Locate And Print The IRA Standards For Reading Professionals

Locate And Print The Ira Standards For Reading Professionals Familiar

Locate and print the IRA Standards for Reading Professionals. Familiarize yourself with the standards so that you match each of the following six (6) activities to one of the IRA standards. Each standard can only be used once and this assignment has to be typed and a hard copy is due Saturday, September 17, 2022 before 11:59pm. Each activity needs to be properly aligned to each of the standards, see example below: Each one counts 16.7 pts/piece. (The activities are randomly listed below, so it is your responsibility to copy or retype each activity and then list the standard (label each). Ex: 1. Activity: Candidates understand types of assessments and their purposes, strengths, and limitations. IRA Standard: ?__(list number and title, Ex: IRA 3: Assessment and Instruction

List of Activities that need to be matched to an IRA Standard:

1. Activity: Candidates participate in, design, facilitate, lead, and evaluate effective and differentiated professional development programs.
2. Activity: Candidates use a variety of classroom configurations (i.e., whole class, small group, and individual) to differentiate instruction.
3. Activity: Candidates recognize, understand, and value the forms of diversity that exist in society and their importance in learning to read and write.
4. Activity: Candidates communicate assessment results and implications to a variety of audiences.
5. Activity: Candidates use appropriate and varied instructional approaches, including those that develop word recognition, language comprehension, strategic knowledge, and reading-writing connections.
6. Activity: Candidates understand major theories and empirical research that describe the cognitive, linguistic, motivational, and sociocultural foundations of reading and writing development, processes, and components, including word recognition, language comprehension, strategic knowledge, and reading-writing connections.

Paper For Above instruction

The International Reading Association (IRA) Standards for Reading Professionals serve as a comprehensive framework guiding educators in fostering effective literacy instruction. These standards articulate essential competencies for reading professionals to ensure that they possess the knowledge, skills, and dispositions necessary to promote reading achievement for all students. By aligning teaching practices with these standards, educators can enhance their effectiveness and contribute meaningfully to their students' literacy development.

The six activities listed in this assignment represent critical aspects of literacy education aligned with specific IRA standards. Properly matching each activity to the relevant standard demonstrates an understanding of the foundational principles that underpin effective reading instruction and professional growth. These standards emphasize a range of competencies, including assessment, differentiation, diversity appreciation, professional development, instructional approaches, and understanding theoretical frameworks.

The first activity, which involves participating in, designing, facilitating, leading, and evaluating professional development programs, aligns most closely with IRA Standard 5: Professional Learning and Leadership. This standard emphasizes the importance of ongoing professional learning and leadership skills necessary to improve instructional practices and student outcomes. Engaging in professional development equips educators with innovative strategies and reinforces collaborative efforts to support literacy.

The second activity focuses on differentiating instruction through various classroom configurations. This is aligned with IRA Standard 4: Instructional Planning and Programming. Effective differentiation allows teachers to meet diverse learners' needs by adapting instructional strategies to different students, making learning more accessible and impactful.

Recognizing, understanding, and valuing societal diversity, as described in the third activity, corresponds with IRA Standard 1: Foundations of Reading Development and Acquisition. This standard underscores the importance of cultural awareness and the sociocultural influences on literacy. Recognizing diversity fosters inclusive literacy practices that respect and incorporate students' backgrounds.

The fourth activity, communicating assessment results and implications to different audiences, aligns with IRA Standard 3: Assessment and Evaluation. This standard highlights the significance of effective assessment practices and the importance of sharing results with stakeholders to inform instruction and support student growth.

Using varied instructional approaches aimed at developing word recognition, comprehension, strategic knowledge, and connections between reading and writing aligns with IRA Standard 2: Fluency and Comprehension. This standard emphasizes instruction that targets multiple facets of reading, including decoding, fluency, comprehension, and strategic use of strategies.

Finally, understanding major theories and empirical research related to cognitive, linguistic, motivational, and sociocultural foundations aligns with IRA Standard 6: Research and Inquiry. This standard emphasizes the importance of a strong theoretical understanding of reading processes, informing effective instructional practices grounded in the latest research findings.

References

• International Reading Association. (2010). Standards for Reading Professionals. National Reading Conference.
• Guthrie, J. T., & Humenick, N. (2004). Motivation in reading: Theory, research, and practice. Review of Educational Research, 74(1), 107-130.
• Tomlinson, C. A. (2014). The Differentiated Classroom: Responding to the Needs of All Learners. ASCD.
• Au, K. H., & Shaw, N. (1990). Culturally responsive classroom management. The Reading Teacher, 43(7), 482-491.
• Harvey, S., & Goudvis, A. (2000). Strategies That Work: Teaching Comprehension for Understanding and Engagement. Stenhouse Publishers.
• National Institute of Child Health and Human Development. (2000). Report of the National Reading Panel: Teaching children to read: An evidence-based assessment of the scientific research literature on reading and its implications for reading instruction. NIH Publication.
• Moats, L. C., & Adamson, M. (2010). Fundamentals of literacy instruction. Reading Research Quarterly, 45(3), 325-340.
• Shanahan, T. (2017). Developing deep comprehension: The key to teaching reading. The Reading Teacher, 71(8), 959-969.
• Snow, C. E., & Uccelli, P. (2009). The challenges of academic language proficiency for adolescent English language learners. Language and Literacy, 11(1), 17-29.
• Vygotsky, L. S. (1978). Mind in Society: The Development of Higher Psychological Processes. Harvard University Press.