Foundational Knowledge:
Standard 1: Candidate demonstrates an understanding of the theoretical and evidence-based foundations of reading and writing processes and instruction.
Exemplars: Research Paper - Supporting Older Readers; Beliefs, Theory, and Practice Paper; Evaluation of a phonics program
Through my research I gained a better understanding about major theories and empirical research that describe the cognitive, linguistic, motivational, and sociocultural foundations of reading and writing development, processes, and components. I have learned valuable information that I can use to support students struggling to make the transition to becoming fluent readers. My research has informed me about proven assessment tools that should be used to gather clear and consistent data to diagnoses and support students' learning.
I am able to analyze the classroom environment quality to ensure it fosters individual motivation to read and writing. Students should have access to a variety of print, be challenged, are provided with choices in reading and writing, and that their personal interests and cultures are celebrated to promote equality and increase motivation. The supportive teaching tools that I have learned about during this research will give students positive, fun, and engaging reading experiences with various types of text.
During my supervision course, I spent time self assessing my own educational beliefs as I crafted my Theory and Beliefs Chart and paper. I began to search for peer-reviewed research articles about theories that might back up my current belief system. Some of my major beliefs are:
As part of my class on the Phonological and Orthographic Systems of Reading, I worked with colleagues to research and evaluate the Hooked on Phonics™ program. I personally gained a better perspective of working with other educators in choosing supportive materials for our students. We, just like our students, have different thought, opinions, connections, and ideas. Every professional should be treated with respect as they share their view points. I personally found the phonics program to be a beneficial classroom resource to support literacy learning. The interactive program has many positive aspects that allow for individual pacing, access to online resource tools, classroom materials, as well as citing and supporting the TEKS.
Through our discussions of this educational program, I gained a better understanding of my future roles as educational leaders as I used my professional judgment. Through this experience I understand the role of professional judgment and practical knowledge for improving all students' reading development and achievement.
Standard 1: Candidate demonstrates an understanding of the theoretical and evidence-based foundations of reading and writing processes and instruction.
Exemplars: Research Paper - Supporting Older Readers; Beliefs, Theory, and Practice Paper; Evaluation of a phonics program
Through my research I gained a better understanding about major theories and empirical research that describe the cognitive, linguistic, motivational, and sociocultural foundations of reading and writing development, processes, and components. I have learned valuable information that I can use to support students struggling to make the transition to becoming fluent readers. My research has informed me about proven assessment tools that should be used to gather clear and consistent data to diagnoses and support students' learning.
I am able to analyze the classroom environment quality to ensure it fosters individual motivation to read and writing. Students should have access to a variety of print, be challenged, are provided with choices in reading and writing, and that their personal interests and cultures are celebrated to promote equality and increase motivation. The supportive teaching tools that I have learned about during this research will give students positive, fun, and engaging reading experiences with various types of text.
During my supervision course, I spent time self assessing my own educational beliefs as I crafted my Theory and Beliefs Chart and paper. I began to search for peer-reviewed research articles about theories that might back up my current belief system. Some of my major beliefs are:
- Successful readers connect background knowledge to new learning.
- Learning is a social event.
- Students are active participants in their learning.
- Students’ literacy grows with opportunities to use literacy for authentic purposes.
As part of my class on the Phonological and Orthographic Systems of Reading, I worked with colleagues to research and evaluate the Hooked on Phonics™ program. I personally gained a better perspective of working with other educators in choosing supportive materials for our students. We, just like our students, have different thought, opinions, connections, and ideas. Every professional should be treated with respect as they share their view points. I personally found the phonics program to be a beneficial classroom resource to support literacy learning. The interactive program has many positive aspects that allow for individual pacing, access to online resource tools, classroom materials, as well as citing and supporting the TEKS.
Through our discussions of this educational program, I gained a better understanding of my future roles as educational leaders as I used my professional judgment. Through this experience I understand the role of professional judgment and practical knowledge for improving all students' reading development and achievement.
Exemplar 1.1 - Research Paper | |
File Size: | 115 kb |
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Exemplar 1.1 - Beliefs, Theory, and Practice Paper | |
File Size: | 229 kb |
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Exemplar 1.3 - Phonics Program Review | |
File Size: | 410 kb |
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