LAC 28:CXLVI.319. ELA Content Pedagogy Competencies

A. The teacher candidate applies knowledge of the relationships among speaking and listening, language, reading, and writing to use writing and speaking and listening experiences in conjunction with language and reading instruction to enhance student reading and writing development. 1. The teacher candidate for Birth-Kindergarten, PK-3, and 1-5 uses knowledge of the progression of phonological awareness skills to internalize and implement sequenced lessons and units from high-quality instructional materials that scaffold student development of phonological awareness and enhance reading and writing development through the use of a variety of intentional, explicit, and systematic instructional practices embedded in a range of continuous texts. 2. The teacher candidate for grades 1-5, 4-8, and 6-12 uses knowledge of the progression of language, reading, and writing skills to internalize and implement lesson sequences from high-quality instructional materials that scaffold and enhance early adolescent and adolescent student reading and writing development through the use of a variety of intentional, explicit, and systematic instructional practices embedded in a range of continuous texts for small-group instruction or intervention in addition to whole-class instruction with grade-level standards. 3. The teacher candidate uses knowledge of the relationship between phonemes and graphemes to implement writing in conjunction with phonological instruction using the high-quality instructional materials to enhance student reading and writing development. 4. The teacher candidate utilizes the instructional practices within high-quality instructional materials to develop student reading fluency. 5. The teacher candidate internalize and implements lessons and unit sequences from high-quality instructional materials that which provide opportunities for all students to read a wide range and volume of texts for various purposes of understanding, pleasure, and research, and make connections among texts based on the language, craft, topics, themes, and/or ideas. B. The teacher candidate implements instruction using high-quality instructional materials to provide opportunities for students at various stages of language, reading, and writing development to accurately and fluently read, understand, and express understanding of a range of complex grade-level texts. 1. The teacher candidate selects a volume of appropriately complex grade-level texts about similar topics, themes, and/or ideas that present opportunities to build students’ knowledge of the unit’s focus. 2. The teacher candidate implements appropriate reading strategies, including read aloud, read along, pair or group reading, and/or independent reading for the complex grade-level texts in high-quality instructional materials to support students’ understanding of the text. 3. The teacher candidate anticipates student misconceptions or challenges and identifies the appropriate curriculum-embedded supports to scaffold instruction and provide all students with opportunities to read, understand, and express understanding. 4. The teacher candidate fluently applies principles of explicit and direct teaching: modeling, leading, giving, guided practice, and reviewing. 5. The teacher candidate implements multisensory and multimodal techniques to enhance instruction. C. The teacher candidate internalizes and implements high-quality instructional materials that develop student ability to meet the age- or grade-level standards for reading, writing, speaking and listening, and language by composing a range of oral, written, and visual texts using formal and informal, process and on-demand, and different genres for a variety of purposes and audiences. 1. The teacher candidate implements instruction aligned to academic standards using high-quality instructional materials, demonstrating understanding of how complex grade-level texts build students’ knowledge of topics, themes, and ideas of the texts. 2. The teacher candidate utilizes models of writing in complex grade-level texts from the high-quality instructional materials to illustrate word choice, syntax, sentence variety, fluency, text structure, and style, internalizes the content to determine how to implement instruction that develops the student’s ability to use the models to advance language, structure, and style in personal writing. 3. The teacher candidate facilitates classroom discussions based on the age- or grade-level standards for speaking and listening that allow students to refine thinking about the language, craft, topics, themes, and/or ideas in complex grade-level texts in high-quality instructional materials preparation for writing, when appropriate, as indicated by academic standards. 4. The teacher candidate develops, based on academic standards, student ability to create an organizing idea or thesis statement, effectively organize and develop a written, oral, or visual response, and, when appropriate, develop a topic or support an opinion or claim about the language, craft, topics, themes, and/or ideas in complex grade-level texts in their high-quality instructional materials using relevant evidence. 5. The teacher candidate provides opportunities incorporating technology for students to plan, draft, revise, edit, and publish written, oral, visual, and digital texts, individually and collaboratively through shared and small-group writing and peer editing to communicate knowledge, ideas, understandings, insights, and experiences. 6. The teacher candidate anticipates how students may use non-standard language orally and in and implements instruction using the high-quality instructional materials based on age- or grade-level standards to develop the students’ ability to use language conventions of grammar, usage, and mechanics accurately and strategically in writing for different audiences and purposes. 7. The teacher candidate implements tasks for all students from the high-quality instruction materials, aligned to the standards for reading, writing, speaking and listening, and language that require research of a topic, theme, or idea presented in complex grade-level texts and communication of findings orally and in writing. 8. The teacher candidate designs and implements research-based adaptations of instruction for students with advanced literacy skills and for students with weaknesses in working memory, attention, executive function, or processing speed. D. The teacher candidate applies knowledge of language, reading, and writing development to assessments including diagnostic, formative and summative measures, to evaluate students’ ability to read, understand, and demonstrate understanding of complex grade-level texts to inform and adjust planning and instruction. 1. The teacher candidate uses assessment data to measure student ability to use knowledge of language, print concepts, phonological awareness, phonics, and word recognition to accurately and fluently read, understand, and express understanding of a range of continuous texts. 2. The teacher candidate applies knowledge of reading, writing, and language development to identify trends in student reading foundational skills, writing, and language development and identify students who are in need of additional support with decoding, fluency, vocabulary development, speaking and listening, writing, and comprehension. 3. The teacher candidate assesses specific reading behaviors often associated with fluency problems such as lack of automaticity, substitution, omissions, repetitions, inappropriate reading rates, and inaccuracy and recognizes atypical developmental patterns, and collaborates with colleagues and specialists to plan and implement appropriate instructional support(s) that address individual needs without replacing regular classroom instruction. 4. The teacher candidate assesses student written expression skills of handwriting for elements of legibility, such as letter formation, size and proportion, and spacing, and keyboarding for proper technique and style, such as adequate rate and accuracy, appropriate spacing, and proficiency with word processing programs, identifies elements that need improvement, and designs instructional supports that support student mastery. 5. The teacher candidate analyzes relevant assessment data, including evidence of students’ mastery of prerequisite skills and knowledge, to proactively plan instructional supports that ensure all students can access complex grade-level texts. The candidate uses this analysis to determine when and how to provide targeted supports such as pre-teaching, strategic individualized or small-group instruction or differentiated learning opportunities, while maintaining instruction aligned to age- or grade-level standards. 6. The teacher candidate understands and explains types of assessments specific to early literacy skills, along with their purposes, strengths, and limitations, as well as national norms associated with literacy skills. 7. The teacher candidate administers and interprets both print and electronic early literacy assessment for purposes including but not limited to formative or summative assessment, diagnostic purposes, and progress monitoring.