Knowledge Evidence

Elements Met

Rationale

1. EDUC 3321 Language Arts Methods Syllabus

1a, 1b, 1c, 1d, 1e, 1f

Course readings and discussion focus on developing oral language, phonological awareness, phonemic awareness, print concepts, fluency, comprehension, and writing. Candidates fulfill a 30-hour field placement requirement in an elementary school classroom. Included in the 30-hour requirement is an initial literacy classroom observation assignment. Candidates write and teach two literacy-based lessons.

2. Basal Reading Assignment (EDUC 3321)

1a, 1b, 1c

Candidates investigate reading programs or basal book series utilized in local elementary schools. Candidates write a paper that includes information on the history and philosophy behind the program, the instructional benefits for elementary reading and foundational literacy skills, how the program is scoped and sequenced, and how the Idaho Content Standards are addressed and met.

3. ICLA Standard I preparation and completion (EDUC 3321)

1a, 1b, 1c, 1d, 1e,1f

Identified as an optional state-developed assessment to measure both knowledge and performance of the Idaho Comprehensive Literacy Standards (ICLS).

Performance Evidence

Elements Met

Rationale

1. Literacy-based lesson plan assignments (EDUC 3321)

1d, 1e, 1f

Meets these elements because candidates write and teach two lesson plans in an elementary classroom over the course of the semester. These lessons are developed around one or more literacy concepts in collaboration with the cooperating teacher. Assignments are written using the lesson plan template based on Charlotte Danielson’s Framework for Teaching

2. Student led in-class activities (EDUC 3321)

1d, 1e, 1f

Over the course of the semester, candidates lead classroom activities covering literacy strategies in the areas of phonemic awareness, phonics, vocabulary, fluency, comprehension, and writing

3. Report of Performance on Rubric for Standard 1 (Taskstream) (EDUC 3321)

1d, 1e, 1f

Evidence of performance on each indicator of the rubric aligned to ICLS 1.

4. Performance on the ICLA assessment (EDUC 3321)

1d, 1e, 1f

Identified as an optional state-developed assessment

Knowledge Evidence

Elements Met

Rationale

1. EDUC 3322 Literature for Children Syllabus

2a, 2b, 2c, 2d, 2e, 2f

Meets these elements because candidates read 3-4 books in each of 9 genres and create an annotated bibliography describing story elements, character, setting, plot, theme, poetry themes, or informational elements, depending on the genre. Also, there is a review of K12 standards to study informational topics. Strategies are studied with assignments outlined in the syllabus that look at vocabulary development for English language learners and all other learners. There is also discussion on how a student’s reading proficiency affects comprehension.

2. Readability & Text Complexity Assignment
   (EDUC 3322)

2c

Learn how to use Fleish-Kincaid to measure readability and then learn how to match students to the correct readability level. Also review text complexity and learn the Lexile level in each area to match text to readers.

3. Summary Performance on ICLA assessment 
   (EDUC 3322)

2a, 2b, 2c, 2d, 2e, 2f

Identified as an optional state-developed assessment to measure both knowledge and performance of the Idaho Comprehensive Literacy Standards.

4. Adaptation Project Portfolio (EDUC 4401)

Performance Evidence

Elements Met

Rationale

1. Annotated Bibliography
   (EDUC 3322)

2g

Candidates read 3-4 books in each of 9 genres and create an annotated bibliography describing story elements, character, setting, plot, theme, poetry themes, or informational elements, depending on the genre.

2. Story Hour Lesson Plan (Taskstream)
   (EDUC 3322)

2h, 2i, 2j, 2k, 2l

Select narrative and expository text with identified websites and strategies to enhance students’ understanding of a specific topic.

3. Report of Performance on Rubric for Standard 2 (Taskstream)
   (EDUC 3322)

2g, 2h, 2i, 2j, 2k, 2l

Evidence of performance on each indicator of the rubric aligned to ICLS 2.

4. Report of Performance on Rubric for Standard 2 (Taskstream)
   (EDUC 3322)

2g, 2h, 2i, 2j, 2k, 2l

Identified as an optional state-developed assessment to measure both knowledge and performance of the Idaho Comprehensive Literacy Standards.

Knowledge Evidence

Elements Met

Rationale

1. EDUC 4419 Developmental Literacy Syllabus

3a, 3b, 3c, 3d, 3e, 3f

Meets these elements because candidates understand the importance of literacy assessment (formal and informal) through course readings and the utilization of classroom assessment in a variety of approaches. The Developmental Literacy course also focuses on instructional planning and intervention strategies for reading and writing fluency and comprehension.

2. Case Study Assignment
   (EDUC 4419)

3a, 3b, 3c, 3d

Candidates practice, administer, and score the following assessments:

• Concepts of Print (Sands or Stones & Checklist) 
• Test of Phonemic Awareness
• Informal Phonics Inventory
• Burke Reading Interview
• Bear, Invernizzi, Templeton, & Johnson Qualitative Spelling Inventory
• One assessment of choice with rationale

Candidate lists and describes recommended strategies for each of the above assessments based upon assessment results.

3. ICLA Standard III preparation and completion
   (EDUC 4419)

3a, 3b, 3c, 3d, 3e, 3f

Identified as an optional state-developed assessment

Performance Evidence

Elements Met

Rationale

1. Case Study Assignment
(EDUC 4419)

3g, 3h

Candidates select one or more elementary-age students to assess. Candidates perform a minimum of six assessments to complete a case study which details the relative strengths and needs of the learner based on assessment data. 

2. Informal Reading Inventory (EDUC 4419)

3i, 3j

Candidates observe and record the performance of one first-grade student using miscue analysis on three separate passages. Rate of reading (WPM) is measured and miscues are analyzed for Meaning, Syntax, Visual similarity.

3. Report of Performance on Rubric for Standard 3 (Taskstream)
(EDUC 4419)

3g, 3h, 3i, 3j

Evidence of performance on each indicator of the rubric aligned to ICLS 3.

Knowledge Evidence

Elements Met

Rationale

1. EDUC 3321 Syllabus

4a, 4b, 4c, 4d, 4f, 4h

Meets these elements because course readings and discussion focus on developing oral language, phonological awareness, phonemic awareness, print concepts, fluency, comprehension, and writing. Candidates fulfill a 30-hour field placement requirement in an elementary school classroom. Included in the 30-hour requirement is an initial literacy classroom observation assignment. Candidates write and teach two literacy-based lessons.

2. Basal Reading Assignment (EDUC 3321)

4a, 4b, 4c, 4d, 4e, 4f

Candidates investigate reading programs or basal book series utilized in local elementary schools. Candidates write a paper that includes information on the history and philosophy behind the program, the instructional benefits for elementary reading and foundational literacy skills (including writing), how the program is scoped and sequenced, and how the Idaho Content Standards are addressed and met.

3. EDUC 3321 Pen pal Assignment

Performance Evidence

Elements Met

Rationale

1. EDUC 3321 Pen pal Assignment

4i, 4j, 4k, 4o, 4p

Meets these elements because candidates write letters to students in 1^st and 2^nd grade classrooms throughout the semester.  Received letters are analyzed for written literacy development including spelling development, voice, organization and conventions.

2. EDUC 4419 Spelling Assessment

4m, 4n

Candidates conduct the Bear, Invernizzi, Templeton, & Johnson Qualitative Spelling Inventory as part of the Case Study assignment. Candidates look for spelling competencies in initial and final consonants, blend, vowels types, digraphs, and syllables and affixes. Candidates make recommendations for strategies to support student learning based on assessment data.