Work Samples based on the International Literacy Association (ILA) Standards
Standard 1-Foundational Knowledge
Candidates demonstrate knowledge of major theoretical, conceptual, historical, and evidence-based foundations of literacy and language, the ways in which they interrelate, and the role of the reading/literacy specialist in schools.
Sample 1
I created this model to demonstrate all of the components of a strong structured literacy program.
Sample 2
This first sample is my synthesis of the roles and responsibilities of literacy professionals from the 1940s to present day within United States k-12 public schools.
Standard 2- Curriculum & Instruction
Candidates use foundational knowledge to design literacy curricula to meet needs of learners, especially those who experience difficulty with literacy; design, implement, and evaluate small-group and individual evidence-based literacy instruction for learners; collaborate with teachers to implement effective literacy practices.
Sample 1
Click here to read a lesson created for a teacher special education teacher in a self-contained setting. Her students are in grades 1-3 and struggle with basic phonemic awareness skills. After reviewing her data I created a lesson plan for her to use with her students.
Sample 2: Part A and Part B
These were additional materials to accompany the lesson. Part A describes the premise of the lesson and it includes the answers to several questions we discussed together prior to my creating an appropriate lesson for the teacher. Part B is a slideshow to help ground the teacher’s knowledge in teaching vowel sounds through a multisensory instructional approach called the Three-Part Drill. This was also incorporated on a county -wide digitally shared document with other literacy specialists within Chesterfield County Public Schools.
Standard 4-Diversity & Equity
Candidates demonstrate knowledge of research, relevant theories, pedagogies, and essential concepts of diversity and equity; demonstrate an understanding of themselves and others as cultural beings; create classrooms and schools that are inclusive and affirming; advocate for equity at school, district, and community levels.
Sample 1
The first sample I discuss my role as a literacy professional through a culturally lens. Here I share my journey and love of reading through personal experiences.
Sample 2
This is a lesson created with English Learner’s in mind. The lesson is based on 4th grade science content aligned with VA SOLs. This hands-on lesson includes World-class Instructional Design and Assessment (WIDA) -based language objectives. I carefully considered the rich content vocabulary and planned highly engaging instructional practices modeled after the research proven framework for teaching English Learners, called the Sheltered Instruction Observation Protocol or SIOP. This demonstrates my keen interest in ensuring that all learners receive excellent and accessible literacy instruction. The lesson plan includes practice materials that I created.
Standard 6 -Professional Learning &Leadership
Candidates demonstrate the ability to be reflective literacy professionals, who apply their knowledge of adult learning to work collaboratively with colleagues; demonstrate their leadership and facilitation skills; advocate on behalf of teachers, students, families, and communities.
Sample 1-Part A, Part B, Part C
After Covid with the return of teachers and students fulltime in 2022 interest peak around the science of reading. I co-founded the Science of Reading Social at Curtis Elementary school. The premise of the group was to collaborate on finding and discussing research-based methods. We were to support one another, and our grade level teams on making the transition from balanced literacy to structured literacy successful. Linked above are the presentations and the survey I created to launch interest in the group and the book study presentation on Nancy Wexler’s Writing revolution which I lead in the summer of 2022.
Sample 2, Presentation
Over several weeks I research the efficacy of Think-Aloud Protocols as a means of instruction for students struggling with reading comprehension. My culminating research question for my 650 research course in the spring ‘25 at Longwood University is as follows:
The 12 -minute video presentation demonstrates the synthesis of my research findings and invites colleagues to explore Think-Aloud Protocols as a necessary teaching strategy for structured literacy.
Standard 7-Practicum & Clinical Experiences
Candidates complete supervised, integrated, extended practica/clinical experiences that include intervention work with students and working with their peers and experienced colleagues; practica include ongoing experiences in school-based setting(s); supervision includes observation and ongoing feedback by qualified supervisors.
I completed several practicum courses from Fall 2024 through Summer 2025 to earn my Literacy Specialist Endorsement from Longwood University. Although I had significant prior experience assessing and using data to inform instruction, these practicum experiences deepened my insight through group projects and extensive peer feedback. They also boosted my confidence in coaching colleagues and sharing best literacy practices.
Applied Practicums
Fall ‘24
660 Early Literacy
664 Emergent Literacy
Spring ‘25
670-Intermediate
Standard 3-Assessment & Evaluation
Candidates understand, select, and use valid, reliable, fair, and appropriate assessment tools to screen, diagnose, and measure student literacy achievement; inform instruction and evaluate interventions; assist teachers in their understanding and use of assessment results; advocate for appropriate literacy practices to relevant stakeholders.
Sample 1-
Pre-assessment & Word List
Post-assessment & Word List
During, my spring 2025 practicum we tutored a third grade striving reader. I was one of 3 teachers in the group. I have provided samples of pre and post assessment data from the Qualitative Reading Inventory to demonstrated appropriate use of assessment tools.
Sample 2
In addition, I have linked the case study synthesizing the student’s growth. As this was a group project, I highlighted the portions of the case study that I completed (sections 5,6,9 and 10). These portions include 4 tables analyzing the students reading patterns. This demonstrates my ability to synthesize data.
Sample 3
With another group of educators, I completed a project. In which we had to analyze writing data for an entire 5th grade team. After analyzing the writing data, go. We came up with a school wide plan to improve the riding scores period. This school wide plan included an analysis of three different writing programs. The cost of the programs and the efficacy based on research. Thereafter, we chose the program that we thought was the best fit for the students’ needs based on the data. Includes an analysis of the data as well as an analysis of the program and its components. That report is linked here with an accompanying slideshow presentation.
We included a rubric as professional tool by which we could evaluate teachers appropriate use of the SRSD writing program. That rubric is linked here.
Standard 5-Learners and the Literacy Environment
Candidates meet the developmental needs of all learners and collaborate with school personnel to use a variety of print and digital materials to engage and motivate all learners; integrate digital technologies in appropriate, safe, and effective ways; foster a positive climate that supports a literacy-rich learning environment.
Sample 1, Presentation
During my most current practicum in the spring of 2025, I worked with a third-grade student online from Franklin County who read fluently at a first-grade level. This a sample of the lesson created based on pre-assessment data and previous lesson observations. The student struggled with suffix endings. Above is a link to the accompanying presentation for the lesson. As this was a group project, I have included only the portions of the presentation that worked on specifically to showcase the quality of my individual work within the collaborative group setting.
Sample 2: Lesson 3, and 4
Presentation
During my practicum in the fall of 2024, I worked with a first-grade student online from Franklin County who just beginning to decode short vowel single-syllable words fluently. This a sample of the lesson created based on pre-assessment data and previous lesson observations. Here is a link to the accompanying presentation for the lesson.
Both of these lessons an accompanying materials show a myriad of print and digital materials for instruction.
“Reading is like looking through several windows which open to an infinite landscape....For me life without reading would be like being in prison, it would be as if my spirit were in a straitjacket; life would be a very dark and narrow place.”
— Isabel Allende