Links to Literacy

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Links to Literacy...

Professional Self Assessment

Introduction

Literacy Knowledge and Skills

Professional Development Resources

Model Literacy Programs

Teacher
Self-Assessment

Helpful Resources for Parents

Acknowledgments

In order to effectively teach students how to become good readers, teachers need knowledge about all the components of reading and reading instruction. This is a self-assessment. You will be the only one to see the results. The purpose of the assessment is to help you identify the areas of reading where you would like to increase your knowledge. After you complete the self-assessment, visit the resource section of this website for assistance in deepening your knowledge of effective practices.

Rate yourself from 1 to 3

1=Little or no knowledge of the area
2=Basic understanding of the area
3=Comprehensive understanding of the area

Areas of Effective Reading Instruction

Assessment	1	2	3
Uses a wide variety of assessment tools and practices, both formal and informal, such as running records, retelling, PSSA, standardized tests, fluency checks, etc.
Uses assessment data to place students along a developmental continuum and identify their proficiencies and difficulties.
Uses assessment data to make instructional decisions to assist all students.

Components of Reading	1	2	3
Understands phonemic awareness is and its relation to reading achievement.
Assesses phonemic awareness and uses the results to plan phonemic awareness instruction.
Understands the difference between phonemic awareness and phonics.
Determines students’ skills in applying phonics and other word identification strategies.
Selects materials for teaching decoding and word identification.
Models self-correcting strategies and provides positive, explicit, corrective feedback for word identification errors.
Knows the importance of concepts of print and appropriate instructional activities.
Knows the alphabetic principle includes not only letter recognition and letter-sound correspondence, but also decoding and recoding of words.
Provides opportunities for students to read and reread texts at their independent level to develop reading fluency.
Knows a variety of instructional strategies to help students improve their fluency.
Models a variety of comprehension strategies and coaches students to use them independently.
Assists students in using appropriate comprehension strategies according to the type of text read, e.g., narrative, expository, etc.

Language Development	1	2	3
Recognizes language as the foundation for reading and writing.

Instructional Strategies and Curriculum	1	2	3
Uses a wide range of instructional practices and materials, and how to apply them to whole group, small group, partner and individual learners.
Uses appropriate practices and materials for learners at all stages of reading development.
Plans and implements instruction that supports children in integrating the components of reading and become effective and motivated readers.

Creating a Rich Literacy Environment	1	2	3
Creates an environment that models for and motivates students to use reading and writing.


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