During this course, students will apply their previous coursework knowledge to design, implement, and reflect on a reading instruction cycle tailored to their unique student populations. They will set a student-learning goal related to reading, use pre-assessment tools to gauge progress, and analyze the data to inform their instructional plans. Based on current research and effective practices, students will execute their plans and use formative and summative assessments to measure student progress. Throughout the process, they will document their instructional strategies, assess outcomes, and reflect on student progress to determine next steps.

At the completion of this course, the learner will be able to:

• Select and/or design pre and post-assessments that align with student learning goals. INTASC Standards 1, 2, 4
• Design, deliver, and adapt instruction to address each student’s progress toward a learning goal. InTASC Standards 2, 4, 5, 6
• Analyze measurable data in order to plan for targeted reading instruction. InTASC Standards 1, 2, 4, 5, 6
• Reflect on the process of analyzing data to plan for instruction for individuals and/or groups of students and for measuring student progress. InTASC Standards 1, 4, 9
• Share real-life professional experiences related to current research and pedagogy for effective reading instruction and be open to feedback and dialogue among classmates based on what was shared. InTASC standards 1, 9, 10
• Rationalize student grouping and instructional planning and practice choices as they align with new learnings and understandings from coursework. InTASC Standards 1, 2, 5, 9