Ga. Comp. R. & Regs. R. 505-3-.03 - Foundations of Reading, Literacy, and Language
(1)
Purpose. This rule states reading, literacy, and language content
standards for approving programs that prepare individuals to teach children
aged birth through kindergarten and children in any subject in grades P-12, and
it supplements requirements in GaPSC Rule
505-3-.01, REQUIREMENTS AND STANDARDS
FOR APPROVING EDUCATOR PREPARATION PROVIDERS AND EDUCATOR PREPARATION
PROGRAMS.
(2)
Definitions.
(a)
Alphabetic Principle: The idea that letters and letter
patterns represent the sounds of spoken language.
(b)
Comprehension:
Comprehension is the cognitive process of understanding and interpreting
information, usually in the context of language, both spoken and written. It
involves the ability to extract meaning from words, sentences, and larger units
of text or speech, as well as making connections between ideas, drawing
inferences, and synthesizing information.
(c)
Explicit
Instruction: Instruction that is taught directly and clearly,
leaving little to chance. Teachers begin by modeling the objective, ensuring
that students know what is expected. Students then practice along with the
teacher, and finally, they complete the task individually (e.g., I do, we do,
you do). Explicit instruction includes practice with immediate corrective
feedback.
(d)
Fluency: The ability to act (speak, read, write) with
ease, accuracy, automaticity/appropriate rate, and prosody. It is an essential
component of reading because it permits the reader to focus on constructing
meaning from the text rather than on decoding words.
(e)
Grapheme: A
letter or letter combination that spells a phoneme; it can be one, two, three,
or four letters in English (e.g., i, ou, igh, ough).
(f)
Language (expressive,
receptive, and pragmatic language): (1) Expressive Language:
Sharing thoughts and feelings through body language, gestures, facial
expressions, vocalizations, or words. (2) Receptive Language: Understanding
what others are communicating; understanding the intents of others. (3)
Pragmatic Language: The social use of verbal and nonverbal
communication.
(g)
Literacy: The capacity to engage with and skillfully
utilize various forms of communication, including reading, writing, speaking,
listening, and digital media, to effectively express, interpret, and interact
with a variety of ideas and perspectives.
(h)
Morpheme: The
smallest meaningful unit of a language that cannot be further divided. A
"base," or "root" is a morpheme in a word that gives the word its principle
meaning.
(i)
Phoneme: The smallest unit of sound in a spoken word;
an individual speech sound.
(j)
Phonemic Awareness: The ability to detect and
manipulate the smallest units (i.e., phonemes) of spoken language. For example,
recognition that the word cat includes three distinct sounds or phonemes
represents phonemic awareness. Individuals with phonemic awareness can blend
phonemes to form spoken words, segment spoken words into their constituent
phonemes, delete phonemes from spoken words, add phonemes, and substitute
phonemes.
(k)
Phonics: An approach to teaching reading that
emphasizes the systematic relationship between the sounds of language and the
graphemes (i.e., letters or letter combinations) that represent those sounds.
Learners apply this knowledge to decode printed words.
(l)
Phonological
Awareness: Phonological awareness is the ability to recognize and
manipulate the sound structures within spoken language. This skill encompasses
the identification and manipulation of various linguistic components, including
(1) syllables, such as /book/, (2) onsets and rimes, such as /b/ and /ook/, and
(3) individual phonemes, such as /b/, /oo/, and /k/.
(m)
Science of Reading/Scientific
Reading Instruction: An evidence-based approach to teaching
reading and writing that is rooted in the understanding of cognitive science
and its connection to educational outcomes. This method trains educators to
teach reading by addressing syllables, morphology, sound-symbol correspondence,
semantics, and syntax in a clear, systematic, and diagnostic manner. The
approach holistically integrates speaking, listening, reading, and writing by
offering explicit, systematic, and tailored instruction in areas such as
phonological and phonemic awareness, phonics, syllable patterns, morphology,
semantics, and syntax, ensuring a comprehensive and inclusive literacy
development experience.
(n)
Spelling: The process of representing a language by
means of a writing system.
(o)
Systematic Instruction: The use of a planned, logical
sequence to introduce elements taught, building from the simplest to those that
are more complex.
(p)
Vocabulary: The collection of words that an individual
knows, understands, and actively employs in both written and oral
communication. This personalized set of words is dynamic and evolves through
exposure to diverse sources and experiences. This definition differs from
lexicon, which encompasses the entire set of words within a language.
(q)
Written
Expression: A complex process of using various cognitive
operations to translate ideas and thoughts into a written language.
(3)
Requirements.
(a) To receive approval, a GaPSC-approved
educator preparation provider shall ensure candidates meet the standards
specified below for programs leading to initial teacher certification. The
standards are adapted from the standards published in 2017 by the International
Literacy Association (ILA), the Georgia Early Learning and Development
Standards (GELDS) published in 2013, the Knowledge and Practice Standards
published in 2018 by the International Dyslexia Association (IDA), and the
standards published in 2017 by the National Association for the Education of
Young Children (NAEYC). GaPSC-approved programs shall incorporate these
standards by Fall 2024.
(b)
Programs that prepare Birth Through Kindergarten and Special Education
Preschool teachers shall meet the following standards.
1.
Knowledge: Language and
Literacy Acquisition.
(i)
Candidates demonstrate knowledge that the development of language is the
foundation for literacy development.
(ii) Candidates demonstrate knowledge that
language is developed within the context of relationships.
(iii) Candidates demonstrate knowledge that
social engagement is the means by which we proactively gauge language
development.
(iv) Candidates
demonstrate knowledge that engagement through frequent, social interactions
with adults and peers as evidenced by investment, independence, and initiation
is the fuel for language development.
(v) Candidates demonstrate knowledge that
when children are engaged their use of language is frequent, functional,
socially oriented, and fluid across settings.
(vi) Candidates will know and be able to
explain indicators and phases of typical language development including
expressive, receptive, and pragmatic language across the birth to kindergarten
continuum.
(vii) Candidates
demonstrate knowledge that language development is essential for individuals to
communicate needs, formulate ideas, develop and maintain relationships, and
solidify understanding of concepts.
(viii) Candidates are able to cite evidence
and give practical examples showing how phonological awareness skills affect
attainment of future literacy skills.
(ix) Candidates will be able to identify and
explain how language development influences cognitive and emotional
development, which contributes to literacy and writing development. Candidates
will be able to cite examples in practice and explain how to continuously
notice, support, and nurture language development across the developmental
continuum.
(x) Candidates
understand and explain research describing the effects of communication styles
and dialects on foundational early language and literacy learning.
(xi) Candidates will know and be able to
explain that language development is vital to the use of one's "inner dialogue"
required for self-regulation.
(xii)
Candidates understand the various ways in which infants and young children
communicate their needs, wants, feelings through the use of language (e.g.,
gestures, body language, facial expressions, vocalizations, or
words).
(xiii) Candidates
understand the ways in which infants and young children experiment with
expressive language to enhance their communication (e.g., spontaneous vocal
play, crying).
(xiv) Candidates
demonstrate knowledge of the ways in which all domains of development impact
language development (e.g., fine motor, gross motor, cognitive, and emotional
development).
2.
Application: Methods and Assessment.
(i) Curriculum and Instruction.
(I) Candidates will implement developmentally
responsive practices that meet the instructional needs of students who are at
different points of language and literacy development.
(II) Candidates select high-quality literary,
multimedia, and informational texts; and provide a coherent, integrated, and
motivating literacy program for all learners.
(III) Candidates design, adapt, implement,
and evaluate instructional approaches and materials that are evidence-based,
developmentally responsive, and integrated across language and literacy domains
with an emphasis on individual, small, and large group conversations, play,
storytelling, rhyming, singing, and writing activities.
(IV) Candidates plan, modify, and implement
developmentally responsive explicit, systematic, cumulative, and
teacher-directed and child-directed instruction in the foundational skills of
language and literacy, including phonological awareness, alphabetic principle,
phonics, reading fluency, vocabulary development, listening and reading
comprehension, print awareness, and written expression.
(V) Candidates scaffold instruction to
support learners based on their development, including those with different
learning needs. Concepts across the age bands include:
I. Phonological and phonemic awareness
A. Progression of sound and
phonological-awareness skill development across age
B. Sound awareness
C. Phonological sensitivity
D. Rhyming
E. Syllabication
F. Segmenting, deleting, manipulating
phonemes
G. Consonant and vowel
phonemes
II. Print
awareness
A. Recognition that print has
meaning
B. Environmental
print
C. Book handling
skills
D. Recognition that print is
read left to right, top to bottom
E. Recognition of a letter, a word, a
sentence
III. Phonics and
word recognition
A. Alphabetic
principle
B. Phoneme-grapheme
correspondence
C. English
orthography
D. Systematic,
cumulative, and explicit teaching of basic decoding and spelling rules and
letter patterns (digraphs, diphthongs, blends, onset-rime, etc.)
E. Teaching regular and irregular
words
F. Teaching decoding of
multisyllabic words
G. Decodable
texts and sound walls in teaching beginning readers
IV. Reading fluency
A. Automatic word reading
B. Oral reading fluency including accuracy,
automaticity, and prosody
C. Varied
techniques and methods for building reading fluency
D. Appropriate uses of assistive
technology
V. Listening
and reading comprehension
A. Background
knowledge
B. Use of pictures and
other visual cues, props (puppets, storyboards, etc.)
C. Inferencing
D. Instructional routines appropriate for
each major genre: informational text, narrative text
E. Teacher's role as an active mediator of
text-comprehension processes (text-to-self, text-to-text, and
text-to-world)
(VI) Candidates design, adapt, implement, and
evaluate evidence-based and developmentally responsive instruction and
materials to develop writing processes and orthographic knowledge for all
learners. They use a structured approach to explicitly teach skills related to
written expression. Key terms or concepts related to this area include:
I. Written expression
A. Supports small and large muscle
development needed to support writing
B. Developmental phases of writing (random
marks, holds simple tools)
C.
Dictation of children's drawings and thoughts (writes words to describe or name
pictures)
D. Use of inventive
spelling
E. Planning, translating
(drafting), reviewing, and revising
F. Research-based principles for teaching
letter formation
G. Research-based
principles for teaching written spelling and punctuation
H. Developmental phases of the writing
process
I. Appropriate uses of
assistive technology in written expression.
(VII) Candidates plan, modify, and implement
evidence-based and integrated instruction and materials to support and nurture
expressive, receptive, and pragmatic language development. They use a range of
instructional approaches, including multi-modal and multi-sensory strategies
and context-based instruction. Key terms or concepts related to this area
include:
I. Expressive, receptive, and
pragmatic language development
A. Adult and
peer interaction
B. Uses
developmentally responsive strategies to support progression of language
development
C. Role or creation of
a stimulating environment including multi-modal materials to enhance engagement
- as indicated by learners' investment, independence, and initiation - in
supporting/nurturing language development
(VIII) Candidates plan, modify, and implement
evidence-based and integrated instruction and materials to develop vocabulary
knowledge for all learners. They use a range of instructional approaches,
including direct instruction, context-based instruction, and word-learning
strategies. Key terms or concepts related to this area include:
I. Vocabulary development
A. Adult and peer interaction
B. Uses strategies to support progression of
vocabulary development
C. Role of
expressive language including non-verbal (gestures, eye contact) and verbal
(vocalizations, babbling) in vocabulary development
D. Role or creation of a stimulating
environment including multi-modal materials to enhance engagement as indicated
by learners' investment, independence, and initiation
E. Role of vocabulary development and
vocabulary knowledge in oral and written language comprehension
F. Sources of wide differences in students'
vocabularies
G. Indirect
(contextual) methods of vocabulary instruction and their role and
characteristics
H. Direct, explicit
methods of vocabulary instruction and their role and characteristics
(IX) Candidates apply
knowledge of learner development and learning differences to create a positive,
language and literacy-rich learning environment anchored in materials that
promote play, conversation, and exploration (e.g., dramatic play materials,
books, blocks) that support and nurture engagement between children and peers,
and children and adults.
(ii) Assessment and Evaluation
(I) Candidates use observational methods for
universally noticing and monitoring, screening if necessary, enhancing
opportunities to scaffold students' language and literacy
development.
(II) Candidates
understand the purposes, strengths, limitations, reliability/validity, and
appropriateness of various types of informal and formal assessments for
language and literacy development, including universal monitoring, screening,
progress monitoring, diagnostic, and outcome assessments.
(III) Candidates utilize results of all data
collection methods related to language and literacy development to inform and
enhance developmentally responsive practices to support learning in universal
settings including everyday routines, rituals, and activities.
(IV) Candidates integrate, summarize, and
communicate (orally and in writing) the meaning of educational assessment data
for sharing with caregivers, including parents, other educators, and healthcare
providers.
3.
Language and Literacy Professional Dispositions and
Practices.
(i) Candidates promote
language and literacy development for all students by using developmentally
responsive practices and engaging in ethical and effective practices that honor
all students' linguistic backgrounds.
(ii) Candidates continuously reflect on their
practices, engage in ongoing appreciative inquiry and peer mentorship through
collaboration with other educators and advocate for students and their families
to support and nurture language and literacy development.
(c) Programs that prepare
Elementary Education (P-5), Special Education General Curriculum/Elementary
Education (P-5), and Middle Grades Reading teachers shall meet the following
standards.
1.
Knowledge: Literacy
Acquisition.
(i) Candidates
demonstrate knowledge of language processes required for proficient reading and
writing: phonological, orthographic, semantic, syntactic, and
discourse.
(ii) Candidates
demonstrate an understanding that learning to read requires explicit,
structured, and cumulative instruction.
(iii) Candidates demonstrate knowledge of the
reciprocal relationships among the foundations of reading (i.e., phonological
awareness, phonemic awareness, decoding, word recognition, spelling, and
vocabulary knowledge).
(iv)
Candidates demonstrate the ability to identify and explain how aspects of
cognition and behavior can affect reading and writing development.
(v) Candidates demonstrate an understanding
of how environmental and social factors can contribute to literacy
development.
(vi) Candidates
demonstrate an understanding of major research findings on the contribution of
linguistic and cognitive factors to literacy outcomes.
(vii) Candidates demonstrate knowledge of the
most common intrinsic differences between proficient and striving readers,
including motivation, self-efficacy, linguistic, cognitive, and neurobiological
factors.
(viii) Candidates
demonstrate an understanding of oral language development, phonemic awareness,
decoding skills, printed word recognition, spelling, reading fluency, reading
comprehension, and written expression.
(ix) Candidates demonstrate knowledge of
evidence-based instructional approaches that support the development of reading
and writing skills, including concepts of print, phonological awareness,
phonics, word recognition, fluency, vocabulary, comprehension, and producing
writing appropriate to task.
(x)
Candidates demonstrate knowledge of the integration of literacy skills across
different subject areas.
(xi)
Candidates demonstrate knowledge of the typical developmental progression of
oral language, phoneme awareness, decoding skills, printed word recognition,
spelling, reading fluency, reading comprehension, and written
expression.
(xii) Candidates
demonstrate knowledge of the reciprocal relationships between decoding, word
recognition, spelling, morphology, and vocabulary knowledge.
(xiii) Candidates demonstrate knowledge of
evidence-based instructional approaches that support the development of
listening, speaking, viewing, and visually representing, and their centrality
to literacy learning.
(xiv)
Candidates demonstrate knowledge of the most common intrinsic differences
between strong and striving readers, including linguistic, cognitive, and
neurobiological factors.
2.
Application: Methods and
Assessment.
(i) Curriculum and
Instruction.
(I) Candidates demonstrate an
understanding of the principles and practices of scientific reading instruction
and apply this knowledge to critically examine literacy curricula; select
high-quality literary, multimedia, and informational texts; and provide a
coherent, integrated, and motivating literacy program for all
learners.
(II) Candidates design,
adapt, implement, and evaluate instructional approaches and materials that are
evidence-based, developmentally appropriate, and integrated across literacy
domains related to the following areas: phonological and phonemic awareness,
phonics, word recognition, reading fluency, vocabulary, listening and reading
comprehension, and written expression.
(III) Candidates plan, modify, and implement
explicit, systematic, cumulative, and teacher-directed instruction in the
foundational skills of reading, including phonological and phonemic awareness,
phonics, word recognition, reading fluency, and listening and reading
comprehension. Candidates scaffold instruction to support all learners in
reading, including those with different learning needs. Concepts related to
this area include:
I. Phonological and
phonemic awareness
A. Consonant and vowel
phonemes
B. Phonological
sensitivity
C. Phonemic-awareness
difficulties
D. Progression of
phonemic-awareness skill development across age and grade
E. Rhyming
F. Segmenting, deleting, manipulating
phonemes
G. Syllabication
II. Phonics and word recognition
A. Alphabetic principle
B. Phoneme-grapheme correspondence
C. English orthography
D. Systematic, cumulative, and explicit
teaching of basic decoding and encoding rules and letter patterns (digraphs,
diphthongs, blends, onset-rime, etc.)
E. Teaching regular and irregular
words
F. Teaching decoding of
multisyllabic words
G. Decodable
texts and sound walls in teaching beginning readers
III. Reading fluency
A. Automatic word reading
B. Oral reading fluency including accuracy,
automaticity, and prosody
C. Varied
techniques and methods for building reading fluency (e.g., repeated reading,
echo reading, and Reader's Theater)
D. Appropriate uses of assistive
technology
E. Repeated and echo
reading strategies
IV.
Listening and reading comprehension
A.
Background knowledge
B.
Inferencing
C. Factors that
contribute to deep comprehension
D.
Instructional routines appropriate for each major genre: informational text,
narrative text, and argumentation
E. Role of sentence comprehension in
listening and reading comprehension
F. Teacher's role as an active mediator of
text-comprehension processes (text-to-self, text-to-text, and
text-to-world)
(IV) Candidates design, adapt, implement, and
evaluate evidence-based and developmentally appropriate instruction and
materials to develop writing processes and orthographic knowledge for all
learners. They use a structured approach to explicitly teach skills related to
written expression. Key terms or concepts related to this area include:
I. Written expression
A. Handwriting skills in print and
cursive
B. Motor skills and
letter/word formation
C.
Transcription and writing fluency
D. Major skill domains that contribute to
written expression
E. Planning,
translating (drafting), reviewing, and revising
F. Genre
G. Research-based principles for teaching
letter formation, both manuscript and cursive
H. Research-based principles for teaching
written spelling and punctuation
I.
Developmental phases of the writing process
J. Appropriate uses of assistive technology
in written expression.
(V) Candidates plan, modify, and implement
evidence-based and integrated instruction and materials to develop vocabulary
knowledge for all learners. They use a range of instructional approaches,
including direct instruction, context-based instruction, and word-learning
strategies. Key terms or concepts related to this area include:
I. Vocabulary
A. Role of vocabulary development and
vocabulary knowledge in oral and written language comprehension
B. Sources of wide differences in students'
vocabularies
C. Indirect
(contextual) methods of vocabulary instruction and their role and
characteristics
D. Direct, explicit
methods of vocabulary instruction and their role and characteristics
E. Morphological awareness
(VI) Candidates apply
knowledge of learner development and learning differences to create a positive,
literacy-rich learning environment anchored in digital and print
literacies.
(ii)
Assessment and Evaluation.
(I) Candidates
understand the purposes, strengths, limitations, reliability/validity, and
appropriateness of various types of informal and formal assessments, including
screening, progress monitoring, diagnostic, and outcome assessments, for
gathering evidence on students' language acquisition and literacy
development.
(II) Candidates use
observational skills and results of student work to determine students'
reading, literacy, and language strengths and needs, and select and administer
other appropriate formal and informal assessments for assessing students'
language and literacy development.
(III) Candidates utilize results of various
assessment measures to inform and modify instruction and understand and apply
basic principles of test construction and formats, including reliability,
validity, criterion, and normed.
(IV) Candidates use assessment data in an
ethical manner, interpret data to explain student progress, and inform families
and colleagues about the function and purpose of assessments.
(V) Candidates understand and utilize
well-validated screening tests designed to identify students at risk for
reading difficulties and students who exhibit characteristics of dyslexia and
understand and apply the principles of progress monitoring and reporting with
Curriculum-Based Measures (CBMs), including graphing techniques.
(VI) Candidates understand and utilize
informal diagnostic surveys of phonological and phonemic awareness, decoding
skills, oral reading fluency, comprehension, spelling, and writing.
(VII) Candidates read and interpret the most
common diagnostic tests used by psychologists, speech-language professionals,
and educational evaluators.
(VIII)
Candidates integrate, summarize, and communicate (orally and in writing) the
meaning of educational assessment data for sharing with students, parents, and
other teachers.
3.
Literacy Professional
Dispositions and Practices.
(i)
Candidates promote high-quality literacy learning for all students by using
responsive practices and engaging in ethical and effective practices that honor
all students' linguistic backgrounds.
(ii) Candidates act in the best interests of
striving readers and maintain the public trust by providing accurate and
scientifically supported best practices in the field.
(iii) Candidates continuously reflect on
their practices, engage in ongoing inquiry, and advocate for students and their
families to enhance literacy learning.
(d) Programs that prepare Middle Grades (4-8)
teachers of English language arts, mathematics, science, and social science
shall ensure candidates meet the following standards.
1.
Knowledge: Literacy
Acquisitions.
(i) Candidates
demonstrate awareness of language processes required for proficient reading and
writing: phonological, orthographic, semantic, syntactic, and
discourse.
(ii) Candidates
demonstrate an awareness that learning to read requires explicit, structured,
and cumulative instruction.
(iii)
Candidates demonstrate awareness of the reciprocal relationships among the
foundations of reading (i.e., phonological awareness, phonemic awareness,
decoding, word recognition, spelling, and vocabulary knowledge).
(iv) Candidates demonstrate an awareness of
how aspects of cognition and behavior can affect reading and writing
development.
(v) Candidates
demonstrate an awareness of how environmental and social factors can contribute
to literacy development.
(vi)
Candidates demonstrate an awareness of major research findings on the
contribution of linguistic and cognitive factors to literacy
outcomes.
(vii) Candidates
demonstrate awareness of the most common intrinsic differences between
proficient and striving readers, including linguistic, cognitive, and
neurobiological factors.
(viii)
Candidates demonstrate an awareness of the oral language development, phonemic
awareness, decoding skills, printed word recognition, spelling, reading
fluency, reading comprehension, and written expression.
(ix) Candidates demonstrate awareness of
evidence-based instructional approaches that support the development of reading
and writing skills, including concepts of print, phonological awareness,
phonics, word recognition, fluency, vocabulary, comprehension, and producing
writing appropriate to task.
(x)
Candidates demonstrate awareness of the integration of literacy skills across
different subject areas.
(xi)
Candidates demonstrate an awareness of the typical developmental progression of
oral language, phoneme awareness, decoding skills, printed word recognition,
spelling, reading fluency, reading comprehension, and written
expression.
(xii) Candidates
demonstrate awareness of the reciprocal relationships between decoding, word
recognition, spelling, morphology, and vocabulary knowledge.
(xiii) Candidates demonstrate awareness of
evidence-based instructional approaches that support the development of
listening, speaking, viewing, and visually representing, and their centrality
to literacy learning.
(xiv)
Candidates demonstrate an awareness of the most common intrinsic differences
between strong and striving readers, including linguistic, cognitive, and
neurobiological factors.
2.
Application: Curriculum and
Instruction.
(i) Candidates
demonstrate an awareness of the principles and practices of scientific reading
instruction and apply this knowledge to critically examine literacy curricula;
select high-quality literary, multimedia, and informational texts; and provide
a coherent, integrated, and motivating literacy program for all
learners.
(ii) Candidates apply
adolescent literacy in reading and writing for vocabulary development, word
recognition reading comprehension and fluency. Key terms or concepts related to
this area include:
(I) Reading grade-level
texts from a variety of genres with greater focus on higher-order skills such
as analyzing texts and developing perspective
(II) Reading comprehension for text
complexity
(III) Writing for a
range of authentic purposes and genres
(IV) Morphology for understanding
multisyllabic words
(V) Oral and
silent reading fluency
(VI)
Systematically teach the decoding of multisyllabic words
(iii) Candidates apply adolescent literacy
development to develop disciplinary literacy and content area literacy;
developing academic vocabulary and writing for research. Key terms or concepts
related to this area include:
(I) Demonstrate
skill in integrating literacy into specific disciplinary studies
(II) Develop awareness and skill in utilizing
a range of content area literacy strategies across the curriculum.
3.
Assessment and Evaluation.
(i) Candidates understand the purposes,
strengths, limitations, reliability/validity, and appropriateness of various
types of informal and formal assessments, including screening, progress
monitoring, diagnostic, and outcome assessments, for gathering evidence on
students' language acquisition and literacy development.
(ii) Candidates utilize results of various
assessment measures to inform and modify instruction and understand and apply
basic principles of test construction and formats, including reliability,
validity, criterion, and normed.
(iii) Candidates use assessment data in an
ethical manner, interpret data to explain student progress, and inform families
and colleagues about the function and purpose of assessments.
(iv) Candidates integrate, summarize, and
communicate (orally and in writing) the meaning of educational assessment data
for sharing with students, parents, and other teachers.
(e) Programs that prepare
Secondary (6-12) teachers shall meet the following standards.
1.
Knowledge: Literacy
Acquisitions.
(i) Candidates
demonstrate awareness of the five language processing requirements for
proficient reading and writing: phonological, orthographic, semantic,
syntactic, and discourse.
(ii)
Candidates demonstrate awareness that learning to read requires explicit,
structured, and cumulative instruction.
(iii) Candidates demonstrate awareness of the
reciprocal relationships between phonemic awareness, decoding, word
recognition, spelling, and vocabulary knowledge.
(iv) Candidates demonstrate an awareness of
how aspects of cognition and behavior can affect reading and writing
development.
(v) Candidates
demonstrate an awareness of how environmental and social factors can contribute
to literacy development.
(vi)
Candidates demonstrate an awareness of major research findings on the
contribution of linguistic and cognitive factors to literacy
outcomes.
(vii) Candidates
demonstrate awareness of the most common intrinsic differences between
proficient and striving readers, including linguistic, cognitive, and
neurobiological factors.
(viii)
Candidates demonstrate an awareness of the typical developmental progression of
oral language, phonemic awareness, decoding skills, printed word recognition,
spelling, reading fluency, reading comprehension, and written
expression.
(ix) Candidates
demonstrate an awareness of evidence-based instructional approaches that
support the development of reading and writing skills, including concepts of
print, phonological awareness, phonics, word recognition, fluency, vocabulary,
comprehension, and producing writing appropriate to task.
(x) Candidates demonstrate awareness of the
integration of literacy skills across different subject areas.
2.
Application:
Curriculum and Instruction.
(i)
Candidates develop disciplinary literacy and content area literacy; developing
academic vocabulary and writing for research. Key terms or concepts related to
this area include:
(I) Demonstrate skill in
integrating literacy into specific disciplinary studies.
(II) Develop awareness and skill in utilizing
a range of content area literacy strategies across the curriculum, including
informational text.
3.
Assessment and
Evaluation.
(i) Candidates should
be familiar with the student support services available in their school or
district. These may include reading specialists, writing tutors, or special
education services.
(ii) Candidates
should collaborate with student support service providers to ensure that
students receive appropriate services. This may involve sharing information
about the student's strengths and weaknesses, providing feedback on
interventions, and monitoring the student's progress.
(f) Programs that prepare teachers
for the Special Education (P-12) fields of General Curriculum, Adapted
Curriculum, Deaf Education, Physical and Health Disabilities, and Vision
Impairment shall meet the following standards.
1.
Knowledge: Literacy
Acquisition.
(i) Candidates
demonstrate knowledge of language processes required for proficient reading and
writing: phonological, orthographic, semantic, syntactic, and
discourse.
(ii) Candidates
demonstrate an understanding that learning to read requires explicit,
structured, and cumulative instruction.
(iii) Candidates demonstrate knowledge of the
reciprocal relationships among the foundations of reading (i.e., phonological
awareness, phonemic awareness, decoding, word recognition, spelling, and
vocabulary knowledge).
(iv)
Candidates demonstrate the ability to identify and explain how aspects of
cognition and behavior can affect reading and writing development.
(v) Candidates demonstrate an understanding
of how environmental and social factors can contribute to literacy
development.
(vi) Candidates
demonstrate an understanding of major research findings on the contribution of
linguistic and cognitive factors to literacy outcomes.
(vii) Candidates demonstrate knowledge of the
most common intrinsic differences between proficient and striving readers,
including linguistic, cognitive, and neurobiological factors.
(viii) Candidates demonstrate an
understanding of the oral language development, phonemic awareness, decoding
skills, printed word recognition, spelling, reading fluency, reading
comprehension, and written expression.
(ix) Candidates demonstrate knowledge of
evidence-based instructional approaches that support the development of reading
and writing skills, including concepts of print, phonological awareness,
phonics, word recognition, fluency, vocabulary, comprehension, and producing
writing appropriate to task.
(x)
Candidates demonstrate knowledge of the integration of literacy skills across
different subject areas.
2.
Application: Methods and
Assessment.
(i) Curriculum and
Instruction.
(I) Candidates demonstrate an
understanding of the principles and practices of scientific reading instruction
and apply this knowledge to critically examine literacy curricula; select
high-quality literary, multimedia, and informational texts; and provide a
coherent, integrated, and motivating literacy program for all
learners.
(II) Candidates design,
adapt, implement, and evaluate instructional approaches and materials that are
evidence-based, developmentally appropriate, and integrated across literacy
domains. Key terms or concepts related to this area include:
I. Reading grade-level texts from a variety
of genres with greater focus on higher-order skills such as analyzing texts and
developing perspective
II. Reading
comprehension for text complexity
III. Writing for a range of authentic
purposes and genres
IV. Morphology
for understanding multisyllabic words
V. Oral and silent reading fluency
VI. Systematically teach the decoding of
multisyllabic words
VII. Content
area literacy
VIII. Academic
vocabulary
IX. Demonstrate skill in
integrating literacy into specific disciplinary studies
(ii) Assessment and Evaluation.
(I) Candidates understand the purposes,
strengths, limitations, reliability/validity, and appropriateness of various
types of informal and formal assessments, including screening, progress
monitoring, diagnostic, and outcome assessments, for gathering evidence on
students' language acquisition and literacy development.
(II) Candidates should be familiar with the
student support services available in their school or district. These may
include reading specialists, writing tutors, or special education
services.
(III) Candidates should
collaborate with student support service providers to ensure that students
receive appropriate services. This may involve sharing information about the
student's strengths and weaknesses, providing feedback on interventions, and
monitoring the student's progress.
(IV) Teachers should communicate with parents
and guardians about their child's reading and writing deficiencies and the
steps being taken to address them. This may involve discussing the student's
progress, setting goals, and providing resources for parents to use at
home.
(g) Programs that prepare teachers for the
P-12 fields of Art, Computer Science, Dance, Drama, Engineering and Technology,
English to Speakers of Other Languages, Foreign Language, Health and Physical
Education, and Music shall meet the following standards.
1.
Knowledge: Literacy
Acquisition.
(i) Candidates
demonstrate awareness of language processes required for proficient reading and
writing: phonological, orthographic, semantic, syntactic, and
discourse.
(ii) Candidates
demonstrate an awareness that learning to read requires explicit, structured,
and cumulative instruction.
(iii)
Candidates demonstrate awareness of the reciprocal relationships among the
foundations of reading (i.e., phonological awareness, phonemic awareness,
decoding, word recognition, spelling, and vocabulary knowledge).
(iv) Candidates demonstrate awareness of how
aspects of cognition and behavior can affect reading and writing
development.
(v) Candidates
demonstrate an awareness of how environmental and social factors can contribute
to literacy development.
(vi)
Candidates demonstrate an awareness of major research findings on the
contribution of linguistic and cognitive factors to literacy
outcomes.
(vii) Candidates
demonstrate awareness of the most common intrinsic differences between
proficient and striving readers, including linguistic, cognitive, and
neurobiological factors.
(viii)
Candidates demonstrate an awareness of the oral language development, phonemic
awareness, decoding skills, printed word recognition, spelling, reading
fluency, reading comprehension, and written expression.
(ix) Candidates demonstrate awareness of
evidence-based instructional approaches that support the development of reading
and writing skills, including concepts of print, phonological awareness,
phonics, word recognition, fluency, vocabulary, comprehension, and producing
writing appropriate to task.
(x)
Candidates demonstrate awareness of the integration of literacy skills across
different subject areas.
2.
Application: Methods and
Assessment.
(i) Curriculum and
Instruction.
(I) Candidates demonstrate an
understanding of the principles and practices of scientific reading instruction
and apply this knowledge to critically examine literacy curricula; select
high-quality literary, multimedia, and informational texts; and provide a
coherent, integrated, and motivating literacy program for all
learners.
(II) Candidates design,
adapt, implement, and evaluate instructional approaches and materials that are
evidence-based, developmentally appropriate, and integrated across literacy
domains. Key terms or concepts related to this area include:
I. Reading grade-level texts from a variety
of genres with greater focus on higher-order skills such as analyzing texts and
developing perspective
II. Reading
comprehension for text complexity
III. Writing for a range of authentic
purposes and genres
IV. Morphology
for understanding multisyllabic words
V. Oral and silent reading fluency
VI. Systematically teach the decoding of
multisyllabic words
VII. Content
area literacy
VIII. Academic
vocabulary
IX. Demonstrate skill in
integrating literacy into specific disciplinary studies
(ii) Assessment and Evaluation.
(I) Candidates should be familiar with the
student support services available in their school or district. These may
include reading specialists, writing tutors, or special education
services.
(II) Candidates should
collaborate with student support service providers to ensure that students
receive appropriate services. This may involve sharing information about the
student's strengths and weaknesses, providing feedback on interventions, and
monitoring the student's progress.
Notes
State regulations are updated quarterly; we currently have two versions available. Below is a comparison between our most recent version and the prior quarterly release. More comparison features will be added as we have more versions to compare.
No prior version found.