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List of Exercises, Standards, and Outcomes for MyEducationLab for Reading Assessment

Topic Exercise Learning Outcome StandardsStandards for Reading Professionals (Revised 2003). Copyright 2004 by the International Reading Association.

Reading InstructionReading Instruction Assignments and Activities:

Creating a Print-Rich Environment

Learning Outcome 1: Describe the qualities of an effective reading program.

Standard 2: Instructional Strategies and Curriculum Materials

Standard Element 2.2

Standard 3: Assessment, Diagnosis, and Evaluation


Standard 4: Creating a Literate Environment

Standard Element 4.4Reading Instruction Assignments and Activities:

Strategies for Struggling Readers

Learning Outcome 2: Demonstrate knowledge of interventions for delayed readers.




Standard Element 3.1 Standard Element 3.2 Standard Element 3.3



Instructional Grouping: Guided Reading

Learning Outcome 3: Explain the teacher’s role in reading instruction.




Standard Element 4.1Reading Instruction Assignments and Activities: Learning Outcome 3: Explain Standard 2: Instructional Strategies

and Curriculum Materials


Students to Students: Ups and Downs of Teaching

the teacher’s role in reading instruction.




Beginning ReadingLearning Outcome 4: List the factors that influence reading comprehension.

Standard 1: Foundational Knowledge Standard Element 1.1 Standard Element 1.4

Reading Instruction Assignments and Activities: Best Practices in Reading Instruction

Learning Outcome 5: Identify the instructional approaches to reading instruction brought about by the Report of the National Reading Panel and NCLB.

Standard 5: Professional Development


Reading Instruction Building Teaching Skills and Dispositions: Identifying Effective Reading Instruction


Learning Outcome 3: Explain the teacher’s role in reading instruction.


Standard Element 2.1 Standard Element 2.2





Reading Instruction IRIS Center Resources: PALS: A Reading Strategy for Grades K–1


Learning Outcome 2: Demonstrate knowledge of interventions for delayed






readers.Standard 4: Creating a Literate Environment


Reading Instruction IRIS Center Resources: PALS: A Reading Strategy for Grades 2–6









Reading Instruction IRIS Center Resources: PALS: A Reading Strategy for High School









Reading Instruction Teacher Talk: Karen Ginty, New Jersey

n/a n/a

Reading Instruction Teacher Talk: Tamra Tiong, New Mexico

n/a n/a


Reading AssessmentReading Assessment Assignments and Activities:

Baseline Fluency AssessmentLearning Outcome 1: Identify the key principles of reading assessment.



Reading Assessment Assignments and Activities: Forms of Assessment

Learning Outcome 2: Describe the merits of good formal assessments and how they guide instruction.



Reading Assessment Assignments and Activities: Definition and Demonstration of a Running Record

Learning Outcome 3: Describe methods of informal reading assessment.



Reading Assessment Assignments and Activities: Informal Reading Inventory




Reading Assessment Assignments and Activities: Methods of Authentic Assessment

Learning Outcome 4: Name various methods of authentic assessment and explain their relationship to reading instruction.



Reading Assessment Assignments and Activities: Using the Informal Reading Inventory

Learning Outcome 5: Demonstrate strategies for observation and collection of informal assessment data.



Reading Assessment Assignments and Activities: The Test, Part 1

Learning Outcome 6: Discuss the pros and cons of high-stakes testing.



Reading Assessment Assignments and Activities: The Test, Part 2

Learning Outcome 6: Discuss the pros and cons of high-stakes testing.



Reading Assessment Building Teaching Skills and Dispositions: Understanding

Learning Outcome 1: Identify the key principles of reading



Formal and Informal Assessment

assessment. Standard Element 3.1

Reading Assessment IRIS Center Resources: Classroom Assessment (Part 2): Evaluating Reading Progress


Learning Outcome 5: Demonstrate strategies for observation and collection of informal assessment data.



Reading Assessment Teacher Talk: Jackie Cooke, Oregon

n/a n/a

Reading Assessment Teacher Talk: Dana Boyd, Texas n/a n/a

Reading DiagnosisReading Diagnosis Assignments and Activities:

Vocabulary Word StudyLearning Outcome 1: Describe learning strategies and study skills.




Standard Element 4.2Reading Diagnosis Assignments and Activities:

Reading Assessment through Oral Reading

Learning Outcome 2: Demonstrate how diagnostic data are gathered and analyzed.



Reading Diagnosis Assignments and Activities: Reading for Accuracy

Learning Outcome 3: Explain the teacher’s role in reading diagnosis.



Reading Diagnosis Assignments and Activities: Student Self-Evaluation

Learning Outcome 4: List the causes and correlates of individual differences in reading ability.

Standard 1: Foundational Knowledge Standard Element 1.3



Standard Element 4.4Reading Diagnosis Assignments and Activities:

Assessing Comprehension through Story Clues

Learning Outcome 5: Identify the steps in formulating a diagnostic hypothesis.



Reading Diagnosis Building Teaching Skills and Dispositions: Diagnosing Reading Difficulties Based on Assessment Data

Learning Outcome 2: Demonstrate how diagnostic data are gathered and analyzed.

Learning Outcome 5: Identify the steps in formulating a diagnostic hypothesis.



Reading Diagnosis Teacher Talk: Katie Sullivan, Vermont

n/a n/a

Reading Diagnosis Teacher Talk: Joan Hurley, Connecticut

n/a n/a

Oral LanguageOral Language Assignments and Activities:

Language Experience ActivityLearning Outcome 1: Describe teaching strategies for developing oral language.



Standard Element 2.2Oral Language Assignments and Activities:

LiteracyLearning Outcome 1: Describe teaching strategies for developing oral language.



Standard Element 2.2Oral Language Assignments and Activities:

Assessing Language DelaysLearning Outcome 2: Explain how teachers can assess language delays.



Oral Language Assignments and Activities: The Learning Outcome 3: Compare Standard 1: Foundational Knowledge Standard Element 1.3


Oral and Written Language Connection

and contrast oral language and written language in reading instruction.


Standard Element 4.2Oral Language Assignments and Activities: An

ELL Vocabulary LessonLearning Outcome 4: Identify several strategies that can be used for oral language instruction with English Language Learners.



Standard Element 2.2Oral Language Building Teaching Skills and

Dispositions: Developing Oral Language in Early Literacy

Learning Outcome 1: Describe teaching strategies for developing oral language.



Standard Element 2.2Oral Language Teacher Talk: Verna

Rasmussen, North Dakotan/a n/a

Oral Language Teacher Talk: Eileen Johnson, Wyoming

n/a n/a

Phonemic Awareness and PhonicsPhonemic Awareness and Phonics

Assignments and Activities: New Sounds and Review

Learning Outcome 1: Explain the use of strategies for reading and writing and their connection to phonics instruction.



Standard Element 4.1Phonemic Awareness and Phonics

Assignments and Activities: Strategies for Phonics and Writing Instruction

Learning Outcome 1: Explain the use of strategies for reading and writing and their connection to phonics instruction.




Assignments and Activities: Phonemic Awareness Routine

Learning Outcome 2: Describe strategies for effective phonics instruction.




Phonemic Awareness and Phonics

Assignments and Activities: Strategies for Teaching Phonics





Assignments and Activities: Building Phonemic Awareness

Learning Outcome 3: Explain the importance of sounds and rhyme in phonics instruction.



Assignments and Activities: Matching Sounds in Phonics Instruction




Assignments and Activities: Defining Phonemic Awareness




Assignments and Activities: Onsets and Rimes in Phonics Instruction

Learning Outcome 4: Describe how onset and rime is used in emergent literacy instruction.



Assignments and Activities: Name Lotto

Learning Outcome 4: Describe how onset and rime is used in emergent literacy instruction.



Assignments and Activities: Decoding through Word Chunking

Learning Outcome 5: Explain strategies for decoding in the instruction of phonics.




Assignments and Activities: Assessing Phonological and Phonemic Awareness

Learning Outcome 6: Describe how phonological and phonemic awareness can be assessed.




Building Teaching Skills and Dispositions: Teaching Phonemic Awareness and Phonics






Teacher Talk: Jeri Powers, Kansas

n/a n/a


Teacher Talk: Kathleen Sheehy, District of Columbia

n/a n/a

VocabularyVocabulary Assignments and Activities:

Student VocabulariesLearning Outcome 1: Demonstrate an understanding of the various vocabularies a student has and how they are connected.



Standard Element 4.1Vocabulary Assignments and Activities:

Sight WordsLearning Outcome 2: State the importance of sight vocabulary and its effects on the understanding of text.


Vocabulary Assignments and Activities: Word Parts

Learning Outcome 3: Examine the various structures of word parts and how a broad knowledge of parts and meanings will enhance a student’s vocabulary.


Vocabulary Assignments and Activities: Using Context Clues

Learning Outcome 4: Identify and define the multiple approaches of context clues to determine the meaning of unknown words.




Vocabulary Assignments and Activities: Content Vocabulary Instruction

Learning Outcome 5: Explain the connections between vocabulary instruction in content material and the




strengthening of student understanding.

Vocabulary Assignments and Activities: Strategic Vocabulary Instruction

Learning Outcome 6: Have knowledge of vocabulary instructional strategies that are used to present and develop meaning for unknown words.



Vocabulary Building Teaching Skills and Dispositions: Building Vocabulary Knowledge

Learning Outcome 6: Have knowledge of vocabulary instructional strategies that are used to present and develop meaning for unknown words.



Vocabulary IRIS Center Resources: Comprehension and Vocabulary: Grades 3-5

Learning Outcome 5: Explain the connections between vocabulary instruction in content material and the strengthening of student understanding.



FluencyFluency Assignments and Activities:

Definition of FluencyLearning Outcome 1: Identify and define the three elements of fluency.


Fluency Assignments and Activities: Fluency and Comprehension

Learning Outcome 2: State the importance of fluency and the effect of fluency on reading comprehension.


Fluency Assignments and Activities: Word Recognition and Fluency

Learning Outcome 3: Explain the importance of word recognition and its effects on reading fluency.





Fluency Assignments and Activities: Assessing Fluency

Learning Outcome 4: Describe assessment techniques for fluency and discuss the value of assessing student fluency.



Fluency Assignments and Activities: Strategies for Fluency Building

Learning Outcome 5: Outline instructional strategies that are used to develop fluency.





Standard Element 4.1Fluency Assignments and Activities:

Practicing FluencyLearning Outcome 5: Outline instructional strategies that are used to develop fluency.





Standard Element 4.1Fluency Assignments and Activities:

Shared Reading for FluencyLearning Outcome 5: Outline instructional strategies that are used to develop fluency.







Fluency Building Teaching Skills and Dispositions: Fostering Reading Fluency

Learning Outcome 1: Identify and define the three elements of fluency.






Standard Element 4.1Fluency IRIS Center Resources: Fluency

and Word Identification: Grades 3-5

Learning Outcome 3: Explain the importance of word recognition and its effects on reading fluency.






Standard Element 4.1Word Recognition

Word Recognition Assignments and Activities: Assessing Phonics Knowledge

Learning Outcome 1: Outline how to assess each of the major areas of word recognition: sight words, context clues, structural analysis, and phonics.



Word Recognition Assignments and Activities: Characteristics of Good Phonics Instruction

Learning Outcome 2: Describe how to teach students to use phonics strategies to recognize unknown words.





Standard Element 2.3Word Recognition Assignments and Activities:

Word Analysis StrategyLearning Outcome 3: Describe how to teach students to use context clue strategies to recognize unknown words.




Word Recognition Assignments and Activities: Context Clues

Learning Outcome 3: Describe how to teach students to use context clue strategies to recognize unknown words.




Word Recognition Assignments and Activities: Structural Analysis

Learning Outcome 4: Describe how to teach students to use structural analysis strategies to recognize unknown words.




Word Recognition Assignments and Activities: Introducing Sight Words

Learning Outcome 5: Describe how to teach students new sight words.




Word Recognition Building Teaching Skills and Dispositions: Improving Word Recognition

Learning Outcome 2: Describe how to teach students to use phonics strategies to recognize unknown words.

Learning Outcome 3: Describe how to teach students to use





context clue strategies to recognize unknown words.

Learning Outcome 4: Describe how to teach students to use structural analysis strategies to recognize unknown words.

Word Recognition IRIS Center Resources: Early Reading

Learning Outcome 3: Describe how to teach students to use context clue strategies to recognize unknown words.

Learning Outcome 5: Describe how to teach students new sight words.




Reading ComprehensionReading Comprehension Assignments and Activities:

Defining Reading Comprehension

Learning Outcome 1: Explain what is meant by the statement that comprehension is a multi-faceted process, which is influenced by the reader and the text.

Standard 1: Foundational Knowledge Standard Element 1.1 Standard Element 1.3 Standard Element 1.4

Reading Comprehension Assignments and Activities: What is Reading Comprehension?



Reading Comprehension Assignments and Activities: Dimensions of Comprehension

Learning Outcome 1: Explain what is meant by the statement that comprehension



is a multi-faceted process, which is influenced by the reader and the text.

Reading Comprehension Assignments and Activities: Reading for Information


Learning Outcome 5: Describe reading strategies that are appropriately used before reading, during reading, and after reading.




Reading Comprehension Assignments and Activities: Comprehension Strategies

Learning Outcome 2: Identify the differences between comprehension skills and comprehension strategies.




Reading Comprehension Assignments and Activities: Comprehension Skills and Strategies





Reading Comprehension Assignments and Activities: Research on Reading Comprehension






Standard Element 2.3Reading Comprehension Assignments and Activities:

Reading TaxonomiesLearning Outcome 3: Identify four levels in a reading comprehension taxonomy and explain a hierarchy of reading comprehension skills that range from the simplistic to more complicated.




Reading Comprehension Assignments and Activities: Models of Reading Comprehension Instruction

Learning Outcome 4: Discuss the different comprehension skills and strategies needed when reading expository and narrative text.




Reading Comprehension Assignments and Activities: Guided Comprehension Practice





Reading Comprehension Assignments and Activities: Modeling a Think Aloud


Learning Outcome 5: Describe reading strategies that are appropriately used before reading, during reading, and





after reading.Reading Comprehension Assignments and Activities:

Content Area Text Structure and Comprehension






Reading Comprehension Assignments and Activities: Content Area Literacy





Reading Comprehension Assignments and Activities: Promoting Literacy






Reading Comprehension Assignments and Activities: Cornell Notes

Learning Outcome 4: Discuss the different comprehension



skills and strategies needed when reading expository and narrative text.




Reading Comprehension Assignments and Activities: Reading Strategies Before Reading




Reading Comprehension Assignments and Activities: Using Questions Before, During, and After Reading




Reading Comprehension Assignments and Activities: Practice During Reading Activities




Reading Comprehension Assignments and Activities: Practice After Reading Activities




Reading Comprehension Assignments and Activities: Strategies to Use During Reading to Build Comprehension




Reading Comprehension Building Teaching Skills and Learning Outcome 1: Explain Standard 1: Foundational Knowledge Standard Element 1.1


Dispositions: Building Reading Comprehension

what is meant by the statement that comprehension is a multi-faceted process, which is influenced by the reader and the text.





Reading Comprehension IRIS Center Resources: CSR: A Reading Comprehension Strategy






Reading Comprehension IRIS Center Resources: Using Learning Strategies: Instruction to Enhance Student Learning




Reading Comprehension Teacher Talk: Catherine Davis Hayes, Rhode Island

n/a n/a

Reading Comprehension Teacher Talk: LeAnn Morris, Nevada

n/a n/a


Reading Comprehension Teacher Talk: Michael Flynn, Massachusetts

n/a n/a

Reading Comprehension Teacher Talk: Diana Leddy, Vermont

n/a n/a

Reading and WritingReading and Writing Assignments and Activities: The

Reading/Writing ConnectionLearning Outcome 1: Explain how reading and writing are reflections of the same language meaning making process and how this connection can be strengthened for students.


Reading and Writing Assignments and Activities: Prewriting: The First Step

Learning Outcome 2: Identify the progressive components of the writing process.



Reading and Writing Assignments and Activities: Interactive Writing: Kindergarten Experience




Reading and Writing Assignments and Activities: The Guided Editing Component




Reading and Writing Assignments and Activities: Spelling Practice

Learning Outcome 3: Explain the connections between reading, writing, and spelling as elements of language.







Standard Element 4.3Reading and Writing Assignments and Activities:

Teacher ReflectionLearning Outcome 4: Outline strategies that support writing with expository and narrative text.





Reading and Writing Assignments and Activities: The Meta-Analysis of Writing Strategy Research

Learning Outcome 4: Outline strategies that support writing with expository and narrative text.





Reading and Writing Building Teaching Skills and Dispositions: Integrating Reading into the Writing Process

Learning Outcome 1: Explain how reading and writing are reflections of the same language meaning making process and how this connection can be strengthened for students.


Reading and Writing IRIS Center Resources: Improving Writing Performance: A Strategy for Writing Expository Essays







Reading and Writing IRIS Center Resources: Written Expression: Grades 2–5






Reading and Writing Teacher Talk: Jean Lamar, Florida

n/a n/a

Reading and Writing Teacher Talk: Linda Reid, Oklahoma

n/a n/a

Reading Difficulties and Intervention StrategiesReading Difficulties and Intervention Strategies

Assignments and Activities: Causes of Reading Failure

Learning Outcome 1: Describe the effect of physical, psychological, and environmental factors on a student’s reading difficulties.



Standard Element 3.2Reading Difficulties and Intervention Strategies

Assignments and Activities: Recognizing Cultural Influences





Assignments and Activities: Using an Informal Reading Inventory

Learning Outcome 2: Explain how the uses of informal and formal literacy assessments provide the information



Standard 3: Assessment, Diagnosis,


needed to determine specific reading difficulties for individual students.

and Evaluation Standard Element 3.1 Standard Element 3.2 Standard Element 3.4

Reading Difficulties and Intervention Strategies

Assignments and Activities: The Challenge of Standardized Tests

Learning Outcome 2: Explain how the uses of informal and formal literacy assessments provide the information needed to determine specific reading difficulties for individual students.






Assignments and Activities: Early Intervention

Learning Outcome 3: Identify principles of intervention that may guide a reading intervention plan for a student with reading difficulties.






Assignments and Activities: Diverse Learning Approaches








Assignments and Activities: Intervention Strategies for Nonfiction Reading

Learning Outcome 4: Connect intervention strategies for reading difficulties with specific identified student needs.









Assignments and Activities: Successful Tutoring











Building Teaching Skills and Dispositions: Understanding How to Use Various Strategies to Accommodate the Factors that Affect Reading Development







IRIS Center Resources: RTI (Part 1): An Overview











IRIS Center Resources: RTI (Part 2): Assessment












IRIS Center Resources: RTI (Part 3): Reading Instruction











IRIS Center Resources: RTI (Part 4): Putting It All Together












IRIS Center Resources: RTI (Part 5): A Closer Look at Tier 3











IRIS Center Resources: RTI: Considerations for School Leaders












IRIS Center Resources: RTI: Data-Based Decision Making











IRIS Center Resources: Donna Ford on Cultural and Linguistic Differences






IRIS Center Resources: Leonard Baca on RTI and Cultural Considerations





Teacher Talk: Susanne Frensley, Tennessee

n/a n/a


Teacher Talk: Martin McKeon, Maine

n/a n/a

Progress MonitoringProgress Monitoring Assignments and Activities:

DIBELS Progress MonitoringLearning Outcome 1: Describe the purpose of progress monitoring.

Learning Outcome 2: Identify several assessments that can be used to monitor a student’s literacy progress.

Learning Outcome 3: Demonstrate how to administer and interpret assessment results.

Learning Outcome 4: Explain how to set goals and modify instruction based on the results of progress monitoring.


Standard Element 3.1 Standard Element 3.2 Standard Element 3.3 Standard Element 3.4

Progress Monitoring Assignments and Activities: Portfolio Assessment

Learning Outcome 1: Describe the purpose of progress



monitoring.



Progress Monitoring Assignments and Activities: Emergent Literacy Progress Monitoring

Learning Outcome 1: Describe the purpose of progress monitoring.




Progress Monitoring Assignments and Activities: Monitoring Reading Progress




Progress Monitoring Assignments and Activities: Matching Assessment and Instruction




Progress Monitoring Building Teaching Skills and Dispositions: Developing a System for Progress Monitoring





Progress Monitoring IRIS Center Resources: Learning Outcome 2: Identify Standard 3: Assessment, Diagnosis, and Evaluation


Classroom Assessment (Part 1): An Introduction to Monitoring Academic Achievement in the Classroom

several assessments that can be used to monitor a student’s literacy progress.



Progress Monitoring IRIS Center Resources: RTI: Progress Monitoring






Struggling Readers and Others with Special NeedsStruggling Readers and Others with Special Needs

Assignments and Activities: Approaching Learning Needs with Equity

Learning Outcome 1: Generalize commonalities among struggling readers of diverse populations, such as English Language Learners; students with physical and learning disabilities; and at-risk students.




Standard 4: Creating a Literate


Environment Standard Element 4.1

Struggling Readers and Others with Special Needs

Assignments and Activities: Guiding Students Doing Projects

Learning Outcome 1: Generalize commonalities among struggling readers of diverse populations, such as English Language Learners; students with physical and learning disabilities; and at-risk students.





Standard Element 4.1Struggling Readers and Others with Special Needs

Assignments and Activities: Multiple Supports for Students with Special Needs

Learning Outcome 2: Describe the adaptation of teaching methods that accommodate students with special needs.






Assignments and Activities: Peer Tutors








Assignments and Activities: Supporting Students with Special Needs







Assignments and Activities: Interactive Classroom Instruction

Learning Outcome 3: Explain the value of assistive technology for struggling readers and students with special needs.




Assignments and Activities: Using Assistive Technology





Assignments and Activities: Active Learning for Middle School Students

Learning Outcome 4: Discuss the view that instructional methods for older learners (e.g., adolescents and adult learners) should be appropriate and authentic.









Assignments and Activities: Authentic Learning Supported by Technology

Learning Outcome 4: Discuss the view that instructional methods for older learners (e.g., adolescents and adult learners) should be appropriate and authentic.





Standard Element 4.1 Standard Element 4.2 Standard Element 4.3 Standard Element 4.4


Building Teaching Skills and Dispositions: Explicitly Instructing Struggling Readers







IRIS Center Resources: Serving Students with Visual Impairments: The Importance of Collaboration










IRIS Center Resources: The Reading Blues: Strategies to Help Upper-Elementary Students Move from Struggle to Success







Teacher Talk: Susie Burkhardt, Kentucky

n/a n/a


Teacher Talk: Ann Marie Taylor, South Carolina

n/a n/a


Teacher Talk: Laurie Carlton, Louisiana

n/a n/a


Teacher Talk: Carol Scholz, Idaho

n/a n/a


Teacher Talk: Susan Elliot, Colorado

n/a n/a


Teacher Talk: Deborah Wickerham, Ohio

n/a n/a

English Language LearnersEnglish Language Learners Assignments and Activities:

Building on Students' Prior Knowledge

Learning Outcome 1: Describe effective strategies, methods, and materials for teaching




English language learners how to read.

English Language Learners Assignments and Activities: Vocabulary Lesson

Learning Outcome 1: Describe effective strategies, methods, and materials for teaching English language learners how to read.



English Language Learners Assignments and Activities: Supporting English Language Learners’ Language and Literacy Skills


Learning Outcome 2: Recognize and discuss the similarities and differences between native and non-native English speakers learning how to read in English.




English Language Learners Assignments and Activities: Helping ELL Students with Phonics

Learning Outcome 2: Recognize and discuss the similarities and differences between native and non-native English speakers learning how to read in English.


English Language Learners Assignments and Activities: Communication Patterns

Learning Outcome 3: Demonstrate how to assess English language learners’ language and literacy abilities.

Learning Outcome 4: Model an




Standard 4: Creating a Literate


appreciation and respect for the language and culture of all learners.

Environment Standard Element 4.1 Standard Element 4.2


Standard Element 5.1English Language Learners Assignments and Activities:

Respecting Other CulturesLearning Outcome 4: Model an appreciation and respect for the language and culture of all learners.





Standard Element 5.1English Language Learners Building Teaching Skills and

Dispositions: Literacy Instruction for ELL Students




English Language Learners IRIS Center Resources: Cultural and Linguistic Differences: What Teachers Should Know


Learning Outcome 4: Model an appreciation and respect for the language and culture of all learners.






Standard 5: Professional


Development Standard Element 5.1

English Language Learners IRIS Center Resources: Teaching and Learning in New Mexico: Considerations for Diverse Student Populations






Standard Element 5.1English Language Learners IRIS Center Resources: Alfredo

Artiles on Testing Culturally and Linguistically Diverse Learners


Learning Outcome 3: Demonstrate how to assess English language learners’ language and literacy abilities.





English Language Learners IRIS Center Resources: Leonard Baca on the Use of Native Languages in the Classroom






Standard Element 5.1English Language Learners Teacher Talk: Robert Kelty, n/a n/a


ArizonaEnglish Language Learners Teacher Talk: Emily Jennette,

Georgian/a n/a

English Language Learners Teacher Talk: Linda Smerge, Illinois

n/a n/a

Parents and FamiliesParents and Families Assignments and Activities:

Emergent Literacy Development

Learning Outcome 1: Discuss the parents’ role in literacy development.



Standard Element 4.1Parents and Families Assignments and Activities:

Parent Involvement in Their Children’s Reading and Writing

Learning Outcome 1: Discuss the parents’ role in literacy development.



Standard Element 4.1Parents and Families Assignments and Activities: A

Welcoming EnvironmentLearning Outcome 2: Explain how to promote a welcoming school environment for parents.




Standard Element 5.1Parents and Families Assignments and Activities:

Positive CommunicationLearning Outcome 2: Explain how to promote a welcoming school environment for parents.

Learning Outcome 4: Outline methods for home–school communication between parents and teachers.








Parents and Families Assignments and Activities: Parental Involvement

Learning Outcome 3: Describe the role of parental involvement in school programs.



Parents and Families Assignments and Activities: Family Literacy Program




Parents and Families Assignments and Activities: Parent Communication

Learning Outcome 4: Outline methods for home–school communication between parents and teachers.



Parents and Families Building Teaching Skills and Dispositions: Collaborating with Parents and Families to Improve a Student’s Literacy Achievement

Learning Outcome 2: Explain how to promote a welcoming school environment for parents.






Parents and Families IRIS Center Resources: Collaborating with Families

Learning Outcome 2: Explain how to promote a welcoming school environment for parents.






Parents and Families Teacher Talk: Kimberly Kyff, n/a n/a


MichiganParents and Families Teacher Talk: Marlene Srock,

North Dakotan/a n/a

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