As a reading/literacy specialist, it is important to know the history of literacy instruction in order to better understand perspectives over time and how they inform instructional practices.

For this assignment, imagine that you have been tasked by your district office to create a page for the district website explaining to families the role of the reading/literacy specialist in your district. You may refer back to previous topics to inform this assignment.

In 750-1,000 words create the content for your webpage. Include the following:

  • Explanation of the role of the reading/literacy specialist and how it has changed over time
  • Brief analysis of one historical change in literacy instruction that has affected the role of the reading/literacy specialist
  • Summary and rationale for the theory of reading development you would apply to creating reading instruction
  • Summary and rationale for the theory of writing development you would apply to creating writing instruction
  • Summary of the components of language and how they are integrated into instruction at the selected grade range.
  • Summary of the writing process and how it is implemented at the selected grade range.

Support your content with 3-5 scholarly resources.

While APA style format is not required for the body of this assignment, solid academic writing is expected, and in-text citations and references should be presented using documentation guidelines, which can be found in the APA Style Guide, located in the Student Success Center.

This assignment uses a rubric. Review the rubric prior to beginning the assignment to become familiar with the expectations for successful completion.

You are required to submit this assignment to LopesWrite. Refer to the LopesWrite Technical Support articles for assistance.

Benchmark Information

This benchmark assignment assesses the following programmatic competencies [and professional standards]:

MA Reading Elementary Ed & MA Reading- Secondary Ed

1.1: Candidates analyze major theoretical, conceptual, historical, and evidence-based components of reading development to create literacy instruction [ILA-S 1.1; InTASC 1(d), 4(c), 4(j), 7(i), 7(k), 9(n); MC 2]

1.2: Candidates analyze the major theoretical, conceptual, historical, and evidence-based aspects of writing development to create literacy instruction. [ILA 1.2-S; InTASC 1(d), 4(c), 4(j), 7(i), 7(k), 9(n); MC 2]

1.3: Candidates analyze the major theoretical, conceptual, historical, and evidence-based aspects of writing process to create literacy instruction. [ILA-S 1.2; InTASC 1(d), 4(c), 4(j), 7(i), 7(k), 9(n); MC 2]

1.4: Candidates analyze the major theoretical, conceptual, historical, and evidence-based components of language to create literacy instruction. [ILA-S 1.3; InTASC 1(d), 4(c), 4(j), 7(i), 7(k), 9(n); MC 2]

1.6: Candidates analyze the historical, theoretical, and evidence-based foundations related to the role of the reading/literacy specialist. [ILA-S 1.4 InTASC 7(k), 9(n), 9(o); MC 2]

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