parents/Guardians of Grayson,

First off, thank you so much for the opportunity to work with Grayson throughout the course of

these last few weeks. It has been such a pleasure to see his abilties and work with him toward his

kindergarten preparation!

As I assessed Grayson, I was able to gather that he already possesses many skills that teachers

look for in a kindergarten student. You are doing a great job preparing him for this upcoming school

year! He has strong skills in letter recognition and rhyming, as well as the basics of book handling

such as where to start and stop reading and the direction to read the words. I worked with Grayson on

some letter-sound skills such as making new words by adding one sound to a one-syllable word. You

can continue to work on these skills by asking questions in everyday conversation such as “what

word would I get if I added s- to top?”

In your nightly readings with Grayson, ask him to follow along with what your reading with his

finger. This will help him to make the natural connection between the letter he’s seeing and the
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sounds he’s hearing you read. Occasionally stopping to ask questions such as “what letter do you

hear at the beginning of the word ____?” could be very helpful to him! Additionally, we worked on

punctuation identification, so be sure to stop at the punctuation marks or emphasize their meaning

(questions end in a question mark, use exclamation points when excited, etc).

As I’m sure you already know, Grayson is very interested in books pertaining to dinosaurs,

science, and sports. While he needs little motivation to read because he’s already so interested,

finding books that related to these topics can continue to guide Grayson’s reading progress

throughout this school year.

Thank you again for allowing me to work with Grayson. Please do not hesitate to reach out to me

with any questions or concerns as Grayson embarks on his kindergarten journey!

Sincerely,

Shelby Rose

IX. Appendices of work

A. Lesson Plan 1

LLAP Lesson Plan 1

Date: 8.9.19

Objective(s) for today’s lesson:​ The student will make a new one-syllable word by adding a
single phoneme to preexisting word.

Rationale: ​Phonemic awareness and ability to manipulate phonemes is a foundational skills of

emergent literacy.

Materials & supplies needed: ​Phoneme addition worksheet (readingbyphonics.com)

Procedures and approximate time allocated for each event Academic, Social and
Linguistic Support during
• ​Introduction to the lesson​ (2 minutes) each event​:
“Today, we’re going to work on some skills that are going to ● Annotated responses
help you become a better reader and get you ready for written for student
kindergarten!”
“We’re going to practice making new words by adding a
sound to the picture you see on the page. Look, this first one
is already done for us. What is that a picture of? (Guided
response- a pot). What happens if I add the sound /s/ to the
beginning of that word? (Guided response- spot) Great!
Let’s try more!”

• ​OUTLINE of key events​ ​during the lesson (10-15

minutes)
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Scaffold completion of phoneme addition worksheet through
gradual release of responsibility

Review letter sounds and symbols as student proves necessary

• ​Closing summary for the lesson (5 minutes)

“You did a great job on our work today! Can you think of
another word you could add a sound to, to make a new
word?”
“We’ll keep working with words like this when I see you again
soon! Keep thinking about the sounds you hear in words
until then!”

Assessment: ​Successful completion of instructional goals will Academic, Social, and

be evident if student can complete last few questions of Linguistic Support during
worksheet independently/without support. assessment:
Additionally, ongoing assessment can be given by informal ● Student will be asked
questioning of phoneme addition in known, simple words. informal assessment
questions through
casual conversation
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B. Lesson Plan 2
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LLAP Lesson Plan 2

Date: 8.11.19

Objective(s) for today’s lesson: ​ Student will be able to identify word by recognizing
and blending individual phoneme sounds.

Rationale:​ Reading is essentially acknowledging a letter symbol and it’s correlation to a

particular sound, then blending these sounds to make words. Therefore, the ability to
properly identify and blend phoneme sounds is a foundational reading skills that students
begin to utilize in early literacy practices.

Materials & supplies needed: ​Phoneme blending worksheet, pen

Procedures and approximate time allocated for each event Academic, Social and
Linguistic Support during
• ​Introduction to the lesson (5 minutes) each event:
-Review phoneme addition from previous lesson ● Annotated written
-Introduce phoneme separation and blending response done for
-”​We’re going to practice sounding out words by looking at student when
their letters. What word do you hear in /s/ /o/ /c/ /k/ necessary
(Guided response- sock) Great, we’ll circle the letter sounds
we used to make the word. Let’s try more!”

• ​OUTLINE of key events during the lesson​ (15

minutes)
Scaffold completion of phoneme addition worksheet
through gradual release of responsibility

Review letter sounds and symbols as student proves

necessary

• ​Closing summary for the lesson​ (2 minutes)

“You did a great job on our work today! Can you tell me the
sounds you hear in the word cat?”
“We’ll keep working with words like this when I see you again
soon! Keep thinking about the sounds you hear in words
until then!”

Assessment​: ​Successful completion of instructional goals will Academic, Social, and

be evident if student can complete last few questions of Linguistic Support during
worksheet independently/without support. ​ tudent will be
assessment: S
Additionally, ongoing assessment can be given by informal asked informal assessment
questioning of phoneme blending in known, simple words. questions through casual
conversation
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C. Book Handling Knowledge Assessment

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D. Phonological Awareness Assessment

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X. Bibliography
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Alber, R. (2014, February 28). Teaching Students Not Standards. Retrieved from

https://www.edutopia.org/blog/teaching-students-not-standards-rebecca-alber

Bender, W. N. (2012). Differentiating instruction for students with learning disabilities: Best teaching

practices for general and special educators (3rd ed.). Thousand Oaks, CA, US: Corwin Press;

Arlington, VA, US: Council for Exceptional Children.

Blending Sounds. EasyTeacherWorksheets.com. Worksheet.

Good, R.H., & Kaminski, R. A. (Eds.) (2002). Dynamic Indicators of Basic Early Literacy Skills (6th

ed.). Eugene, OR: Institute for the Development of Educational Achievement.

http://dibels.uoregon.edu/

McKenna, M.C., & Stahl, K.A.D. (2017). Assessment for Reading Instruction. Third Edition. New

York: The Guilford Press.

Morrow, L. M., & Gambrell, L. B. (2019). Best practices in literacy instruction. New York: The

Guilford Press.

National Governors Association Center for Best Practices & Council of Chief State School Officers.

(2010). Common Core State Standards for English language arts and literacy in history/social

studies, science, and technical subjects. Washington, DC: Authors.

Phomeme Addition. ReadingByPhonics.com. Worksheet.

Rasheed, Fareeha & Wahid, Abdul. (2018). THE THEORY OF DIFFERENTIATED INSTRUCTION

AND ITS APPLICABILITY: AN E-LEARNING PERSPECTIVE.

Tomlinson, C. A. (2014). ​The differentiated classroom: Responding to the needs of all learners​.
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Rubric

Preparation and Updates (5 points)

● Obtain consent from student’s parent/guardian and include image in this Google Doc.
● Provide Update #1.
● Provide Update #2.

Expectations for Quality Outstanding High Quality Good Quality

Exemplary Range Range Range

Background & Rationale (9 pts)

● Theory that supports differentiated
instruction
● Research that supports
differentiated instruction (e.g., what
does the research say about X and
the process of learning “how” to do
it)
● Describe professional background
and how it influences project
● Goals for professional development
● Expanding your learning about
differentiated instruction
● How project is connected to your
past/present/future teaching

Home and Family (9 pts)

● Information about the student’s
home-life routines involving literacy.
● Amount of reading
● Type and quantity of student access
to texts
● Amount/type of text-based
discussion/conversation
● Types of assistance provided to
student
● Parental modeling of reading occurs

Emotional Climate (9 pts)

● When/does the student express
frustration or disinterest in reading?
● Is reading rewarded in any way? If
so, how and why?
● How does the student responds to
issues of engagement/motivation?

Optional: a​ ssessment to determine

motivation and engagement and what it
tells you about the student

Literacy History (9 pts)

● Kinds of literacy instruction student
has been exposed to both currently
and in the past
● What were the results of the literacy
instruction (e.g., were the tasks
challenging, relevant, needed)
● What instructional challenges are
present
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Assessments & Results (12 pts)
● Brief description of the assessments
● Explain the results of the
assessment(s)
● Explain how the results informed
your instruction

Differentiated Lesson Plans (12 pts)

● Fills out lesson plan matrix and
includes lesson plans in appendices
● Matrix includes:
○ Lesson focus/objective(s)
○ Instructional materials used
○ Ongoing assessments

Reflection (24 pts)

● Ways you supported the learning
and student success
● Critical moments or choices made
that impacted lessons
● Evidence of student learning
● What you would change if given the
opportunity to teach again
● Ways that lesson could be more
developmentally appropriate or
responsive to student
● How the lesson informs your
learning of new techniques to
provide effective instruction

Recommendations (6 pts)
● Goal/focus of lessons
● Student’s strengths and areas of
improvement
● Ideas for follow-up instruction,
intervention, assessment, etc.
● Specific text recommendations

Appendices of Work (4 pts)

● Lesson plans (2)
● Assessments (pre and post)
● Student work and examples

Bibliography (3 pts)
● 8-10 references (i.e., assessments,
instructional texts, articles or
chapters referenced)

Basic Writing Mechanics (3 pt)

● Well organized, coherent, and
engaging
● Professional voice used
● Correct spelling and grammar are
used
● APA format followed

Total (105 points)