Standard 3 is concerned with creating instruction and assessments as they

relate to reading and the study of literature. This standard also implies that
differentiation should take place in order to better serve the needs of all
students.
The first element in the standard has to evidences associated with it. The
first piece of evidence are my two unit plans, one from EDSE 547 and the other
from EDSE 651. I chose to use these two unit plans because they both
demonstrate my ability and competence in this area in using theory and
connecting lessons that involve best practices. Both unit plans display a wide
range of lessons which incorporate multiple text as well as activities for
students. Not only are these lessons detailed and hands-on, but they are very
skills driven as well. The purpose of my instructional strategy is to be able to
not only challenge students cognitively, but allow them to be able to enjoy the
lesson as well. From experience and my student teaching internship, I
understand the value and importance and keeping students engaged mentally
and cognitively.
The second element is concerned with creating authentic assessments,
including formal, informal, formative, and summative. The first piece of
evidence that I included is an exam that I created for my African American
literature course. Not only is this in example of a formula exam, but it
requires students to use all different levels of blooms as well as the depth of
knowledge. The second piece of evidence for this element is a copy of my
miscue analysis report that I completed while working with the department of
juvenile Justice over the summer as a part of my EDRD 600 course. Not only is
this report indicative of me thinking about how to respond to students needs
after assessing them, but shows my ability to gather additional information
informally on students through engaging lesson plans. An example lesson plan is
being submitted as my third piece of evidence to show mastery in this criteria.
The third element states that candidates should be able to plan standardsbased reading instruction that is reflective of best-practice research, and that
utilizes a variety of approaches. The first piece of evidence is a copy of a
formal ADEPT observation completed by my supervisor in which I demonstrate
that I am able to provide adequate instruction to students through multiple
ways that are both engaging and cognitively skills driven.
The fourth element requires candidates to gather and use student data to

inform choices in the classroom. Based on student interests and abilities, it is

required of candidates to create lessons and instruction that cater to the
specific needs of individual students. The first evidence is a Lesson plan that
IM implemented as a part of my EDRD 600 course where I was able to perform
an RMA on two readers and used this lesson plan to gather information about
their ability to extrapolate information from fiction and nonfiction text. By
gathering information about students past experiences with books and their
levels of interest, I was able to plan a lesson that allowed us to asses their
readability level of books and along with interest, we were able to find a book
that they would read and grow from which is my second piece of evidence. I
was able to gather that many of my students felt confident reading books that
were not boring and related to who they were. The third piece of evidence is
a reading interview and a reflection on the first session I had with my students
from the Department of Juvenile Justice. I administered a reading interview
and a Burke interview, and based on the answers my students gave, I was able
to pick literature that I thought they would enjoy. I was also able to provide
choice to my students, which allowed the two boys to pick the book they felt
they would find the most pleasure in, therefore increasing their commitment to
the book and their ability to finish the book. All three of these pieces of
evidence show my ability to gather and respond to student data in order to
inform my instruction.
The fifth element requires candidates to demonstrate their knowledge of
languagein print and non-print formatsthrough instruction designed to help
enhance student comprehension. The first piece of evidence that I included is
a lesson plan about how the language we use does not always have to be
standard, in fact, language can be used different depending on the medium
that students are working with. Students were able to explore how language
and music are often linked together and through discovering hip hop music,
students used this medium to explore how music shapes our thinking and should
be seen as a form of poetry. Students were then able to apply a component of
language that was unique to their own background to create their own original
hip hop piece. The second piece of evidence is a lesson from a unit on
Othello. In this lesson, students analyze a song that Desdemona sings and
analyzes the words for its meaning, both literal and figurativelyand then
create their own song afterwards.
The sixth element is concerned with my ability to plan across disciplines in
order to make student learning smooth and cohesive. This is my favorite type
of planning mainly because I view English as a subject that bridges well with
many other subjects. To demonstrate my ability, I have chosen to add two
lesson plans one in which students are working on a video critique project for

the Monster unit to demonstrate their ability to work with technology and to
be able to create visual and multimedia projects to accompany a larger project
in which they will create their own script and video shoot it. The second lesson
allows students to hone their research skillssomething that you rarely see in
an English class, so I have included a lesson plan in which students are able to
work independently on an internet scavenger hunt using keywords as their
guide to performing research.