REOL 633 Capstone

REOL 633
Standards for Reading Professionals
ASSIGNMENT for the Reading & Writing Program
NAME: ____________
The International Reading Association's 2010 Standards for Reading Professionals describes what reading
professionals should know and be able to do. The standards describe the literacy process and the teaching
proficiencies professionals should possess to effectively apply that knowledge. The following revised
Standards for Reading Professionals were adopted by the IRA in 2010, replacing the earlier 2003 revision.
With the addition of a new diversity standard, Standards 2010 addresses the urgent need for preparing
reading professionals to teach today's increasingly diverse student population.
INSTRUCTIONS: You are to provide concrete, specific examples from ALL OF your reading & writing
program specialization core courses—REOL and ENOL courses ONLY [and if applicable, your two
your reading & writing program specialization elective courses] to address your attainment of the IRA
standards. You should review the courses you have had in order to respond fully.
Your examples should explain how you have attained these standards in your teaching practice. If
you do not have your own classroom, then draw upon your field experience observations and lessons
for your examples. Clear communication requires that you provide sufficient detail to explain the
example fully.
Course

IRA Standard 1: Foundational Knowledge
Candidates understand the theoretical and evidence-based foundations of reading and
writing processes and instruction.
1.1 Candidates understand major theories and empirical research that describe the
cognitive, linguistic, motivational, and sociocultural foundations of reading and
writing development, processes, and components, including word recognition,
language comprehension, strategic knowledge, and reading-writing connections.

EXAMPLE

1.2 Candidates understand the historically shared knowledge of the profession and
changes over time in the perceptions of reading and writing development,
processes, and components.

EXAMPLE

1.3 Candidates understand the role of professional judgment and practical knowledge
for improving all students' reading development and achievement.

IRA, 2010 Page 2
EXAMPLE

IRA Standard 2: Curriculum and Instruction
Candidates use instructional approaches, materials, and an integrated, comprehensive,
balanced curriculum to support student learning in reading and writing.
2.1 Candidates use foundational knowledge to design or implement an integrated,
comprehensive, and balanced curriculum.

EXAMPLE

2.2 Candidates use appropriate and varied instructional approaches, including those
that develop word recognition, language comprehension, strategic knowledge, and
reading-writing connections.

EXAMPLE

2.3 Candidates use a wide range of texts (e.g., narrative, expository, and poetry) from
traditional print, digital, and online resources.

EXAMPLE

IRA, 2010 Page 3

IRA Standard 3: Assessment and Evaluation
Candidates use a variety of assessment tools and practices to plan and evaluate effective
reading and writing instruction.
3.1 Candidates understand types of assessments and their purposes, strengths, and
limitations.

EXAMPLE

3.2 Candidates select, develop, administer, and interpret assessments, both traditional
print and electronic, for specific purposes.

EXAMPLE

3.3 Candidates use assessment information to plan and evaluate instruction.

EXAMPLE

3.4 Candidates communicate assessment results and implications to a variety of
audiences.

EXAMPLE

IRA Standard 4: Diversity
Candidates create and engage their students in literacy practices that develop
awareness, understanding, respect, and a valuing of differences in our society.
4.1 Candidates recognize, understand, and value the forms of diversity that exist in
society and their importance in learning to read and write.

EXAMPLE

4.2 Candidates use a literacy curriculum and engage in instructional practices that
positively impact students' knowledge, beliefs, and engagement with the features
of diversity.

EXAMPLE

IRA, 2010 Page 4

4.3
Candidates develop and implement strategies to advocate for equity.

EXAMPLE

IRA Standard 5: Literate Environment
Candidates create a literate environment that fosters reading and writing by integrating
foundational knowledge, instructional practices, approaches and methods, curriculum
materials, and the appropriate use of assessments.
5.1 Candidates design the physical environment to optimize students' use of
traditional print, digital, and online resources in reading and writing instruction.

EXAMPLE

5.2 Candidates design a social environment that is low risk and includes choice,
motivation, and scaffolded support to optimize students' opportunities for learning
to read and write.

EXAMPLE

5.3 Candidates use routines to support reading and writing instruction (e.g., time
allocation, transitions from one activity to another, discussions, and peer
feedback).

EXAMPLE

5.4 Candidates use a variety of classroom configurations (i.e., whole class, small
group, and individual) to differentiate instruction.

EXAMPLE

IRA, 2010 Page 5

IRA Standard 6: Professional Learning and Leadership
Candidates recognize the importance of, demonstrate, and facilitate professional learning
and leadership as a career-long effort and responsibility.
6.1 Candidates demonstrate foundational knowledge of adult learning theories and
related research about organizational change, professional development, and
school culture.

EXAMPLE

6.2 Candidates display positive dispositions related to their own reading and writing
and the teaching of reading and writing, and pursue the development of individual
professional knowledge and behaviors.

EXAMPLE

6.3 Candidates participate in, design, facilitate, lead, and evaluate effective and
differentiated professional development programs.

EXAMPLE

6.4 Candidates understand and influence local, state, or national policy decisions.