ED 225 Final Project

Comprehensive Literacy Plan

Feedback for: Haley Williams
Directions are followed completely and accurately_______

Evidence Exceeds
Criteria

Sufficient Evidence to Meet Criteria

Minimal Evidence to
Meet Criteria

Evidence of going
beyond
You show a more
sophisticated
understanding of the
theory as you discuss
both Cambourne and
Vygotsky and show the
relationships between
them. You also show a
deeper understanding
because you explain the
relationships among the
aspects of each theory as
well.

Criterion 1:
The project begins with a clearly articulated
personal philosophy about literacy teaching and
learning for children in the kindergarten or first
grade classroom.

Evidence:

You make explicit

connections to the theory
throughout your plan.

The philosophy accurately identifies and explains

the theorists/theories upon which it is based.
Connections between theory and practice are
clearly evident throughout your plan, classroom
design, and reflection.
Evidence:
The beginning of my project clearly
displays a section of multiple pages that
effectively describes my personal
philosophy for teaching literacy to
students in a kindergarten classroom. I
list four strong beliefs and then further
support those beliefs with theory and
research.
My philosophy and beliefs are accurately
supported by theorists Lev Vygotsky and

Areas to Further Develop

Brian Cambourne. I go in-depth to cover

both theories in full, not just in part and
relate them specifically to my beliefs. I
also relate the theorists to one another
for more critical thinking.

In every single aspect of my plan there is

a clear connection to theory. I continually
work to weave aspects of both Vygotskys
and Cambournes theories into all parts of
the plan as a way to successfully support
all of my reasoning. In the introduction to
instruction, assessment, and
concepts/skills/and strategies I refer to
theory as well as throughout each of
those sections. The description of my
classroom design also mentions specific
aspects of theory and how that
environment would exude both Vygotsky
and Cambournes theories. My reflection
also touches on aspects of theory as I
talk about effectively meeting the needs
of ELL students.

Course Goal 1; AEA Conceptualization; WTS 1

Evidence of going beyond

Evidence:
Criterion 2:

The summary accurately describes the range of

reading, writing, and word study behaviors of
students in a kindergarten or first grade classroom.

Strong discussion of the

range of oral language
development and
considerations for ELLs.

A thoughtful and accurate discussion of the range

of oral language development in the classroom,
including consideration for ELLs is articulated.
The summary reflects a solid understanding of the
appropriate use of development continuums to
describe the range of reading and writing
behaviors in a diverse kindergarten or first grade
classroom.
Nice use of your resources to synthesize
information regarding the stages of development.
Evidence:
To begin Part B of Task One, I started
by explaining the oral language
development of students in a K5
classroom. I clearly go through the
various levels of language development in
a K5 classroom and how they may relate
to students reading and writing levels as
well. This explanation is thorough and
notes my understanding that oral language
is a base of literacy. I then take time to
specifically focus on ELL students and
how their presence in the classroom would
affect my understanding and instruction
of oral language development to meet
their needs, as well as how I would want
to know more about their language.

In your discussion of word

study behaviors, you mention
the transitional stage of
reading and writing. Did you
address behaviors in that stage
earlier?

I then go into an in-depth explanation of

the range of reading, writing, and word
study developmental behaviors in a K5
classroom. The summary clearly shows my
understanding that children in a K5
classroom will be diverse and at varying
developmental levels. I show this
understanding by using the continuums as
resources to give in-depth explanations of
all of the behaviors students might show
in the developmental levels of preemergent, emergent, and early readers
and writers. In doing this I covered a
range of abilities that the students could
possibly be exhibiting. I did the same for
the word study behaviors. In an in-depth
explanation I describe what behaviors
students might show through word studies
in the levels of emergent, early, and
beginning transitional.

Course Goal 2; AEA Conceptualization; WTS 1

Evidence of going
beyond
You relate the role of the
teacher to two of the
Principles of Effective
Literacy Instruction as
per Tompkins.
Your understanding of
developmentally
appropriate practice is
demonstrated in your
discussion of the
assessments youd use in
your K classroom for the
range of readers and
writers youd encounter.
You easily weave
connections to theory into
your discussion of
assessments.
You synthesized and
organized information
from a variety of sources
to address the
concepts/skills/strategie
s that would be
appropriate for children
in these stages of
development.
Your clear references to

Criterion 3: a, b, c:
The role of the teacher clearly translates the
philosophy into specific classroom practice.
This practice demonstrates an solid understanding
of literacy practices in the following areas:
a. Assessments:
Assessments are appropriate for meeting
the diverse needs of the students in a
kindergarten or first grade classroom for
both reading, writing and word study.
An understanding of the relationship
between assessment and instruction is
clearly articulated.

b. Concepts/Strategies:
The concepts, skills, and strategies
addressed meet the appropriate literacy
needs of the students within your
kindergarten or first grade classroom
reading, writing and word study.
The concepts, skills, strategies show an
understanding that reading and writing
are meaning-making processes.
c. Instructional components:
The components of balanced literacy
instruction are accurately described and
show a clear understanding of the
purpose in relation to the theory.
An understanding of the relationship
among the role of the teacher, student
and the environment for each component

Evidence:

For which children in your

classroom at what stage of
reading development, would
running records be the most
appropriate?
Im wondering if youd use
running records more than just
three times a year for those
children. Why might that be
beneficial? (Im wondering if
you might be thinking about
Benchmark Assessments being
used three times/year.)
How would you collect evidence
from the Grand Conversation
beyond recording it? From
conferences with children?
From informal vocab
assessments?
Could you use rubrics to assess
writing, no matter what stage
of development?
Would rhyming be story
language or language more
associated with word study?
Problem/solution is associated
with story language.
The last skill/strategy you list
for writing really is an

theory throughout your

description of the
instructional components
of balanced literacy
shows your strong
understanding of how
theory is translated into
classroom practice. You
also provide an extensive
overview of instructional
strategies youd use to
teach word knowledge
development with more
depth, always pointing out
the benefits to ELLs in
your classroom.

is evident.
Materials and/or genre are appropriately
discussed for each component.
Specific strategies for ELLs are
thoughtfully incorporated into the
discussion.

Evidence:

When beginning to talk about the role of the

teacher I clearly set context for my plan to
use a balanced approach to literacy and how
differentiating and organizing for instruction
is what makes that plan effective in meeting
the needs of each student individually. I set
up a clear introduction for how I am going to
put my beliefs into practice through
appropriate use of assessments, teaching of
concepts/skills/strategies, and instruction.

When referring to assessment my plan

introduces assessments and makes
connections to theory. It also talks about
the importance of assessment itself. I then
categorize and list multiple ways in which I
could effectively assess reading, writing, and
word study. I describe both formal and
informal assessments and their appropriate
place in a K5 classroom. I also make links to
how specific assessments will affect my
instructional plans.

In the section of concepts/skills/strategies I

have an introduction which links theory to

instructional strategy for

teaching children proper letter
formation.
Would Morpheme Analysis and
Cognate Awareness be
appropriate for children in the
earlier stages of reading,
writing, and word knowledge
development?
Would you really emphasize 1-1
match and directionality in
interactive read alouds? How
about Early Good Reader
Strategies?
Are there other qualities of
text youd look for in an
interactive read aloud book?
While you state that you would
organize your instruction
through the workshop model, it
is not as clear how all of the
components of BL would be
incorporated either within the
model or at other times
throughout the day.

this part of literacy. I then categorize

concepts/skills/strategies into reading,
writing, and word study, showing the
connections among the three and how reading
and writing are mean making processes. I
provide insight to concepts/skills/strategies
that are appropriate for use in a K5
classroom and ones that will motivate and
help my students to grow in their reading,
writing, and word study knowledge.

As I begin my introduction to my
instructional components I clearly articulate
that I will be referencing reading and
writing workshop style teaching with word
study included. I then categorize my
instruction in terms of reading, writing, and
word study. I give in-depth and thoughtful
explanations of each instructional practice,
especially for reading and writing. I clearly
describe my role as a teacher to facilitate
the learning by describing my actions in that
particular type of instruction. I also state
what the role of the student is and how the
learning will benefit them. I express how the
environment becomes a part of that
instructional practice and the various
materials I would need (anchor charts,
books, mini lesson carpet, etc.) to make that
instruction meaningful. I also relate an
aspect of Vygotsky or Cambournes theory to
every single one of my instructional
practices. Each type of instruction also talks

on appropriate strategies for ELL students in

that particular procedure of learning.

Course Goals 1,2,3,5; AEA Conceptualization;

WTS 1
Evidence of going
beyond

Criterion 4:
The classroom design/floor plan clearly supports
the philosophy and instruction described in the
written plan.
The written reflection clearly articulates an
understanding of the role the environment as it
relates to your philosophy and instruction.
Evidence:
My classroom design was deeply thought
out and has specific details which show
how important and valuable a positive and
rich learning environment is to me.
Visually, the design represents my beliefs
to literacy learning as well as what I
hope to complete in my instructional
procedures.

My written reflection goes into careful

explanation of why I chose to use certain
materials, furniture, and spacing in my
classroom design. In the explanation of
each of those components in the
classroom I make direct ties to my

Evidence:

You mention centers in your

classroom design rationale.
Where would these fit into
your instructional plan? As part
of these centers, you include a
word study center and an
alphabet center. How could you
incorporate meaningful use
the use of whole, meaningful
text as per Cambourne, into
these centers? Beyond
providing children with
opportunities to develop oral
language in authentic ways in
dramatic play centers, how
could you also incorporate
authentic reading and writing as
well?

philosophy for literacy learning to show

that what I have put in my classroom has
a purpose. I also relate some aspects of
the classroom environment that I have
created back to theory.
Course Goals 1, 2; AEA Conceptualization WTS 1
Evidence of going
beyond

Criterion 5:
The reflection/Professional Development Plan is
complete and insightful. It clearly reflects a selfawareness of areas for future growth for you as a
learner as evidenced by your performance on this
plan.
The three goals selected are supported by a strong
rationale/evidence from your literacy plan and
classroom design.
Your goals show a strong ability to reflect on
yourself as a learner in relation to your
performance on this literacy plan.
Evidence:
In my Professional Development Plan it is
obvious the importance that I put on
being an ongoing learning and the want to
grow in my knowledge and practice to
continue becoming a stronger educator. I
reference three areas- word study, ELL
instruction, and vocabulary development
as specific areas that I would like to
grow in. In this plan I specifically say
what I would like to become more
knowledgeable about in all three areas. I

Evidence:

set goals for my learning and explain

where my knowledge is still limited. The
three goals that I have selected are
supported by what can be read in my
literacy plan. I note specific areas of
evidence in my literacy plan which
supports the growing that I need to
complete in order to become more
effective in each of the mentioned three
areas.

Course Goal 4; AEA Diagnosis; WTS 9

Evidence of going
beyond
Aspects of L4 writing are
present.

The paper consistently addresses L3 Criteria for

Effective Writing: Connects with audience
through
Establishing and Maintaining Context
Takes responsibility for own ideas and
distinguishes them from those of others.
Verbal Expression Using language that
shows consistent awareness of appropriate
style/tone and varied word choice
Appropriate Conventions Applying
appropriate conventions to the expression
of complex relationships
Purposeful Structure Without regression
from the focus of the work, consistently
articulates relationships between points of
development
Support Consistently develops ideas
through appropriate use of generalizations,
examples, and/or evidence

Evidence:

Original and Appropriate Content

Identifies key elements that indicate
understanding of frameworks/theories

Evidence:
Throughout my plan I consistently use
citations to distinguish my ideas from
those of other authors, theorists, or
worksheets. I also have a works cited
page which represents all sources used.

The language I use is consistent and is

professional based on the context for
which this plan was written. It shows
appropriate word choice for the topics
and information being written about.

I incorporate the use of appropriate

conventions in my writing.

My plan is carefully organized to be

understandable for the reader. Each
component is clearly laid out and is
purposefully organized to show important
relationships in literacy.

I continually thoroughly support all of my

ideas and work in this literacy plan. I
used an abundance of credible resources
to support my work.

My literacy plan exemplifies my

understanding of frameworks and theories

to create an appropriate and professional

piece of writing.
AEA Communication; WTS 6

Additional Comments:
Haley, your performance on this plan shows that you are in the Distinctive range for the point in your development as an effective
teacher of literacy. One of the most impressive aspects of this plan is your strong focus on your purpose and audience throughout.
Another is your synthesis of information from a variety of sources and your clear organization of that information for your readers. A
third is your consistent referencing of the theory throughout all aspects of your plan to show your deep understanding of how theory
shapes your instruction. Finally, your choices in your plan show your strong understanding of developmentally appropriate practice. I
encourage you to follow up on your goals, as those are ones that I would have highlighted as well. I also suggest that you think about how
you would organize your instruction to include all aspects of balanced literacy throughout the day. (Perhaps this is an aspect of your first
goal.) Its been a pleasure learning with you this semester! Please read the comments above for additional feedback. Nice work! Id
invite you back for that second interview.

(Overall Performance)
_X__ Distinctive

Name: Haley Williams

___ Proficient

___ Emerging

Date: May 2015

___ Inadequate

Instructor: Robin Gleason