ACEI
Assessment 7-Literacy Instruction Strategy Unit Plan
1. Description
This assignment is designed for candidates to demonstrate their knowledge of integrating
literacy instructional strategies into content areas. Candidates write a unit plan to facilitate
learning of a content area concept demonstrating a variety of the literacy instructional
strategies from a sample list. Candidates teach a lesson to their peers and write a reflection
indicating their learning and development as a result of the entire process. This course is
embedded in EDU 376: Teaching Language Arts, birth-6th which is taken in their 5th semester
of study.
A version of this assignment has been required in this course for a number of years however,
up until the fall semester 2007 data was collected using a more general portfolio submission
model. Therefore only the 2007-08 data are provided that examine the results of the specific
assignment using the current rubric.
2. Alignment to ACEI Standards
The following alignment exits between the Literacy Instruction Strategy Plan and the ACEI
standards:
Evaluation Criteria from Project Rubric
Knowledge of Subject Matter/Diversity
Instructional Strategies
Disposition
Communication
ACEI Standard(S)
2.1, 3.2
2.1, 3.2, 3.3, 3,4
5.1
3.5
The following alignment exits between the former portfolio submission and the ACEI Standards
exits:
Criterion from Program Portfolio
Rubric
Content Pedagogy
Multiple Instructional Strategies
Reflection & Evaluation
Writing & Conventions
ACEI Standard(s)
2.1, 3.2
2.1, 3.2, 3.3,3.4
5.1
5.1
3. Data Analysis
The data shows that 90% or greater of the candidates completing in this assignment in the
2007-08 and 2008-09 academic years scored successful or exceptional on all elements in the
rubric. Knowledge of Content Area/Diversity was the candidates’ strongest area.
The portfolio evaluations of the assignment conducted in the 2006-07 academic year indicate
that all 99 candidates completing the assignment passed it.
4. Interpretation of the Data
Prior to the 2007-08 academic year portfolio reflections were used to evaluate the candidates’
performance. Candidates were allowed to resubmit their reflections until they passed. Faculty
analysis found that the data did not provide sufficient information to evaluate candidates’
specific understandings, skills, and knowledge. The faculty moved to common assignments
that aligned with the ACEI standards. Although a version of the Literacy Instruction Unit Plan
was required in this course for years, the 2007-08 academic year was the first year that the
common assignment rubric was implemented.
The 2007-08 and 2008-09 results indicate that candidates demonstrated understanding of the
content knowledge and the ability to plan for instruction (standard 2.1), plan for diverse
learners using multiple instructional strategies (standards 3.2, 3.3 and 3.4), use effective
communication skills (standard 5.1), and engage in professional reflection (standard 5.1). A
small number of candidates perform unsatisfactory on each element. Faculty continue to
investigate the underperforming candidates’ performance and analyze the course curriculum.
5. Assessment Documentation
a) Description of the assignment as it appears in the course syllabus:
EDU 376
Literacy Instructional Strategy
It is important for teacher candidates to fully understand the importance of integrating
literacy strategies within other content areas. New York State requires all new teachers to
demonstrate competency in developing the listening, speaking, reading, and writing skills
of all students. In order to demonstrate these skills, teacher candidates will write a unit
plan to facilitate learning of a content area concept demonstrating a variety of the literacy
instructional strategies listed below. Once the unit plan has been developed and reviewed
by the course instructor, candidates will teach a lesson to their peers who will provide
critical/constructive feedback. Finally, the candidates will write a reflection indicating
their learning and development as a result of the entire process.
Sample Instructional Strategies
Reading Aloud
Choral Reading
Guided Reading
Grand Conversations
Shared Reading
Shared Writing
Literature Circle
Directed Reading /Thinking Activity
Open-Mind Portrait
Story Board
Story Wall
Story Quilt
Sort, Search & Discover (SSD)
Author’s Chair
Story Box
Book Jacket
Sketch to Stretch
Rebus
Morning Message
Word Walls
Readers’ Theatre
Activating Prior Knowledge
Anticipation Guides
Puppets in early literacy
b) Scoring Rubric
RUBRIC EDU 376
Literacy Instructional Strategy
Knowledge of Subject Matter & Instructional Planning
Program Standards
Unsatisfactory
Satisfactory
Exceptional
Knowledge of Subject
Matter/Diversity
The plan and instruction
demonstrate the candidate’s
knowledge of the content area
and ability to link the content
to students’ prior
understandings. The lesson is
meaningful for all students.
(ACEI 2.1, 3.2 )
The plan and instruction
demonstrate an unsatisfactory
command of the content as
evidenced by inaccurate
information, confusions, or
inability to link the content to
the students’ current
understandings.
The plan and instruction
demonstrate a satisfactory
command of the content as
evidenced by presentation,
explanation, and relevancy of
the topic for learners.
The plan and instruction
demonstrate an exceptional
command of the content as
evidenced by multiple
representations and
explanations, linkages to
students’ prior understandings,
and meaningful applications
for all students including
diverse learners, learners of
various developmental levels
and learners with exceptional
needs.
The plan and implementation
require learners to evidence
critical thinking and problem
solving at some point in the
lesson.
The plan and implementation
require learners to evidence
critical thinking and problem
solving in a variety of ways
throughout the lesson.
The reflection demonstrates
that the candidate evaluates
his/her own professional
practice, considers critical and
constructive feedback, and
identifies areas for
professional improvement.
The reflection demonstrates
that the candidate evaluates
his/her own professional
practice, accepts critical and
constructive feedback, and sets
goals for improvement based
on this feedback in a
professional manner.
The plan and implementation
demonstrate the candidate’s
outstanding command of
effective verbal and written
communication techniques.
Including appropriate
grammar, syntax, spelling, and
voice at a level that learners
are able to understand.
Multiple Instructional Strategies
Instructional Strategies
The plan and implementation
The instructional strategy is
do not require learners to
implemented in such a way as
evidence critical thinking and
to require critical thinking,
problem solving and focus
problem solving and
more on memorization of
performance skills on the part
facts.
of diverse learners.
(ACEI 2.1, 3.2 3.3, 3.4)
General Program Expectations
Disposition
The reflection is not present,
Critical Thinking and
fails to demonstrate
Reflective Practice
consideration of peer
(ACEI 5.1)
feedback, or does not indicate
ideas for professional growth.
Communication
The plan and implementation
demonstrate the candidate’s
use of effective
communication techniques.
(ACEI 3.5)
The annotated bibliography
and interview summary report
follow standard writing
conventions using appropriate
grammar, spelling, syntax, and
voice. Information is not
referenced appropriately.
c) Candidate Data Derived from Assessment
The plan and implementation
demonstrate the candidate’s
use of effective verbal and
written communication
techniques. Including
appropriate grammar, syntax,
spelling, and voice.
2008-09 EDU 376: Literacy Instructional Strategy
Percentage of Candidates Scoring Within Each Range on Project Rubric
N=57
Evaluation Criteria from Project Rubric
Knowledge of Subject Matter/Diversity
Instructional Strategies
Disposition
Communication
Unsatisfactory
3%
4%
3%
5%
Satisfactory
39%
37%
39%
35%
Exceptional
58%
60%
58%
60%
2007-08 EDU376: Literacy Instructional Strategy
Percentage of Candidates Scoring Within Each Range on Project Rubric
N=100
Evaluation Criteria from Project Rubric
Knowledge of Subject Matter/Diversity
Instructional Strategies
Disposition
Communication
Unsatisfactory
6%
7%
9%
7%
Satisfactory
71%
80%
74%
79%
Exceptional
23%
13%
17%
14%
EDU 376 Portfolio Evaluation for ACEI
2006-07
N= 99
Content
Pedagogy
99 pass
0 fail
Multiple
Instructional
Strategies
99 pass
0 fail
Reflection
&
Evaluation
99 pass
0 fail
Writing &
Conventions
99 pass
0 fail