Readingcapstone Template
Instructions
o Fill in your name, date, cohort, and CUC email.
o Please check the standard subset(s) that are supported by your artifacts.
o Rationale should include a 2-3 sentence paragraph containing reasons for your
choice of artifacts
o Reflection should include 2 paragraphs. Paragraph one should document the
positive impact your artifact has on your present practice. Paragraph two should
state the impact you foresee on your future practice.
o Submit this document to: readingcapstone@cuchicago.edu
Name:
Date:
Cohort #:
CUC Email:
Please check the standard subset(s) that are supported by your artifacts.
IRA Standard 1: Foundational Knowledge and Dispositions
Candidates have knowledge of the foundations of reading and writing processes and
instruction.
1.1 Demonstrates knowledge of psychological, sociological, and linguistic
foundations of reading and writing processes and instruction.
1.2 Demonstrates knowledge of reading research and histories of reading.
1.3 Demonstrate knowledge of language development and reading acquisition and
the variations related to cultural and linguistic diversity.
1.4 Demonstrate knowledge of the major components of reading (phonemic
awareness, word identification and phonics, vocabulary and back ground
knowledge, fluency, comprehension strategies, and motivation) and how they are
integrated in fluent reading.
Now type in the title of the first artifact and include a summary/description and
rationale. Then (by copy and paste, if necessary) include the artifact: Now, do the same
with the second artifact.
Artifact, Description and Rationale:
Artifact, Description and Rationale:
Now, type in one reflection that refers to both artifacts included in this standard.
Reflection:
You have completed Standard 1, now go on to Standard 2
Please check the standard subset(s) that are supported by your artifacts.
IRA Standard 2: Instructional Strategies and Curriculum Materials
Candidates use a wide range of instructional practices, approaches, methods, and
curriculum materials to support reading and writing instruction.
2.1 Use instructional grouping options (individual, small-group, whole-class, and
computer based) as appropriate for accomplishing given purposes.
2.2 Use a wide range of instructional practices, approaches, and methods, including
technology-based practices, for learners at differing stages of development and from
differing cultural and linguistic.
2.3 Use a wide range of curriculum materials in effective reading instruction for
learners at different stages of reading and writing development and from different
cultural and linguistic backgrounds.
Now type in the title of the first artifact and include a summary/description and
rationale. Then (by copy and paste, if necessary) include the artifact: Now, do the same
with the second artifact.
Artifact, Description and Rationale:
Artifact, Description and Rationale:
Now, type in one reflection that refers to both artifacts included in this standard.
Reflection:
You have completed Standard 2, now go on to Standard 3
Please check the standard subset(s) that are supported by your artifacts.
IRA Standard 3: Assessment, Diagnosis, and Evaluation
Candidates use a variety of assessment tools and practices to plan and evaluate effective
reading instruction.
3.1 Use a wide range of assessment tools and practices that range from individual
and group standardized tests to individual and group informal classroom
assessment strategies, including technology-based assessment tools.
3.2 Place students along a developmental continuum and identify students’
proficiencies and difficulties.
3.3 Use assessment information to plan, evaluate, and revise effective instruction
that meets the needs of all students.
3.4 Communicate results of assessments to specific individuals (students, parents,
caregivers, colleagues, administrators, policy makers, p0olicy officials,
community, etc.).
Now type in the title of the first artifact and include a summary/description and
rationale. Then (by copy and paste, if necessary) include the artifact: Now, do the same
with the second artifact.
Artifact, Description and Rationale:
Artifact, Description and Rationale:
Now, type in one reflection that refers to both artifacts included in this standard.
Reflection:
You have completed Standard 3, now go on to Standard 4
Please check the standard subset(s) that are supported by your artifacts.
IRA Standard 4: Creating a Literate Environment
Candidates create a literate environment that fosters reading and writing by integrating
foundational knowledge, use of instructional practices, approaches and methods,
curriculum materials, and the appropriate use of assessments.
4.1 Use students’ interests, reading abilities, and backgrounds as foundations for
the reading and writing programs.
4.2 Use a large supply of books, technology-based information, and non-print
materials representing multiple levels, broad interests, and cultural and linguistic
backgrounds.
4.3 Model reading and writing enthusiastically as valued lifelong activities.
4.4 Motivate learners to be lifelong readers.
Now type in the title of the first artifact and include a summary/description and
rationale. Then (by copy and paste, if necessary) include the artifact: Now, do the same
with the second artifact.
Artifact, Description and Rationale:
Artifact, Description and Rationale:
Now, type in one reflection that refers to both artifacts included in this standard.
Reflection:
You have completed Standard 4, now go on to Standard 5
Please check the standard subset(s) that are supported by your artifacts
IRA Standard 5: Professional Development
Candidates view professional development as a career-long effort and responsibility.
5.1 Display positive dispositions related to reading and the teaching of reading.
5.2 Continue to pursue the development of professional knowledge and
dispositions.
5.3 Work with colleagues to observe, evaluate, and provide feedback on each
other’s practice.
5.4 Participate in, initiate, implement, and evaluate professional development
programs.
Now type in the title of the first artifact and include a summary/description and
rationale. Then (by copy and paste, if necessary) include the artifact: Now, do the same
with the second artifact.
Artifact, Description and Rationale:
Artifact, Description and Rationale:
Now, type in one reflection that refers to both artifacts included in this standard.
Reflection:
You have now completed the Readingcapstone Project
Submit this document to readingcapstone@cuchicago.edu as an attachment from your
Concordia University Chicago email account. Projects will not be accepted from other
email accounts. It is suggested that you request a delivery and read receipt by click on
the options button of you email message. If you use this option, a message confirming
the delivery and the opening of your message will be sent to you.
After the paper has been reviewed, a scoring sheet along with your paper with comments
will be emailed back to your Concordia email address. If you are asked to resubmit your
paper, make the changes and resubmit the paper to readingcapstone@cuchicago.edu as
an attachment from your Concordia University Chicago email account.