The Content Pedagogy: Reading and Writing category displays my ability to teach literature to high school students and integrate various reading strategies.  

​

Standard III

The third standard addresses my ability to plan, design, and teach reading and writing lessons

​

The first element displays my knowledge of various types of texts and how I would teach it to promote learning for all students. 

• The first evidence is a unit plan I created around the novel Fahrenheit 451. The unit displays a reading calendar that showcases how I would teach a variety of texts and various types of media in the unit. Underneath the Focus/Thematic Connection, there is a link for "Supplementary Text" that also displays the diverse text which ranges from genres, periods, authors, cultures for this unit. 

• The second evidence is a resource text set for Their Eyes Were Watching God by Zora Neale Hurston. This text sets displays how I am able to provide an array of diverse text across multiple genres and time periods to show the experiences of writers from different traditions, social classes, ethnicities, and etc. to students. 

​

The second element of this third standard addresses my ability to create a range of authentic assessments. 

• The first evidence is a unit plan on the YA novel Fractured that I created in my Young Adult Literature class. In this unit plan, I provide an overall and daily assessment plans ranging from writing journals, quizzes, and a podcast final project. 

• The second evidence is is a Profile of a Reader from the Department of Juvenile Justice. My partner and I worked with a strong yet unengaged reader.  This profile displays how my partner and I implemented specific reading theories to guide our reading instruction with our student.

• The third evidence is a profile of a young writer in my 9th grade honors classes during my student teaching placement.  In this profile, I help develop him as a writer through various writing assessments and writing conferences. 

• The fourth evidence is

• The fifth and sixth pieces of evidence addresses 

​

The third element showcases my knowledge about reading instruction and theory. 

• The first evidence is a lesson from the Reader Profile. My partner and I reviewed our miscue analysis and Burke interview so that we could guide reading instruction with our reader. 

• The second evidence is a lesson plan and PowerPoint that utilities reading strategies to guide students with a read-aloud of a poem. I also created an annotation bookmark to help guide students in their reading. 

​

The fourth element addresses how I design reading assignments based on student interests and abilities to inform instruction. 

• The first evidence is a lesson from the Reader Profile. My partner and I reviewed our interview with our student to help guide further reading instruction. 

• The second evidence is a reflection from the Reader Profile of my reader at DJJ. The reflection addresses my ability to analyze student data from reading conferences and utilizing miscue analysis to inform instruction.  

​

The fifth element focuses on my ability to teach language and culture in the classroom to facilitate student comprehension. 

• The first evidence is 

​

The sixth element displays how I integrate interdisciplinary instruction in my lessons.

• The first evidence is