How To Teach Reading

Transcription

1 Florida Reading Endorsement Alignment Matrix Competency 1 The * designates which of the reading endorsement competencies are specific to the competencies for English to Speakers of Languages (ESOL). The R designates which of the reading endorsement competencies are specific to the competencies for Reading Certification. The E designates which of the reading endorsement competencies are specific to those for Exceptional Student Education (ESE). Text Rule: Understanding reading as a process of student engagement in both fluent decoding of words and construction of meaning. Competency 1: Foundations in Language & Cognition Has substantive knowledge of language structure and function and cognition for each of the five major components of the reading process. Course Number Topic of Study Indicator code Specific Indicator Curriculum Study Assignment(s) 1.A.1 Specific Indicator A: Phonemic Awareness Identify and apply basic concepts of phonology as they relate to language development and reading performance (e.g., phonological process, inventory of phonemes, phonemic awareness skills, phonemic analysis)* of concepts of phonology as they relate to language development and reading performance. 1

2 Florida International University Master s of Science in Reading Education 1.A.2 Distinguish both phonological and phonemic differences in language and their applications in written and oral discourse patterns (e.g., language & dialect differences)* of elements that distinguish phonological and phonemic differences in language and their applications in written and oral discourse patterns. 1.B.1 Specific Indicator B: Phonics Identify structural patterns of words as they relate to reading development and reading performance (e.g., inventory of orthographic representations, syllable conventions; spellings of prefixes, root words, affixes)* of content and application of phonics to support reading development for diverse learning needs. 2

3 1.B.2 Apply structural analysis to words (e.g., orthographic analysis, spelling morphologies, advance phonics skills) of structural analysis of words and how this knowledge may be used to support literacy development for diverse learning needs. 1.C.1 Specific Indicator C: Fluency Identify the principles of reading fluency as they relate to reading development of principles of reading fluency as they relate to reading development. 3

4 1.C.2 Understands the role of reading fluency in development of the reading process of the role of reading fluency in the development of the reading process. 1.D.1 Specific Indicator D: Vocabulary Identify and apply principles of English morphology as they relate to language acquisition (e.g., identify meanings of morphemes, inflectional and derivational morphemes, morphemic analysis) and apply principles of English morphology as they relate to language acquisition. 4

5 1.D.2 Identify principles of semantics as they relate to vocabulary development (e.g., antonyms, synonyms, figurative language, etc.) of the principles of semantics as they relate to vocabulary development. 1. E. 1 Specific Indicator E: Comprehension Identify principles of syntactic function as they relate to language acquisition and reading development (e.g., phrase structure, types of sentences, sentence manipulations)* of the principles of syntactic 5

6 function as they relate to language acquisition and reading development. 1. E. 2 Understands the impact of variations in written language of different text structures on the construction of meaning of the impact of variations in written language of different text structures on the construction of meaning. 6

7 1. E. 3 Identify cognitive task levels and the role of cognitive development in the construction of meaning of a variety of texts (e.g., knowledge, comprehension, application, analysis, synthesis, evaluation) of the role of cognitive development in the construction of meaning of a variety of texts and identify cognitive task levels of text. 1. E. 4 Understands the transactive nature of the reading process in constructing meaning from a wide variety of texts and for a variety of purposes (e.g., text connections: within texts, across texts, from text to self, from text to world) of the transactive nature of the reading process in constructing meaning. 7

8 1.F.1 Specific Indicator F: Integration of the major reading components Identify language characteristics related to informal language and cognitive academic language.* Title: I-Search Paper Purpose: To explore a variety of seminal models of reading; develop understanding of how models address characteristics of informal language and cognitive academic language. 1.F.2 Identify phonemic, semantic, and syntactic variability between English and other languages.* Title: I-Search Paper Purpose: To explore a variety of seminal models of reading; develop understanding that includes perspectives on phonemic, semantic and syntactic variability among languages. 1.F.3 Understands the interdependence between each of the major reading components and their effect upon fluency in the reading process (e.g., reading rate: phonological processing and construction of meaning) 1.F.4 Understands the interdependence between each of the major reading components and their affect upon comprehension (e.g., construction of meaning: vocabulary, fluency) Title: I-Search Paper Purpose: To explore a variety of seminal models of reading; develop understanding of the interrelation of the major reading components, including fluency. Title: I-Search Paper Purpose: To explore a variety of seminal models of reading; develop understanding of the interrelation of the major reading components, including 8

9 comprehension. Title: Theory Presentation to Colleagues Purpose: To explore one theoretical model of reading in depth, with a focus on the interdependence between each of the major reading components; understand implications of model for supporting the development of reading by individuals with diverse learning needs. 1.F.5 Understands the impact of dialogue, writing to learn, and print environment upon reading development of how dialogue, writing to learn and the print environment impact reading development. Code: CS = Course Syllabus; TRG = Teacher Resource Guide 9

10 Florida Reading Endorsement Alignment Matrix Competency 2 Text Rule: Understanding reading as a process of student engagement in both fluent decoding of words and construction of meaning. COMPETENCY 2: Foundations of Research-Based Practices Understands the principles of scientifically based reading research as the foundation of comprehensive instruction that synchronizes and scaffolds each of the major components of the reading process toward student mastery. Course Topic of Study Indicator Specific Indicator Curriculum Study Assignment Number code 2.A Specific Indicator A: Phonemic Awareness Identify explicit, systematic instructional plans for scaffolding development of phonemic analysis of the sounds of words (e.g., phonemic blending, segmentation, etc.) * Title: Assessment- Instruction Continuum Purpose: To help candidates refine their ability to link assessment with quality, explicit, systematic instruction related to phonemic awareness; to help candidates refine their ability to develop effective, explicit, systematic instructional plans to support learners development of phonemic awareness. 2.B Specific Indicator B: Phonics Identify explicit, systematic instructional plans for scaffolding development from emergent through advanced phonics with words from both informal and academic language (e.g., orthographic skills, phonetic and structural analysis: rules, patterns, and generalizations) Title: Assessment- Instruction Continuum Purpose: To help candidates refine their ability to link assessment with quality, explicit, systematic instruction related to phonics; to help candidates refine their ability to develop effective, explicit, systematic instructional plans to support learners development of phonic abilities. 2.C Specific Indicator C: Fluency Title: Assessment-Instruction 10

11 Florida International University Master s of Science in Reading Education Identify explicit, systematic instructional plans for scaffolding fluency development and reading endurance (e.g., rereading, self-timing, independent reading material, reader s theater, etc.) Continuum Purpose: To help candidates refine their ability to link assessment with quality, explicit, systematic instruction related to fluency; to help candidates refine their ability to develop effective, explicit, systematic instructional plans to support learners development of fluency. 2.D Specific Indicator D: Vocabulary Identify explicit, systematic instructional plans for scaffolding vocabulary and concept development (e.g., common morphological roots, morphemic analysis, system of word relationships, semantic mapping, semantic analysis, analogies, etc.) Title: Assessment-Instruction Continuum Purpose: To help candidates refine their ability to link assessment with quality, explicit, systematic instruction related to vocabulary; to help candidates refine their ability to develop effective, explicit, systematic instructional plans to support learners development of vocabulary. 2.E Specific Indicator E: Comprehension Identify explicit, systematic instructional plans for scaffolding development of comprehension skills and cognition (e.g., key questioning strategies such as reciprocal teaching, analysis of relevance of details, prediction; think-aloud strategies, sentence manipulation, paraphrasing, etc.) Title: Assessment-Instruction Continuum Purpose: To help candidates refine their ability to link assessment with quality, explicit, systematic instruction related to comprehension skills and cognition; to help candidates refine their ability to develop effective, explicit, systematic instructional plans to support learners development of comprehension skills and cognition. 11

12 2.F.1 Specific Indicator F: Integration of the major reading components Identify comprehensive instructional plans that synchronize the major reading components (e.g., a lesson plan: structural analysis, morphemic analysis, reciprocal teaching, rereading, etc.) Title: Assessment-Instruction Continuum Purpose: To help candidates refine their ability to plan for reading instruction with a focus on synchronizing the major reading components. 2.F.2 Identify explicit, systematic instructional plan for scaffolding content area vocabulary development and reading skills (e.g., morphemic analysis, semantic analysis, reciprocal teaching, writing to learn, etc.) Title: Assessment-Instruction Continuum Purpose: To help candidates refine their ability to link assessment with quality, explicit, systematic instruction related to content area vocabulary and reading skills particularly relevant to content area reading. 2.F.3 Identify resources and research-based practices that create both language-rich and print-rich environments (e.g., large and diverse classroom libraries; questioning the author; interactive response to authentic reading and writing tasks, etc.) of research-based practices that create both language-rich and print-rich classroom environments. 12

13 2.F.4 Identify research-based guidelines and selection tools for choosing literature and expository text appropriate to students interests and independent reading proficiency R of research-based guidelines and selection tools for choosing a variety of types of text appropriate to students interests and independent reading proficiency. 13

14 Florida Reading Endorsement Alignment Matrix Competency 3 TEXT RULE: Administration and interpretation of instructional assessments to include screening, diagnosis, and progress monitoring with purposes of prevention, identification, and remediation of reading difficulties. COMPETENCY 3: Foundations of Assessment Understands the role of assessments in guiding reading instruction and instructional decision making for reading progress of struggling readers. Course Number RED 6540 Topic of Study ASSESSMENT IN Indicator code 3.1 Specific Indicator Specific Indicators Describe or recognize appropriate test formats and types of test items for assessing the major elements of reading growth: phonemic awareness, phonics, fluency, vocabulary, and reading comprehension Curriculum Study Assignment Evaluation of FCAT describe item format, analyze items in relationship to Sunshine State Standards and QAR s, conduct readability analysis of test checklist Evaluation of DIBELS describe all five subtests in terms of layout, item content, student s tasks and teacher s responsibilities in recording results checklist Development of Alternative Assessments development of two observational instruments to evaluate comprehension during instruction and two instruments to evaluate student affect checklist RED 6546 DIAGNOSIS OF Title:Literacy Framework Paper for Assessment and Intervention Purpose: To identify and describe appropriate test formats for components 14

15 RED 6540 ASSESSMENT IN 3.2 Understands the role of assessment in planning instruction to meet student learning needs Analysis of School s Assessment Package analyze school s total assessment package in terms of the six principles of good assessment (Coe, 2005) including using assessment to inform instruction checklist Evaluation of FCAT analyze results for school in which work in terms of value to classroom teacher in planning to meet student needs and value to administration checklist Evaluation of DIBELS/ORF analyze results for class in terms of value to classroom teacher for organizing for instruction (grouping) and planning instruction to meet student needs and in terms of value to administration checklist Development of Alternative Assessments develop record keeping systems for each assessment developed and analyze the results on each informal measure of comprehension and affect in order to make instructional recommendations for students checklist RED 6546 DIAGNOSIS OF Title: Planning in journals; links in lesson plans Purpose: To articulate the 15

16 RED 6540 ASSESSMENT IN Florida International University Master s of Science in Reading Education importance of assessment for planning to meet needs of students 3.3 Interpret students formal and informal test results. R, E Evaluation of FCAT analyze results for school in which work in terms of value to classroom teacher in planning to meet student needs and value to administration checklist Evaluation of DIBELS/ORF analyze results for class in terms of value to classroom teacher for organizing for instruction (grouping) and planning instruction to meet student needs and in terms of value to administration checklist RED 6540 ASSESSMENT IN 3.4 Identify measurement concepts and characteristics and uses of norm-referenced and criterion-referenced tests. Development of Alternative Ass-essments develop record keeping systems for each assessment developed and analyze the results on each informal measure of comprehension and affect in order to make instructional recommendations for students Assessment: checklist Evaluation of FCAT evaluate FCAT in terms of characteristics of good criterionreferenced tests including the number of iterms needed for a skill/standard in order to make valid decisions about student performance checklist Evaluation of DIBELS 16

17 RED 6540 ASSESSMENT IN Florida International University Master s of Science in Reading Education 3.5 Understand the meaning of test reliability and validity, and describe major types of derived scores from standardized tests evaluate DIBELS in terms of characteristics of good screening tests including the match or lack thereof of test format to natural learning Assessment: checklist Evaluation of FCAT evaluate FCAT in terms of reported reliability, validity, and the procedures for determining criterion levels checklist RED 6546 DIAGNOSIS OF 3.6 Demonstrate knowledge of the characteristics, administration, and interpretation of both quantitative and qualitative instructional assessments (to include each of the following: screening, diagnosis, progress monitoring, and outcome measures). Evaluation of DIBELS evaluate DIBELS in terms of reported reliability, validity, and normative procedures Assessment: checklist Assessment instruments, procedures and reports Purpose: To demonstrate knowledge of assessments RED 6540 ASSESSMENT IN 3.7 Analyze data to identify trends that indicate adequate progress in student reading development. E Title: Analysis of DIBELS Purpose: To demonstrate the use of DIBELS to track student learning Assessment: Checklist and rubric Title: Developing, administrating, and interpreting informal uses of reading and attitude Purpose: To demonstrate use of observation and record keeping to track student learning and attitudes Assessment: Checklist and rubric RED 6540 ASSESSMENT IN 3.8 Understand how to use data to differentiate instruction Title: Analysis of DIBELS 17

18 RED 6515 Florida International University Master s of Science in Reading Education (grouping strategies, intensity of instruction: ii vs. iii) E Purpose: To use results of DIBELS to place students in appropriate instructional groups Assessment: Checklist and 3.9 Understand how to interpret data with application of instruction that matches students with appropriate level of intensity of intervention (in whole class, small group, one-to-one), with appropriate curricular materials, and with appropriate strategies. rubric Title: Case study and PowerPoint presentation Purpose: To be able to make recommendations to the school RED 6540 RED 6515 ASSESSMENT IN 3.10 Identify appropriate criteria for selecting materials to include in portfolios for monitoring student progress over time. Development of Alternative Assessments identifying criteria for selecting materials from the four assessments developed to include in students portfolios for monitoring student progress over time Assessment: checklist RED 6540 RED 6540 ASSESSMENT IN ASSESSMENT IN 3.11 Identify interpretive issues that may arise when English language tests are used to assess reading growth in LEP students Identify reading assessment techniques appropriate for diagnosing and monitoring reading progress of LEP students and students with disabilities in the area of reading. Title: Portfolio and Student-Led Conferences Purpose: to learn how to apply criteria for selecting artifacts that demonstrate progress and observation Development of Alternative Assessments interpret results of two comprehension and two affective assessments in terms of student learning including any learning issues related to LEP students Assessment: checklist Development of Alternative Assessments interpret results of two comprehension and two affective assessments in terms of student learning including any learning 18

19 issues related to LEP students Assessment: checklist Florida Reading Endorsement Alignment Matrix Competency 4 TEXT RULE: Understanding how to prescribe, differentiate instruction, and utilize appropriate strategies and materials based upon scientifically based reading research in order to address the prevention, identification, and remediation of reading difficulties in order to increase reading performance. COMPETENCY 4: Foundations of Differentiation Has a broad knowledge of students from differing profiles, including students with disabilities and students from diverse populations. Course Number RED 6546 RED 6546 RED 6546 Topic of Study DIAGNOSIS OF DIAGNOSIS OF DIAGNOSIS OF Indicator code 4.1 Specific Indicator Identify the characteristics of both language and cognitive development and their impact on reading proficiency. 4.2 Compare language, cognitive, and reading acquisition of different age groups (primary, intermediate, secondary levels) and abilities. * 4.3 Identify language acquisition characteristics of learners from mainstream, students with exceptional needs, and diverse populations. * Curriculum Study Assignment Title: Framework Paper for Assessment and Intervention Purpose: To identify impact of language and cognitive development on reading Title: Reflection on writing and spelling assessments\ Purpose: to compare using Developmental Stages for Word Study Title: Reflection on writing and spelling assessments using Developmental Stages for Word Study 19

20 RED 6546 RED 6546 RED 6546 RED 6546 RED 6546 RED 6546 DIAGNOSIS OF DIAGNOSIS OF DIAGNOSIS OF DIAGNOSIS OF DIAGNOSIS OF DIAGNOSIS OF Florida International University Master s of Science in Reading Education 4.4 Identify stages of reading development for diverse learners, including mainstream students, LEP students, and students with disabilities in reading. 4.5 Identify common difficulties in development of each of the major reading components. 4.6 Understands specific appropriate reading instructional accommodations for students with exceptional needs and LEP students. E 4.7 Identify principles of differentiating instruction for all students in mainstream classes, including students with disabilities in reading, and LEP students. * 4.8 Identify strategies effective and more skilled readers use for word recognition and comprehension in contrast to those strategies used by beginning and/or struggling readers. R 4.9 Select appropriate materials that address cultural and linguistic differences. * E Purpose: Identify characteristics of language of diverse learners Reflection on writing and spelling assessments using Developmental Stages for Word Study Purpose: To identify stage for diverse learners Title: Planning in journals and the Decision chart Purpose: Identify common difficulties that emerge from through assessments Title: Reflection on writing and spelling assessments using Developmental Stages for Word Study Purpose: From assessments, make recommendations for instruction Title: Reflection on writing and spelling assessments using Developmental Stages for Word Study Purpose: To identify principles of differentiating instruction Title: Reflection on writing and spelling assessments using Developmental Stages for Word Study Purpose: Identify strategies for word recognition and comprehension for skilled readers in contrast to struggling readers Title: Journal Lesson Plans and Reflections 20

21 RED 6546 Florida International University Master s of Science in Reading Education Purpose: To select appropriate materials for students with different materials DIAGNOSIS OF 4.10 Identify structures and procedures for monitoring student reading progress Title: Assessment Kit Purpose: To organize materials to be ready to assess or monitor student progress 21

22 Florida Reading Endorsement Alignment Matrix Competency 5 TEXT RULE: Understanding how to prescribe, differentiate instruction, and utilize appropriate strategies and materials based upon scientifically based reading research in order to address the prevention, identification, and remediation of reading difficulties in order to increase reading performance. COMPETENCY 5: Application of Differentiated Instruction Has knowledge of effective, research-based instructional methodology to prevent reading difficulties and promote acceleration of reading progress for struggling students, including students with disabilities and from diverse populations. Course Number RED 6515 Topic of Study Indicator Specific Indicator code 5.1 Apply knowledge of scientifically based reading research in each of the major reading components as it applies to reading instruction (phonemic awareness, phonics, vocabulary, fluency, comprehension). Curriculum Study Assignment Title: Journal with Lesson Plans and Reflections Purpose: To demonstrate the ability to apply knowledge of SBRR for instruction RED 6515 RED 6515 RED 6515 RED Apply research-based practices and materials for preventing and accelerating both language and literacy development. 5.3 Identify techniques for scaffolding instruction for children having difficulty in each of the five major components of reading growth 5.4 Apply research-based instructional practices for developing students phonemic awareness. 5.5 Apply research-based instructional practices for developing students phonics skills and word recognition. R Title: Journal with Lesson Plans and Reflections Purpose: To apply researchbased practices and materials for preventing and accelerating student s language development Title: Strategy Presentations: Niche and materials Purpose: To scaffold student s in 5 major components of reading Title: Journal with Lesson Plans and Reflections Purpose: To use SBRR for developing student s phonemic awareness Title: Journal with Lesson Plans and Reflections Purpose: To use SBRR to develop student s phonics 22

23 RED 6515 RED 6515 RED 6515 RED 6515 RED 6515 RED 6515 Florida International University Master s of Science in Reading Education 5.6 Apply research-based instructional practices for developing students reading fluency, automaticity, and reading endurance. 5.7 Apply research-based instructional practices for developing both general and specialized content area vocabulary. R 5.8 Apply research-based instructional practices for developing students critical thinking skills R 5.9 Apply research-based instructional practices for facilitating reading comprehension R 5.10 Apply knowledge of language to instruction in working with LEP students that are at different levels of oral proficiency. * 5.11 Identify instructional strategies to facilitate students metacognitive skills in reading. R, E Title: Journal with Lesson Plans and Reflections Purpose: To use SBRR to develop student s fluency, automaticity and endurance Titles: Journal with Lesson Plans and Reflections; Niche and Materials (Student-made book on content vocabulary) Purpose: To use SBRR to develop student s vocabulary Titles: Journal with Lesson Plans and Reflections; Case Study; Niche and Materials Purpose: To apply SBRR to develop student s critical thinking Assessment: observation, rubrics Titles: Journal with Lesson Plans and Reflections; Niche and Materials Purpose: To apply SBRR to develop student s reading comprehension Assessment: observation rubrics Title: Journal with Lesson Plans and Reflections; Case Study; Niche and Material Purpose: To demonstrate knowledge of language to instruction of LEP students at different levels Assessment: observation, rubrics Titles: Journal with Lesson Plans and Reflections; Niche and Materials Purpose: To identify strategies to facilitate student s metacognitive skills, observation RED Identify reliable and valid assessment procedures to Title: Journal with Lesson Plans 23

24 RED 6515 Florida International University Master s of Science in Reading Education validate instructional applications. E 5.13 Identify and set goals for instruction and student learning based on assessment results to monitor student progress and Reflections; Niche and Materials Purpose: To use assessments to validate instructional applications, observation Title: Decision Chart Purpose: To set instructional goals based on assessment 24

25 Florida Reading Endorsement Alignment Matrix Competency 6 TEXT RULE: Supervised practicum to obtain practical experience in increasing the reading performance of a student(s) with the prescription and utilization of appropriate strategies and materials based upon scientifically based reading research to address the prevention, identification, and remediation of reading difficulties. COMPETENCY 6: Demonstration of Accomplishment Applies knowledge of reading development to reading instruction with sufficient evidence of increased student reading proficiency for struggling students, including students with disabilities and students from diverse populations. Course Number Topic of Study Indicator code Specific Indicator Curriculum Study Assignment (Each of the assignments is worth two hours.) RED 6805 PRACTICUM IN 6.1 Specific Indicators: Applies knowledge of language development, literacy development, and assessment to instructional practices. Title: Informal assessments such as Interview, Interest Inventory, Checklist of Literacy Development. Purpose: To assess student s level of knowledge of phonemic awareness, phonics and to use in lesson planning. for protocols RED 6805 RED 6805 RED 6805 PRACTICUM IN PRACTICUM IN PRACTICUM IN 6.2 Demonstrate knowledge of research-based instructional practices for developing students phonemic awareness. 6.3 Demonstrate knowledge of research-based instructional practices for developing phonics skills and word recognition. R 6.4 Demonstrate knowledge of research-based instructional practices for developing reading fluency, automaticity, and reading endurance. Title: Lessons plans as appropriate Purpose: To teach using research-based instruction for lesson plans Title: Checklist of Literacy Development, Part II; lessons as appropriate Purpose: To use SBRR to develop phonics and word recognition, checklist Title: Fluency Checks and lessons as appropriate Purpose: To use SBRR to develop fluency, automaticity, 25

26 RED 6805 RED 6805 PRACTICUM IN PRACTICUM IN Florida International University Master s of Science in Reading Education 6.5 Demonstrate knowledge of research-based practices for developing both general and specialized content area vocabulary. R 6.6 Demonstrate knowledge of research-based instructional practices for facilitating reading comprehension R and reading endurance Title: Vocabulary strategies and lessons as appropriate Purpose: To demonstrate knowledge of SBRR to develop student s vocabulary Title: Individual Reading Inventory and lessons as appropriate based on analysis of comprehension questions Purpose: To use SBRR to facilitate reading comprehension RED 6805 PRACTICUM IN 6.7 Demonstrate knowledge of instruction to facilitate students metacognitive efficiency in reading. R, E Title: Content Reading and Study Skills Inventory and lessons as appropriate Purpose: To facilitate student s metacognitive thinking RED 6805 RED6805 RED 6805 PRACTICUM IN PRACTICUM IN PRACTICUM IN 6.8 Demonstrate knowledge of research-based instructional practices for developing critical thinking and content area reading skills R 6.9 Demonstrate knowledge of goal setting and monitoring of student progress with appropriate instructional application that promotes increases in student learning trends in reading over time. E 6.10 Demonstrate knowledge of differentiating instruction for all students in mainstream classes, including students with disabilities in reading, and LEP students. * Title: Content Reading and Study Skills Inventory and lessons as appropriate Purpose: To use SBRR to facilitate student s critical thinking and content area reading skills Title: Setting goals with student; retrospective miscue analysis after reading Purpose: To support the student in learning to set goals Assessment: Observation, feedback Title: Creates appropriate lesson plans for groups of students Purpose: To demonstrate ability to differentiate lessons for students on different levels 26

27 RED 6805 RED 6805 PRACTICUM IN PRACTICUM IN Florida International University Master s of Science in Reading Education 6.11 Demonstrate instructional skill in working with LEP students that are at different levels of oral proficiency. * 6.12 Demonstrate knowledge of creating both languagerich and print-rich environments. Title: Checklist of Literacy Development and lesson plans Purpose: To demonstrate ability to work with LEP students on different levels of oral language proficiency and to use the knowledge for planning lessons Assessment: Checklist and rubric Title: Vocabulary Self-Selection Notebook; print and non-print resources used Purpose: To demonstrate ways of creating language-rich and print-rich environments, observation 27