Internship I

Literacy Project Description


This semester you will be completing a literacy project based on a small group of children. Your district mentor will select a group of three children with whom you will work for a minimum of nine (9) weeks. You will have numerous opportunities to demonstrate your potential as an early childhood teacher and to document your effectiveness in the following areas: assessment (NAEYC Standard 3), implementation of instruction/planning (NAEYC Standards 1 and 4), reflection (NAEYC Standard 5), development of future plans (NAEYC Standard 4b, 4c, 4d), and your impact on PK-12 learners. You will be working with children of diverse backgrounds and varying skill levels and be given opportunities to develop family/school relationships (NAEYC Standards 3, 4a, 4b, and 4c).


The Literacy Project will help you understand the importance of administering assessments, planning and implementing lessons based on children’s assessed needs, and how to develop a comprehensive plan for future growth. A reflective practice will allow you to better plan for your group’s needs as well as determine your impact on each learner. Self-reflection on teaching experiences will enable you to identify your strengths and needs, providing you opportunities to improve your teaching abilities. Additionally, you will be able to use your knowledge and understanding about how to involve families in school learning. You will write letters to the families of children in your group and create literacy activities for children to take home and share with family members (NAEYC Standard 2).


The Literacy Project is a comprehensive assignment for the semester. Your campus instructor will track your progress by assessing several sections of the project throughout the semester. You will use Literacy Project forms to collect most of your data. At the conclusion of your post-assessment, you will compile the data collected during the semester and submit a formal, academic paper documenting and summarizing your experience.


Culture and Climate of the Classroom


Introduction Context Setting (NAEYC Standard 1)


Describe the campus of your internship including the location, neighborhood, grade level distribution, number of teachers and staff, number of students.   Include the following demographic information about the students- gender, ethnicity, socio-economic status, bilingual population, special education students, and state accreditation status of the campus.   The campus rating and demographics of the campus population can be researched on the following web site:


Compare the demographics of the campus with the demographics of the town where the campus is located.   This information can be researched at the following location


Classroom : Complete the Getting Acquainted handout located in your packet.   This section will help you get to know about the climate and culture of the classroom. Observe students in your assigned classroom and find out about the diversity of the classroom.


Small Group : Gather information about the small group.   What is the climate and culture of the small group?


Pre-assessment/Plan of Action


Pre-Assessment/Initial Plan of Action (NAEYC Standard 3)

You will learn how to administer and score several literacy assessments and administer them to each child in your group as a pre- and post-assessment. Formal and informal assessments will be on-going which will direct the planning process and relate to the targeted objectives (NAEYC Standard 3).


In your RDG 415 class, you will receive instruction on a variety of assessments. These are the assessments you will use for the Literacy Project.


Complete a pre-assessment narrative. Include the following information.


Implementation of Instruction or Plan


Weekly Plans (NAYEC Standards 1, 2, and 4a, 4b, and 4c)

Based on your assessment data, you will plan appropriate, well-structured, and creative literacy activities that are aligned with your grade level TEKS (NAEYC Standards 1, 2, 4a, 4b, 4c).


For each day you work with your group over the approximate nine-week period, provide a written lesson plan (Weekly Teaching Plan in your packet). A lesson plan and guide for Guided Reading are located in your packet. The format taught in ELE 351 will also be used for this project. Each time you teach a lesson you should include the following:



Recording/Documentation of Assessment


Recording/Documentation of Assessment (NAEYC Standards 3 and 4b, 4c, 4d)

Youwill learn to use appropriate technology so that your assessment data can be recorded and manipulated in a useful and meaningful way. Several technological resources are appropriate including lists, charts, graphs, and other views of the data (NAEYC Standard 3).

Create your own instruments for keeping track of each student’s progress. Each time you meet with your group, you should record your assessment/observations. Complete the Documentation of Assessment handout, include the following information.


Post Assessments (NAEYC Standard 3)


Complete the Post-assessment narrative. Include the following information:




Reflective Practice (NAEYC Standard 5) (Please refer to the Reflections handout in your packet.)

Reflect on each lesson for the small group and identify whether the lesson was successful or unsuccessful. How do you know? (Saying, “They had fun,” or “They learned a lot,” is not an appropriate response to this question.)   Provide plausible reasons for children’s success or lack of success. What did you learn after teaching the lesson? What was good and why? What would have made the experience better and why? Think about your teaching style and identify areas of concern and needed professional growth. Your site instructor will give you due dates.


Upon completion of the literacy project, reflect on your total experience, summarizing and providing evidence regarding the integration of insight and deepened understanding as the result of the reflective process including your teaching style growth and areas for continued professional development   (NAEYC Standards 4d and 5). (This will be included in the final academic paper.)


Future Plans


Future Plans (This will be included in the final academic paper.)

Based on assessments, reflections, and in-depth analyses, develop a comprehensive future plan that encompasses all targeted goals for each member of the small group (NAEYC Standards 1, 4b, 4c, 4d, and 5).


Impact on PK-12 Learners


Impact on PK-12 Learners (This will be included in the final academic paper.)

Teacher candidates are required to document and explain their impact on PK-12 learning and the degree of growth for individual students and group achievement. Develop a learning profile for each student describing your impact on the PK-12 learners. Evaluate how each student performed on targeted outcomes and compile data indicating the degree of growth for each objective using appropriate technology (NAEYC Standard 5).


Family/School Relationships


Written Communication to Families (NAEYC Standards 2 and 5)

Communication with the families of students is vital. Over the course of the semester, you will write three family letters. Each letter must have the approval of the district mentor and your site instructor. We want to help you in effectively communicating with families. In ELE 352, you will address writing for different audiences.


At-Home Activity for Children and Families (NAEYC Standard 2)

You will create an at-home literacy activity based on assessments and highlighted TEKS. Examples of at-home activities include, but are not limited to the following: graphic organizers, manipulative activities, or trail games.


Please refer to the Family / School Communication and Activity Scoring Guide.


Comprehensive Academic Paper

The Literacy Project is a comprehensive assignment for the semester. At the conclusion of your post-assessment, you will compile the data collected during the semester and submit a formal, academic paper documenting and summarizing your experience. This is a major academic paper and a significant part of your grade. Your written project is to follow the guidelines of the APA Manual, the format used by education. Refer to the Literacy Project Template and the APA Checklist for guidance.

American Psychological Association. (2001). Publication manual of the American Psychological Association (5 th ed.). Washington, DC:   American Psychological Association.


Writing Skills

Good educators know practical application of research and who the researchers/writers are (NAEYC Standards 1, 4, 5). Throughout the Literacy Project pieces, you are to include supporting evidence of your foundational knowledge of research and its practical application. This is best done by citing articles and textbooks.


Likewise, good educators are able to provide concrete evidences (artifacts) of plans, assessments and children’s work. Inclusion of such documents strengthens the Literacy Project.


This is a formal, academic paper, so it is important that you familiarize yourself with the APA Manual format. You are expected to fully develop a paper with an introduction, supporting paragraphs, and a concluding paragraph. An appropriate font and font size, correct spacing and correctly citing sources are required. Remember to cite direct quotations correctly. All references will be located on a separate page titled References; APA does not use footnotes.


Teachers are professionals and are expected to communicate in a professional manner verbally and through written skills with a variety of audiences (NAEYC Standard 5). You will have numerous opportunities throughout this semester to demonstrate your writing abilities. Make sure you use appropriate capitalization, good grammar and sentence structure, as well as conventional spelling and punctuation. Remember the importance of paragraphs and connecting one paragraph to the next.


As part of your professional growth, in ELE 352, you will explore writing for different audiences including parents, legislators, and an academic audience.   Several guest speakers will address each of these areas.


Opportunities for help with writing this paper will be offered near the end of the semester after most of the data has been collected. These opportunities will be optional and not required. The Writing Center located in the AARC at the library is also a supportive environment for acquiring writing assistance.