LAC 28:CXLVI.315. Introduction

A. The English language arts and literacy teacher preparation competencies identify essential knowledge and skills for teacher candidates seeking certification in birth to kindergarten, pre-kindergarten-third grade, elementary grades 1-5, elementary grades 1-5 integrated to merged, English language arts grades 4-8, English language arts grades 4-8 integrated to merged, English language arts 6-12, and English language arts grades 6-12 integrated to merged. B. Content knowledge competencies identify foundational knowledge of the English language and language development, reading, composition, and oral language skills. C. Content pedagogy competencies identify teaching knowledge and skills that are specific to English Language arts instruction that develop the student’s ability to: 1. understand and use vocabulary and language, including early literacy foundational skills, such as print awareness, phonological awareness, phonics, fluency, and word recognition, to facilitate understanding and comprehension of the written word; 2. understand topics, themes, and ideas to determine text meaning; 3. build understanding about complex grade-level texts using evidence through discussion; and 4. demonstrate understanding of the language, craft, topics, themes, and ideas of complex grade-level texts through writing, using evidence and appropriate grade-level conventions, spelling, and structure. D. Disciplinary literacy competencies identify what a teacher candidate must know and be able to do to teach reading and literacy effectively in the context of certification areas other than English language arts in areas such as the middle grades and secondary science or social studies. 1. The ELA and literacy competencies are applicable to teacher candidates who are pursuing certification for grades 4-8 or 6-12 in any content area other than English language arts. E. English learner (EL) literacy competencies are applicable to teacher candidates in ELA. 1. The teacher candidate understands fundamental language concepts, English language structure, and the processes of first (L1) and second (L2) language acquisition, recognizing how L1 supports L2 learning. 2. The teacher candidate demonstrates knowledge and pedagogical application of linguistic aspects of the English language, including phonology, morphology, syntax, semantics, and pragmatics.