Reading and Writing Specialist Track by UNH College of Professional Studies Online

Ed 507.12 COMPETENCY ASSESSMENT CROSSWALK FOR THE

Reading and Writing Specialist Track (5 Noncredit Bearing Units)

General Overview The Reading/Writing Specialist Track contains five, two-part units. Each unit is comprised of 4 content modules, which include various learning materials such as readings, interactions, and videos. Each unit includes a competency crosswalk delineating the competencies addressed within the unit and their associated learning tasks and assessments. Similarly, each of the 4 learning modules within the unit begins with a summary of the module’s key concepts and understandings and describes the activities within. Modules’ learning activities and assessments range in format to include (but are not limited to) essays, meetings with school personnel, notes, and various forms of assessments. Each unit includes collaborative discussions with various members of an on-site Professional Learning Community (PLC), in which the participant can discuss key topics, solidify the content from unit readings, media, and assignments, and experience the application of unit concepts. Examining the learning concepts in the context of a school community provides the opportunity for the content to come to life in practice.

Units in the Reading/Writing Specialist Track Include: •

Reading and Writing Disabilities- Assessment and Instruction

•

Content Area Literacy

•

Foundations of Language and Literacy Development

•

Role of The Reading & Writing Specialist

•

Reading & Writing Specialist Practicum

Competencies Acquired Through the UNH College of Professional Studies The following crosswalk depicts the Ed 507.12 competencies acquired through the units within the UNH College of Professional Studies’ Reading and Writing Specialist Track.

Ed 507.12 Reading and Writing Specialist Track The following requirements shall apply to the licensure and employment of an early childhood special education teacher:

(a)

A candidate for certification as a reading and writing specialist for grades K-12 shall meet the following entry-level requirements: (1)

The candidate shall have at least a master’s degree in literacy or a related field;

(2)

The general education requirements specified in Ed 505.06;

(3)

The professional education requirements specified in Ed 505.07 if applicable; and

(4)

Completed at least 3 years of classroom teaching;

COMPETENCY (b)

HOW ACQUIRED

A candidate for certification as a reading and writing specialist for grades K-12 shall have the following skills, competencies, and knowledge through a combination of academic and supervised practical experiences in the following areas: (1)

In the area of knowledge of the theoretical and evidence-based foundations of reading and writing processes and instruction, the ability to: Competency

Unit

Demonstrate knowledge of cognitive, sociocultural, and diverse linguistic foundations of reading and writing processes and instruction;

Foundation of Language and Literacy -Part 1 Role of the Reading & Writing Specialist -Part 2 Reading & Writing Specialist Practicum - Part 2

Demonstrate knowledge of current practices, research, and historical developments in reading and writing;

Foundation of Language and Literacy -Part 1 Role of the Reading & Writing Specialist - Part 2 Reading & Writing Specialist Practicum -Part 2

Demonstrate knowledge of language development as it relates to acquisition of reading and writing, the variations related to sociocultural and linguistic diversity, and the basics of second language acquisition;

Foundation of Language and Literacy -Part 1 Foundation of Language and Literacy -Part 2 Role of the Reading & Writing Specialist -Part 2 Reading & Writing Specialist Practicum -Part 2

(2)

Demonstrate knowledge of the major components of reading instruction and curriculum, including the ability to:

Foundation of Language and Literacy -Part 1 Role of the Reading & Writing Specialist - Part 2 Reading & Writing Specialist Practicum - Part 2

Understand the relationship between print and sounds, including phonemic awareness, phonics and other word identification strategies, and their role in fluent reading;

Foundation of Language and Literacy -Part 1 Foundation of Language and Literacy -Part 2 Role of the Reading & Writing Specialist - Part 2 Reading & Writing Specialist Practicum -Part 2

Explain how background knowledge, vocabulary knowledge, text comprehension strategies, and motivation are integrated in reading; and

Foundation of Language and Literacy -Part 1 Foundation of Language and Literacy -Part 2 Role of the Reading & Writing Specialist – Part 2 Reading & Writing Specialist Practicum – Part 2

Describe how reading strategies are taught across all content areas, including but not limited to English, ESOL, mathematics, science, and social studies; and

Content Area Literacy – Part 1 Content Area Literacy -Part 2 Foundation of Language and Literacy -Part 1 Reading & Writing Specialist Practicum – Part 2

Demonstrate knowledge of major components of writing instruction, including the ability to: 1.

Demonstrate knowledge of the development of spelling, its instruction, and its relationship to word recognition and word meaning;

Foundations of Literacy -Part 1 Foundations of Literacy -Part 2 Reading & Writing Specialist Practicum - Part 2

Demonstrate the knowledge of the mechanics of writing, including punctuation, grammar, spelling, and letter formation;

Understand recursive strategies for planning, drafting, revising, and editing writing; and

Foundations of Literacy -Part 1 Foundations of Literacy -Part 2 Reading & Writing Specialist Practicum -Part 2

Describe models for integrating writing across the curriculum;

Foundations of Literacy- Part 2 Reading & Writing Specialist Practicum -Part 2

Foundations of Literacy -Part 1 Foundations of Literacy -Part 2 Reading & Writing Specialist Practicum – Part 2

In the area of instructional strategies and curriculum materials in reading and writing, the ability to recognize the importance of, demonstrate, and facilitate professional learning and leadership by: a.

Selecting and implementing instructional approaches and materials that utilize evidence-based rationale, consider student needs, and support classroom teachers and Paraeducators in their use of instructional strategies and grouping; and

Role of the Reading & Writing Specialist - Part 1 Role of the Reading & Writing Specialist - Part 2 Reading & Writing Specialist Practicum -Part 2

Using a wide range of evidence-based curriculum materials including

Role of the Reading & Writing Specialist - Part 1

structured literacy approaches in effective reading and writing instruction for struggling and reluctant learners including those identified through the screening required by RSA 200:59, I as having potential indicators or risk factors of dyslexia and related disorders at different stages of literacy development and from different sociocultural and linguistic backgrounds; (3)

Reading & Writing Specialist Practicum -Part 2 Content Area Literacy -Part 2

In the area of assessment and evaluation of reading and writing, the ability to: a.

Understand the terminology, processes, and procedures used in formal and informal assessments, including English language learners’ proficiency levels;

Use a variety of formal and informal assessment tools and practices to plan, evaluate, and communicate effective reading and writing instruction by:

Reading and Writing Disabilities - Part 1 Reading and Writing Disabilities - Part 2

Supporting the classroom teacher in the assessment of the reading and writing abilities of individual students; and

Reading and Writing Disabilities- Part 1 Reading and Writing Disabilities -Part 2

Extending the assessment further to determine proficiencies and difficulties for appropriate services;

Reading and Writing Disabilities - Part 2

Use assessment information to plan, evaluate, differentiate, and revise effective instruction that meets the needs of all students, including those identified through the screening required by RSA 200:59, I as having potential indicators or risk factors of dyslexia and related disorders by:

Assisting teachers, specialists and paraeducators in using assessments to plan and implement instruction for all students;

Reading and Writing Disabilities -Part 1 Reading and Writing Disabilities -Part 2

Engaging students in using assistive technology to address their needs in learning and communicating; and

Reading and Writing Disabilities -Part 2

Collaboratively collecting, analyzing, and using school-wide assessment data to improve school and district literacy instruction and programs;

Reading and Writing Disabilities -Part 1 Reading and Writing Disabilities -Part 2 Role of the Reading & Writing Specialist - Part 1 Role of the Reading & Writing Specialist - Part 2

Communicate results of assessments and screenings to a variety of audiences, including students, families, administrators, teachers, specialists, and policymakers; and

Reading and Writing Disabilities -Part 1 Reading and Writing Disabilities- Part 2 Role of the Reading & Writing Specialist - Part 1

Demonstrate knowledge of current issues, practices, and policies related

Reading and Writing Disabilities -Part 1

to the assessment, evaluation and instruction of reading and writing;

(4)

Reading and Writing Disabilities- Part 2 Role of the Reading & Writing Specialist - Part 2

In the area of creating a literate environment that fosters reading and writing, the ability to: a.

Use students’ interests, abilities in reading and writing, and backgrounds as foundations for the reading and writing program, including the ability to: 1.

Assist the classroom teacher in demonstrating a respectful attitude toward all learners and understand the roles of choice, motivation and scaffolded instructional support in creating positive and supportive environments

Foundations of Literacy- Part 2 Role of the Reading & Writing Specialist - Part 2 Reading & Writing Specialist Practicum -Part 2

Assist the classroom teacher and paraeducator in selecting literature, materials, and activities that match the reading levels, and writing development, of all students;

Content Area Literacy -Part 1 Foundations of Literacy- Part 1 Foundations of Literacy -Part 2 Role of the Reading & Writing Specialist - Part 2 Reading & Writing Specialist Practicum -Part 2

Demonstrate models of teaching that provide authentic purposes for reading and writing; and

Reading & Writing Specialist Practicum - Part 1 Reading & Writing Specialist Practicum -Part 2

Help the classroom teacher to use evidence-based rationale to make and monitor flexible instructional grouping options for students;

Role of the Reading & Writing Specialist - Part 1 Role of the Reading & Writing Specialist - Part 2 Reading & Writing Specialist Practicum -Part 1 Reading & Writing Specialist Practicum -Part 2

Select books, technology-based information, and non-print materials representing multiple levels, broad interests, and cultural and linguistic backgrounds;

Foundations of Literacy -Part 1 Foundations of Literacy -Part 2 Role of the Reading & Writing Specialist - Part 2 Reading & Writing Specialist Practicum -Part 2

Provide opportunities for learners to write for personal, social, academic, and vocational or professional purposes;

Reading & Writing Specialist Practicum -Part 2

Collaborate with building and district administrators to establish and to manage a literacy budget; and

Reading & Writing Specialist Practicum -Part 1 Reading & Writing Specialist Practicum -Part 2

(5)

Provide educational opportunities, information, and support for families and the community; and

Reading & Writing Specialist Practicum -Part 1 Reading & Writing Specialist Practicum -Part 2

In the area of viewing professional development as a career-long effort and responsibility, the ability to: a.

Participate in, initiate, implement, and evaluate professional development programs;

Reading & Writing Specialist Practicum -Part 2

Support, demonstrate, and assist professional development in the teaching of reading and writing to paraeducators, teachers and administrators;

Role of the Reading & Writing Specialist - Part 1 Reading & Writing Specialist Practicum -Part 1 Reading & Writing Specialist Practicum - Part 2

Engage in collaboration and dialogue with teachers and reading specialists to reflect on teaching practices and improve instruction;

Role of the Reading & Writing Specialist - Part 1 Reading & Writing Specialist Practicum – Part 1 Reading & Writing Specialist Practicum -Part 2

Display positive habits related to the candidate’s own reading and writing and the teaching of reading and writing, and pursue the development of individual professional knowledge and behaviors; and

Reading & Writing Specialist Practicum -Part 2

Advocate for important professional needs with administrators, school boards, and local, state, and federal policymaking bodies.

Reading & Writing Specialist Practicum -Part 2

To Learn More, Contact: UNH College of Professional Studies 88 Commercial St, Manchester, NH 03101 855-472-4255 cps.unh.edu/online Carolyn Cormier, Ed.D. Academic Center Director carolyn.cormier@unh.edu 603-513-1155 Kate Shumway-Pitt, M.Ed. Educator Preparation Program Director kathleen.shumway-pitt@unh.edu 603-822-5431 Tammy Carnevale, M.Ed. & C.A.G.S Administrative Assistant tammy.carnevale@unh.edu 603-573-6430

About UNH College of Professional Studies The University of New Hampshire brings together students, faculty, and private and public partners to create life-changing opportunities and innovative solutions in our neighborhoods and across the world.

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Professional Development Units: FAQ Who should participate in these Professional Development Units? The units were designed for teachers currently employed by NH school districts under Statements of Eligibility and are working toward earning certification by completing NHDOE approved Site Based Licensure Plans. Certified teachers might also be interested in participating in the units for professional development purposes. Can I use these units toward a teacher certification program at UNH CPS? No, these units are for professional development only and will not earn college credit. These units specifically target certification competencies in each content area track and have been reviewed by the NH Department of Education for use on Site Based Licensure Plans. They do not fully equate to any courses offered at UNH College of Professional Studies. How do these units differ from regular UNH CPS program courses? These professional development units are entirely self-paced. Unlike traditional courses (which include peer interaction and continuous instructor presence and engagement), Professional Development units do not include any peer or instructor interaction and are entirely self-facilitated. Traditional CPS courses are 8 weeks long and have predetermined start and end dates. These professional development units consist of 4 learning modules, which participants have 8 weeks to complete. How can these units help me get certified as a teacher? These units are designed to meet specific certification competencies present on teachers’ Site Based Licensure Plans. A Site Based Licensure Plan is an agreement between the NH Department of Education and a ‘not yet certified’ teacher hired by a school district under a NHDOE issued Statement of Eligibility. Can I take these units if I’m already a certified teacher? Yes! Current certified teachers may take these units for professional development based on interest and/or recertification purposes. How much do they cost? Professional Development units cost $250 per unit. Is there scholarship funding available? Yes! Limited scholarship funds are available in each content area track. Inquire for more information (see page 7).