Southwest Minnesota State University
Communities of Practice Investigating Learning and Teaching
Assessment of On-Campus Candidate Progress: Reading Portfolio Review

Candidate Name:_______________________________________________Date:__________________________
Using the following scale, please rate each standard.
4  = Proficient:   Demonstrates exceptional understanding and displays exceptional abilities.
3  = Competent: Demonstrates appropriate understanding and displays adequate abilities.
2  = Developing: Demonstrates basic understanding and displays basic abilities
1  = Aware:         Demonstrates limited understanding and displays limited abilities.
Subject Matter Standard. A candidate for licensure as a teacher of reading must complete a preparation program under subpart 2, item B, that must include the candidate’s demonstration of knowledge and skills in items A to E.
Standard A.    A teacher of reading must have knowledge of the foundations of reading processes and instruction. 
Choose one: 1    2    3    4
	A.1    Demonstrate the ability to support a philosophy of literacy instruction with theory and research.
	A.2    Indicate knowledge of reading theories and how these translate into effective practices.
	A.3    Apply reading research studies and articulate how these studies impact reading instruction at the 
 	          elementary, middle, and high school levels.
	A.4    Understand the physical, social, emotional, moral, and cognitive development of children, preadolescents, 
          and adolescents as it pertains to reading instructions.
	A.5    Understand progression of reading development (emergent, beginning, transitional, intermediate, and 
          advanced) and the variations related to cultural and linguistic diversity with a heightened awareness to the          
          needs of struggling readers.
	A.6    Describe developmental progress in oral language and its relationship to reading.
	A.7    Teach and foster emergent reading skills such as phonemic awareness, alphabet recognition, and    
          understand that printed words convey meaning. 
	A.8    Teacher and foster word recognition skills including phonics, structural analysis, and contextual analysis.
	A.9    Foster the development of an initial sight vocabulary and increasingly larger and more complex 
          vocabulary, mastering word-learning strategies such as the use of context and structural analysis, and 
          developing word consciousness.
	A.10  Teach and foster fluency and automaticity on both oral and silent reading.
	A.11  Teach and foster comprehension and appreciation of a wide range of children’s and adolescent literature.
	A.12   Teach comprehension strategies such as adjusting reading approach, activating background knowledge, 
	           summarizing, generating questions, constructing mental representations and self-monitoring.
	A.13   Teach and foster critical thinking skills and behaviors such as thinking independently, withholding 
                        judgment, recognizing point of view and bias and considering multiple solutions.	
	A.14   Teach writing to advance reading development and learning from text.
Comments:
Standard B.    A teacher of reading must be able to use a wide range of instructional practices, approaches, methods and curriculum materials to support reading instruction:                                   Choose one:  1    2    3     4
	B.1     Organize and manage effective reading instruction appropriate across developmental levels, proficiency,     
                        and linguistic backgrounds.
	B.2     Implement a variety of appropriate grouping strategies including individual, small group and whole group  
	           reading instruction.
	B.3     Implement and reflect on the use of instructional practices, approaches and methods which support the 
	           cognitive, cultural and linguistic differences of readers.
	B.4     Understand and apply instructional and informational technologies, digital literacy and electronic 
                        resources to support literacy.
	B.5     Identify, secure and use high quality literature, which meets the interest and reading needs of all readers 
	           and represents various cultures and genres.
	B.6     Understand the rational for using a wide range of texts and show evidence of using multiple texts within 
	           instruction (including informational texts content area texts, electronic texts and non-print materials).
	B.7     Understand the structure of texts, both print and electronic, and the challenges presented by these 
	           materials, and use this knowledge in lesson design; match materials to the cognitive levels of all readers 
                        and across the curriculum.
	B.8     Demonstrate competency through a variety of clinical experiences with elementary, middle, and high 
	           school students.
Comments:

Standard C.     A teacher of reading must be able to use a variety of assessment tools, their purposes, strengths, and limitations:                                                                                                                             Choose one:  1   2   3   4
	C.1     Understand the principles surrounding a wide variety of instruments, their purposes, strengths and 
	           limitations.
	C.2     Select appropriate tools for specific situations that includes assessment for diagnosis and progress 
                        monitoring.
	C.3     Demonstrate expertise in the administration and interpretation of a wide variety of measures that track 
                        student progress by individual, by class, by cohort, and by school.
	C.4     Demonstrate expertise in using assessment information to plan differentiated classroom instruction for  
	           students, including those as different cognitive and developmental stages and those from different cultural 
	           and linguistic backgrounds.
	C.5     Use assessment data to develop interventions that address specific student needs.
	C.6     Select materials, identify appropriate instructional strategies and allocate resources needed to implement 
	           interventions and remediation’s.
	C.7     Communicate results of assessments, students, parents, caregivers, colleagues and administrators.
Comments:

Standard D.     A teacher of reading must be able to create a literate environment that fosters reading by integrating foundational knowledge, use of instructional practices, approaches and methods, curriculum materials, and the appropriate use of assessments including:                                                 Choose one:   1   2   3   4
	D.1     Use students’ interests, reading abilities, and backgrounds as foundations for the reading program and 
                        provide authentic reasons to read and write.
	D.2     Support students and colleagues in the selection of materials, print and electronic that match students’ 
                        reading levels, interests, cultural and linguistic backgrounds.
	D.3     Develop and implement classroom and school-wide organizational structures that include explicit 
                        instruction, guided practice, independent reading, interactive talk, opportunities for response, and reading 
                        and writing across the curriculum.
	D.4     Integrate technology into reading instruction to create and maintain an environment that includes 
	           conventional and new literacies and ensures equity of access to technology.
	D.5     Create and maintain a motivating classroom and school environment that promotes ongoing student 
	           engagement and literacy for all students.
	D.6     Promote a shared vision that all students can learn literacy regardless of their cognitive, cultural or 
                        linguistic backgrounds.
	D.7     Use literature to engage students in dialogue, critical thinking, and reflection around issues of social 
                        justice.
	D.8     Promote critical literacy by encouraging students to question what they are reading while analyzing texts 
	           from multiple viewpoints or perspectives.
	D.9     Understand the importance of and facilitate home-school connections.
Comments:

Standard E.     A teacher of reading must view professional development as a career-long effort and responsibility including:                                                                                                                                      Choose one: 1   2   3    4
	E.1     Serve as a role model and display positive attitudes toward literacy in the district/building by engaging in 
	           reading and writing practices.
	E.2     Promote and facilitate ongoing self-reflection related to teaching and student learning.
	E.3     Seek to be well informed and share up-to-date knowledge of literacy learning with colleagues.
	E.4     Apply aspects of coaching feedback to instructional practice.
	E.5     Actively seek opportunities to participate in learning communities and professional organizations.
	E.6     Collaborate with and provide guidance for colleagues who seek classroom instruction support in reading.
	E.7     Engage in, initiate, implement, and evaluate professional development programs.
	E.8     Understand current state and federal legislation as it relates to reading.
Comments:

ELEMENT	1	2	3	4	
1.	Portfolio artifacts clearly show reflection and understanding about learning, teaching, and leading.					
2.	Portfolio artifacts show evidence of developing knowledge, skills, dispositions, and experiences of the profession.					
3.	Portfolio provides evidence of self-assessment of and self-responsibility for learning.					
4.	Oral presentation was articulate and professional. 					

The overall rating of the portfolio is:
______Aware			______Developing		______Competent		______Proficient 

Reviewer Signature________________________________________________________Date_____________________

Reviewer Signature________________________________________________________Date_____________________

COMMENTS: Please include comments and/or helpful suggestions. Thank you.