Department of Reading and Language Arts WEDNESDAY OCT. 12, :00 - 7:00 PM VANCE 105 Sponsored by the Graduate Society of Reading (GSR)

1. Begin your portfolio at the course level 2. After having taken 9-15 credit hours meet with advisor for mid-program evaluation (form) 3. Arrange to meet with your advisor prior to Comprehensive Exams (form) 4. Final Evaluation of Portfolio(graduation sign off )

SIXTH YEAR STUDENTS ON THE CERTIFICATION TRACK WILL COMPLETE A COURSE PORTFOLIO IN RDG 667 AND THIS WILL SERVE AS A PROGRAM PORTFOLIO SIXTH YEAR STUDENTS ON THE NONCERTIFICATION TRACK WILL MEET WITH THEIR PROGRAM PORTFOLIO ADVISOR (DR. ABADIANO) FOR REQUIREMENTS ALL STUDENTS ARE REQUIRED TO DO COURSE PORTFOLIO AS REQUIRED BY THEIR PROFESSORS FOR EACH CLASS

COVER PAGE (Documents Mid-program Evaluation, Pre- comprehensive exam evaluation, & Final Evaluation) with IRA Standards Sheet (Indicate which standards are being addressed, Evidence, and Competency Level (Go for C) IRA STANDARDSIRA STANDARDS: NEED 2 SUBCATEGORIES FOR EACH OF THE 16 BROAD STANDARDS REVISED STANDARDSREVISED STANDARDS: OR 2 SUBCATEGORIES FOR EACH OF THE 5 BROAD TABLE OF CONTENTS

Category1.0 Theoretical Base Subcategory 1.3 Annotation Artifact: Blister Reflective Journal Reflection Subcategory 1.5 Annotation Artifact: Strategy Lesson PowerPoint Presentation Reflection Category2.0 Knowled2g Base Subcategory 2.5 Annotation Artifact: Discussion Transcript on Research Article Reflection Subcategory 2.1 Annotation Artifact: PowerPoint Presentation for RDG 598 Reflection Etc.

Evidence of membership to state/regional, national and/or international professional organizations in Reading and Language Arts. (Please list and document.) Connecticut Reading Association Documentation: Newsletter with address label New England Reading Association Documentation: NERAJ with address label Evidence of attendance or participation in state/regional and/or national/international conferences in Reading and Language Arts for each year a student is enrolled in the program must be included in the portfolio. (Please list and document.) Connecticut Reading Association Council Session Documentation: Conference Program Connecticut Reading Association Council Session Documentation: Registration/Badge INDEX

Papers Projects Conversations with colleagues Midterm or Final Exams Artifacts from in class collaborations such as Discussion circle notes, RRJ’s Work samples from your own teaching experiences Other ideas?

Category 1 Theoretical Base Subcategory 1.3 : Demonstrate an understanding of the importance of literacy for personal and social growth Annotation: The artifact that I chose to demonstrate competency in for subcategory 1.3 is a Reflective Journal on the book Blister, by Susan Shreve. The Journal includes a “Personal Response/Reflection” on the book an Evaluation of Criteria and Consideration for Selecting” the book and a “Reflection on the Appropriate Use” of Blister in a Classroom.

1.Did you discuss what the competency means? (subcategory) 2.Did you describe the importance and value of this competency? 3.Did you explicitly connect how your artifact demonstrates the competency? 4.Did you cite professional literature and/or research to support your description of the value of the competency? 5.Did you elaborate on what you learned from the process of creating the artifact? 6.Did you reflect on how what you learned can transfer to your classroom practice and enhance your students’ learning and your work as a teacher leader? 7.Did you cite and reference APA style?

IRA Standards for Reading Professionals Document Citing online sources APA style Lesley University APA citation/reference guide