2.3 - tamucc college of educationeducation.tamucc.edu/files/matrices/ms_reading.docx · web...

Masters in Reading

National and State Standards Matrices

May 2014

Note: Program objectives are yet to be added.

Required and Elective Masters in Reading Courses: National and State Standards, Course Objectives, and Assessments 1

Required Courses

READ 5345 Stages and Standards for Reading Development

IRA Standards – spell out TExES Standards Objectives Assignments/Assessments1.1: Understand major theories and empirical research that describe the cognitive, linguistic, motivational, and sociocultural foundations of reading and writing development, processes, and components, including word recognition, language comprehension, strategic knowledge, and reading–writing connections.

2.14k the components of effective instructional design (e.g., eliciting and using prior knowledge; integrating prior and new knowledge; integrating knowledge, skills, and strategies; providing scaffolded instruction; planning

know that there is a continuum of knowledge and skills in learning to read and that students’ progress along the continuum at a different rates and require varied levels of instructional intensity.• know state content and performance standards in reading including TEKS and features of a Research-Based Reading Program.• know the recursive relationship among reading instruction, assessment, and instructional planning.• know the components of effective instructional design including eliciting and using prior knowledge, integrating prior and new knowledge, integrating knowledge and skills, providing scaffolded instruction, and planning reviews.• know strategies for managing, organizing, and differentiating reading instruction including flexible grouping, individualized instruction, interventions that are based on a convergence of research evidence and that develop reading competence in all students.

Learner.org summariesChapter/Article reviewsGroup demonstration (Paper)Strategy NotebookMini-PresentationsFinal

1.2: Understand the historically shared knowledge of the profession and changes over time in the perceptions of reading

1.2 k relationships between oral language development and the development of reading skills, such as the expected stages

An additional objective is to have the students demonstrate an awareness of the current topics related to reading

Chapter/Article reviewsMini-PresentationsFinal


and writing development, processes, and components.

and milestones in acquiring oral language, implications of individual variations in oral language development for reading; and ways to use the cultural, linguistic, and home backgrounds of student to develop and enhance students' oral language:

instruction.Another objective is to have the students demonstrate an awareness of the different views that exist on reading instruction.

1.3: Understand the role of professional judgment and practical knowledge for improving all students’ reading development and achievement.

1.20k student factors that affect reading comprehension (e.g., schema, past reading instruction, oral language, interests, attitudes, word recognition skills, vocabulary, fluency, ability to monitor understanding

An additional objective is to have the students demonstrate an awareness of the current topics related to reading instruction.Another objective is to have the students demonstrate an awareness of the different views that exist on reading instruction.

Chapter/Article reviewsStrategy NotebookMini-PresentationsFinal

2.1: Use foundational knowledge to design or implement an integrated, comprehensive, and balanced curriculum. [Reading specialists may have responsibilities for teaching students who struggle with learning to read and must also be able to support teachers in their efforts to provide effective instruction for all students.]

2.13k state and national content and performance standards that relate to reading

Oral Language• know the basic linguistic patterns and structures of oral language• know relationships between oral language development and the development of reading skills, expecting stages and milestones in acquiring oral language, implications of individual variations in oral language development for reading, and ways to use the cultural, linguistic, and home background of students and others to enhance students' oral language.

Phonological and Phonemic Awareness• know expected stages and patterns in the development of phonological and phonemic awareness, implications of individual variations in the development of phonological and phonemic awareness, and instructional sequences that develop and accelerate students' phonological and phonemic



awareness and are based on a convergence of research evidence.

Alphabetic Principle• know the elements of the alphabetic principle, including letter names, graphophonemic knowledge, and the relationship of the letters in printed words to spoken language.• know expected stages and patterns in students' developing understanding of the alphabetic principle and implications of individual variations in the development of this understanding.• know instructional sequences that develop and accelerate students' application of the alphabetic principle to beginning decoding and are based on a convergence of research evidence.

Word Analysis• know word analysis strategies and how to apply word analysis strategies when reading words in context.• know strategies for confirming word pronunciation and/or meaning when reading words in context.• know expected patterns of development in the use of word analysis strategies, implications of individual variations in development in this area, and instructional sequences that develop and accelerate students' skills in word analysis and are based on a convergence of research evidence.


Fluency• know the relationship between reading fluency and comprehension.• know expected patterns of development in reading fluency (including benchmarks for fluency for typical students at each developmental stage), implications of individual variations in the development of fluency, and instructional sequences that develop and accelerate students' fluency and are based on a convergence of research evidence.

Comprehension and Vocabulary• know factors that affect reading comprehension, including students' oral language development, previous reading experiences, word recognition skills, vocabulary, fluency, ability to monitor understanding, and the characteristics of specific texts• know literal, inferential, and evaluative comprehension skills, and how to provide instruction to promote students' application of these skills.• know strategies that facilitate comprehension before, during, and after reading, including metacognitive strategies and strategies for reading different knows of written materials.• know effective instructional strategies for developing and expanding vocabulary.

2.2: Use appropriate and varied instructional approaches, including those that develop word recognition, language

1.35k the development of writing in relation to listening, speaking, and reading

know that there is a continuum of knowledge and skills in learning to read and that students’ progress along the

Learner.org summariesChapter/Article reviewsGroup demonstration


comprehension, strategic knowledge, and reading–writing connections. [McKenna and Stahl (2009) define reading as including word recognition, language comprehension, and strategic knowledge

2.12k strategies to integrate listening and speaking, reading and writing, and viewing and representing across all levels and content areas

continuum at a different rates and require varied levels of instructional intensity.• know state content and performance standards in reading including TEKS and features of a Research-Based Reading Program.• know the recursive relationship among reading instruction, assessment, and instructional planning.• know the components of effective instructional design including eliciting and using prior knowledge, integrating prior and new knowledge, integrating knowledge and skills, providing scaffolded instruction, and planning reviews.• know strategies for managing, organizing, and differentiating reading instruction including flexible grouping, individualized instruction, interventions that are based on a convergence of research evidence and that develop reading competence in all students.

(Paper)Strategy NotebookMini-PresentationsFinal

2.3: Use a wide range of texts (e.g., narrative, expository, and poetry) from traditional print, digital, and online resources.

1.24k characteristics of specific texts (e.g., children's literature, young adult literature, magazines, reference materials, electronic media) and strategies for reading a variety of texts (e.g., expository and narrative texts

know state content and performance standards in reading including TEKS and features of a Research-Based Reading Program.

3.1: Understand types of assessments and their purposes, strengths, and limitations

1.30k writing processes, including the use of self-assessment in writing

know the recursive relationship among reading instruction, assessment, and instructional planning

3.3: Use assessment information to plan and evaluate instruction.

1.1k the basic linguistic patterns and structures of oral language, such as continuant and stop sounds and coarticulation of sounds

1.4k expected stages and patterns in the

Oral Language• know the basic linguistic patterns and structures of oral language• know relationships between oral language development and the

Learner.org summariesChapter/Article reviewsGroup demonstration (Paper)Strategy Notebook


development of phonological and phonemic awareness, implications of individual variations in the development of phonological and phonemic awareness, and instructional sequences that develop and accelerate students' phonological and phonemic awareness and are based on a convergence of research evidence

1.6k the development of concepts of print (e.g., left-right progression, spaces between words, use of glossaries and indexes;

1.7k the relationship between concepts of print and other reading-related skills

1.8k the elements of the alphabetic principle, including letter names, graphophonemic knowledge, and the relationship of the letters in printed words to spoken language

1.9k expected stages and patterns in students' developing understanding of the alphabetic principle and implications of individual variations in the development of this understanding

1.10k instructional strategies that develop and accelerate students- application of the alphabetic principle to beginning decoding and that are based on a convergence of research evidence

1.12k word identification strategies (e.g., application of the alphabetic principle, structural analysis, syllabication, identification of high-

development of reading skills, expecting stages and milestones in acquiring oral language, implications of individual variations in oral language development for reading, and ways to use the cultural, linguistic, and home background of students and others to enhance students' oral language.

Phonological and Phonemic Awareness• know expected stages and patterns in the development of phonological and phonemic awareness, implications of individual variations in the development of phonological and phonemic awareness, and instructional sequences that develop and accelerate students' phonological and phonemic awareness and are based on a convergence of research evidence.

Alphabetic Principle• know the elements of the alphabetic principle, including letter names, graphophonemic knowledge, and the relationship of the letters in printed words to spoken language.• know expected stages and patterns in students' developing understanding of the alphabetic principle and implications of individual variations in the development of this understanding.• know instructional sequences that develop and accelerate students' application of the alphabetic principle to beginning decoding and are based on a

Mini-PresentationsFinal


frequency sight words, use of context clues and resource materials)

1.14k expected patterns of development in the use of word identification strategies, implications of individual variations in development in this area, and instructional strategies that develop and accelerate students- skills in word identification and are based on a convergence of research evidence

1.16k the relationship between reading fluency and comprehension

1.17k expected patterns of development in reading fluency (including development benchmarks), implications of individual variations in the development of fluency, and instructional strategies that develop students' fluency and are based on a convergence of research evidence

1.21k textual factors that affect reading comprehension (e.g., readability, vocabulary, illustrations, format, author's schema, genre, syntactical and conceptual density

1.22k contextual factors that affect reading comprehension (e.g., curriculum materials, time allotted for reading, grouping practices, environment, modes of text presentation)

1.23k literal, inferential, critical, and evaluative comprehension skills

1.26k the definition and application of a wide range of general, technical, and specialized vocabulary and associated

convergence of research evidence.


Fluency• know the relationship between reading fluency and comprehension.• know expected patterns of development in reading fluency (including benchmarks for fluency for typical students at each developmental stage), implications of individual variations in the development of fluency, and instructional sequences that develop and accelerate students' fluency and are based on a convergence of research evidence.

Comprehension and Vocabulary• know factors that affect reading comprehension, including students' oral language development, previous reading experiences, word recognition skills,


concepts1.27k effective instructional strategies for

developing and expanding vocabulary

vocabulary, fluency, ability to monitor understanding, and the characteristics of specific texts• know literal, inferential, and evaluative comprehension skills, and how to provide instruction to promote students' application of these skills.• know strategies that facilitate comprehension before, during, and after reading, including metacognitive strategies and strategies for reading different knows of written materials.• know effective instructional strategies for developing and expanding vocabulary.

4.1: Recognize, understand, and value the forms of diversity that exist in society and their importance in learning to read and write. [Reading specialists may have responsibilities for teaching students who struggle with learning to read and must also be able to support teachers in their efforts to provide effective instruction for all students.]


know that there is a continuum of knowledge and skills in learning to read and that students’ progress along the continuum at a different rates and require varied levels of instructional intensity.• know state content and performance standards in reading including TEKS and features of a Research-Based Reading Program.• know the recursive relationship among reading instruction, assessment, and instructional planning.• know the components of effective instructional design including eliciting and using prior knowledge, integrating prior and new knowledge, integrating knowledge and skills, providing scaffolded instruction, and planning reviews.• know strategies for managing, organizing, and differentiating reading instruction including flexible grouping,

Mini-Presentations


individualized instruction, interventions that are based on a convergence of research evidence and that develop reading competence in all students.

4.2: Use a literacy curriculum and engage in instructional practices that positively impact students’ knowledge, beliefs, and engagement with the features of diversity.


1.4k expected stages and patterns in the development of phonological and phonemic awareness, implications of individual variations in the development of phonological and phonemic awareness, and instructional sequences that develop and accelerate students' phonological and phonemic awareness and are based on a convergence of research evidence




1.9k expected stages and patterns in students' developing understanding of the alphabetic principle and implications of individual variations in the development of this understanding

1.10k instructional strategies that develop



Alphabetic Principle• know the elements of the alphabetic principle, including letter names, graphophonemic knowledge, and the relationship of the letters in printed words to spoken language.



and accelerate students- application of the alphabetic principle to beginning decoding and that are based on a convergence of research evidence

1.12k word identification strategies (e.g., application of the alphabetic principle, structural analysis, syllabication, identification of high-frequency sight words, use of context clues and resource materials)




1.21k textual factors that affect reading comprehension (e.g., readability, vocabulary, illustrations, format, author's schema, genre, syntactical and conceptual density

1.22k contextual factors that affect reading comprehension (e.g.,

• know expected stages and patterns in students' developing understanding of the alphabetic principle and implications of individual variations in the development of this understanding.• know instructional sequences that develop and accelerate students' application of the alphabetic principle to beginning decoding and are based on a convergence of research evidence.


Fluency• know the relationship between reading fluency and comprehension.• know expected patterns of development in reading fluency (including benchmarks for fluency for typical students at each developmental stage), implications of individual variations in the development of fluency, and instructional sequences that develop


curriculum materials, time allotted for reading, grouping practices, environment, modes of text presentation)


1.26k the definition and application of a wide range of general, technical, and specialized vocabulary and associated concepts

1.27k effective instructional strategies for developing and expanding vocabulary

and accelerate students' fluency and are based on a convergence of research evidence.


4.3: Develop and implement strategies to advocate for equity.

None Chapter/Article reviewsMini-Presentations

5.1: Design the physical environment to optimize students’ use of traditional print, digital, and online resources in reading and writing instruction.

None • know state content and performance standards in reading including TEKS and features of a Research-Based Reading Program.• know the components of effective instructional design including eliciting and using prior knowledge, integrating prior and new knowledge, integrating knowledge and skills, providing scaffolded instruction, and

Learner.org summariesChapter/Article reviewsMini-Presentations


planning reviews.• know strategies for managing, organizing, and differentiating reading instruction including flexible grouping, individualized instruction, interventions that are based on a convergence of research evidence and that develop reading competence in all students.

5.2: Design a social environment that is low risk and includes choice, motivation, and scaffolded support to optimize students’ opportunities for learning to read and write. [Reading specialists may have responsibilities for teaching students who struggle with learning to read and must also be able to support teachers in their efforts to provide effective instruction for all students.]


1.4k expected stages and patterns in the development of phonological and phonemic awareness, implications of individual variations in the development of phonological and phonemic awareness, and instructional sequences that develop and accelerate students' phonological and phonemic awareness and are based on a convergence of research evidence




1.9k expected stages and patterns in students' developing understanding of the alphabetic principle and



Alphabetic Principle• know the elements of the



implications of individual variations in the development of this understanding

1.10k instructional strategies that develop and accelerate students- application of the alphabetic principle to beginning decoding and that are based on a convergence of research evidence

1.12k word identification strategies (e.g., application of the alphabetic principle, structural analysis, syllabication, identification of high-frequency sight words, use of context clues and resource materials)




1.21k textual factors that affect reading comprehension (e.g., readability, vocabulary, illustrations, format,

alphabetic principle, including letter names, graphophonemic knowledge, and the relationship of the letters in printed words to spoken language.• know expected stages and patterns in students' developing understanding of the alphabetic principle and implications of individual variations in the development of this understanding.• know instructional sequences that develop and accelerate students' application of the alphabetic principle to beginning decoding and are based on a convergence of research evidence.


Fluency• know the relationship between reading fluency and comprehension.• know expected patterns of development in reading fluency (including benchmarks for fluency for


author's schema, genre, syntactical and conceptual density

1.22k contextual factors that affect reading comprehension (e.g., curriculum materials, time allotted for reading, grouping practices, environment, modes of text presentation)


1.26k the definition and application of a wide range of general, technical, and specialized vocabulary and associated concepts

1.27k effective instructional strategies for developing and expanding vocabulary

typical students at each developmental stage), implications of individual variations in the development of fluency, and instructional sequences that develop and accelerate students' fluency and are based on a convergence of research evidence.


5.3: Use routines to support reading and writing instruction (e.g., time allocation, transitions from one activity to another; discussions, and peer feedback).

None Written Language and Concepts of Print• know predictable stages of writing and spelling development as they relate to reading development.• know relationships between the development of concepts of print and reading development


5.4: Use a variety of classroom configurations (i.e., whole class, small

None Written Language and Concepts of Print• know predictable stages of

Learner.org summariesChapter/Article reviews


group, and individual) to differentiate instruction.

writing and spelling development as they relate to reading development.• know relationships between the development of concepts of print and reading development

Strategy NotebookMini-Presentations

6.3: Participate in, design, facilitate, lead, and evaluate effective and differentiated professional development programs.

None Written Language and Concepts of Print• know predictable stages of writing and spelling development as they relate to reading development.• know relationships between the development of concepts of print and reading development

6.4: Understand and influence local, state, or national policy decisions.learning to read and must also be able to support teachers in their efforts to provide effective instruction for all students.]


Chapter/Article reviewsMini-Presentations

Left out:1.29k predictable stages in the development of written language and writing conventions, including the physical and/or cognitive processes involved in letter

formation, word writing, sentence construction, spelling, punctuation, and grammatical expression, while recognizing that individual variations occur1.31k the appropriate use of writing conventions and appropriate grammar and usage for communicating clearly and effectively in writing1.32k the importance of spelling and graphophonemic knowledge for success in reading and writing1.33k that spelling development and is based on students' knowledge of the phonological system and of the letter names, their judgments of phonetic similarities

and differences, and their ability to abstract phonetic information from letter names1.34k the stages of spelling development (i.e., prephonetic, phonetic, transitional, and conventional) and how and when to support students' development from

one stage to the next1.37k writing for a variety of audiences, purposes, and settings


READ 5350 Multicultural Literacy


International Reading Association Standards

TExES Standards Course Objectives Course Assessment

1.1: Understand major theories and empirical research that describe the cognitive, linguistic, motivational, and sociocultural foundations of reading and writing development, processes, and components, including word recognition, language comprehension, strategic knowledge, and reading–writing connections.

1.19k a variety of comprehension

Explore the influence of cultural and social boundaries on language and literacy development.

Explore methods and develop literary/learning strategies consistent with a psycho-sociolinguistic interpretive framework.

theories/models (e.g., transactional, interactive, metacognitive, socio-psycho linguistic, constructivist) and their impact on instructional strategies

4.1scommunicate the theoretical rationale for instructional decisions and practices

Know issues and concepts related to the transfer of literacy competency from one language to another.

Know how to identify best practices for literacy

instruction for English

Language Learners.

Text Readings Quizzes Cultural Portrait Critique of Various

theories Policy Analysis





4.2kthe impact of physical, perceptual, emotional, social, cultural, environmental, and intellectual factors on learning, language development, and reading acquisition


Community event Assigned Readings Quizzes Article Analysis and

critique Final Paper


READ 5371 Diagnosis and Correction of Reading Problems

International Reading Association

Standards

TExES Standards Prog

Course Objectives Course Assessment


001 Knowledge of effective literacy instruction for English Language Learners at the levels of early childhood through grade 12.

The student will evaluate an informal reading assessment.

The student will identify the factors which influence reading achievement and be aware of how to assess these factors.

The students will understand the strengths and weaknesses inherent in assessment procedures.

The student will understand how to use various assessments.

The student will interpret test results and integrate them with information gleaned from observations and interviews; the final result will be a case study.

The student will blend knowledge, skill, intuition, and beliefs in making informed professional decisions concerning the means to diagnose and remediate a child's reading disability.

Case StudyTest Administration PracticumIRI Analysis/Class presentationResearch paperJournal article responses (3)


The student will become aware of cultural, social, and affective factors influencing a child's reading ability.

The student will be aware of some of the strategies used with reading disabled students.

The student will research an area of reading diagnosis and synthesis findings in a research paper.



001 Knowledge of oral language development, relationships between oral language development and the development of reading skills, and instructional methods that promote students’ oral language development at the levels of early childhood through grade 12.

002 Knowledge of phonological and phonemic awareness, relationships between phonological and phonemic awareness and the development of reading competence, and instructional methods that promote students’ phonological and phonemic awareness at the levels of early childhood through grade 12.

003 Concepts of print and the alphabetic principle and applies knowledge of instructional methods that promote students’ reading acquisition at the levels of early childhood through







Case StudyResearch paperJournal article responses (3)


grade 12.004 Knowledge of word

identification skills and strategies and instructional methods that promote students’ reading competence at the levels of early childhood through grade 12.

005 Knowledge of reading fluency and instructional methods that promote students’ reading competence at grades 1 through 12.

006 Knowledge of reading comprehension and instructional methods that promote students’ reading comprehension at the levels of early childhood through grade 12.

007 Knowledge of vocabulary development and instructional methods that promote students’ oral and written vocabulary knowledge at the levels of early childhood through grade 12.

008 Knowledge of written


language and instructional methods to reinforce reading and writing at the levels of early childhood through grade 12.

2.2: Use appropriate and varied instructional approaches, including those that develop word recognition, language comprehension, strategic knowledge, and reading–writing connections. [McKenna and Stahl (2009) define reading as including word recognition, language comprehension, and strategic knowledge.



003 Concepts of print and the





Case StudyIRI Analysis/Class presentationResearch paperJournal article responses (3)


alphabetic principle and applies knowledge of instructional methods that promote students’ reading acquisition at the levels of early childhood through grade 12.

004 Knowledge of word identification skills and strategies and instructional methods that promote students’ reading competence at the levels of early childhood through grade 12.



007 Knowledge of vocabulary development and instructional methods that


promote students’ oral and written vocabulary knowledge at the levels of early childhood through grade 12.

008 Knowledge of written language and instructional methods to reinforce reading and writing at the levels of early childhood through grade 12.

2.3: Use a wide range of texts (e.g.,

narrative, expository, and poetry) from traditional print,

digital, and online resources

010 Knowledge of methods and resources for providing effective literacy instruction that addresses the varied learning needs of all students at the levels of early childhood through grade 12.





Case StudyIRI Analysis/Class presentationResearch paperJournal article responses (3)

3.1: Understand types of assessments and

009 Knowledge of assessment instruments and procedures

The student will evaluate an Case StudyTest Administration Practicum


their purposes, strengths, and limitations.

used to monitor and evaluate students’ progress in reading and to guide instructional decision making at the levels of early childhood through grade 12.


informal reading assessment. The student will identify the

factors which influence reading achievement and be aware of how to assess these factors.







IRI Analysis/Class presentationResearch paperJournal article responses (3)


3.2: Select, develop, administer, and interpret assessments, both traditional print and electronic, for specific purposes. [Reading specialists may have responsibilities for teaching students who struggle with learning to read and must also be able to support teachers in their efforts to provide effective instruction for all students.]

009 Knowledge of assessment instruments and procedures used to monitor and evaluate students’ progress in reading and to guide instructional decision making at the levels of early childhood through grade 12.









The student will be aware of



some of the strategies used with reading disabled students.





012 Knowledge of effective literacy instruction for students will reading difficulties, dyslexia, and reading disabilities at the levels of early childhood through grade 12.











3.4: Communicate assessment results and implications to a variety of audiences.



011 Knowledge of effective literacy instruction for students will reading difficulties, dyslexia, and reading disabilities at the levels of early childhood through grade 12.







Case StudyIRI Analysis/Class presentation






003 Concepts of print and the alphabetic principle and applies knowledge of instructional methods that







Case StudyResearch paperJournal article responses (3)


promote students’ reading acquisition at the levels of early childhood through grade 12.

004 Knowledge of word identification skills and strategies and instructional methods that promote students’ reading competence at the levels of early childhood through grade 12.



007 Knowledge of vocabulary development and instructional methods that promote students’ oral and written vocabulary knowledge at the levels of


early childhood through grade 12.

008 Knowledge of written language and instructional methods to reinforce reading and writing at the levels of early childhood through grade 12.






IRI Analysis/Class presentation

6.4: Understand and influence local, state, or national policy

The student will become aware of cultural, social, and affective factors influencing a child's

Research paperJournal article responses (3)


decisions. reading ability. The student will be aware of



READ 5392 Psycho-Sociolinguistics and Reading





1.19ka variety of comprehension theories/models (e.g., transactional, interactive, metacognitive, socio-psycho linguistic, constructivist) and their impact on instructional strategies

1.37spromote effective use of written English conventions by helping students recognize the similarities and differences between language (e.g., syntax and vocabulary used in spoken and written English)

4.1scommunicate the theoretical rationale for instructional decisions and practices

Develop an understanding of the relationship between language and literacy through a critique of theory and research.


Research paper comparing two theorists/linguists

Personal reflection on deeper understanding of language

Textbook readings Journal readings Quizzes

1.2: Understand the historically shared knowledge of the profession and changes over time in the perceptions of reading and writing

1.19ka variety of comprehension theories/models (e.g., transactional,

Develop an understanding of the relationship between language and literacy through a critique of theory and research.

Journal: Examination of common language elements




4.3kthe importance of the interactions among the reader, the text, and the context of the reading situation






4.3: Develop and implement

4.2kthe impact of physical, perceptual, emotional, social, cultural, environmental, and intellectual factors on learning, language development, and reading acquisition




Field research on authentic language





strategies to advocate for equity.



4.3kthe importance of the interactions among the reader, the text, and the context of the reading situation






READ 5697 Reading Practicum


TExES Standards Prog Course Objectives Course Assessment


Knowledge of oral language development, relationships between oral language development and the development of reading skills, and instructional methods that promote students’ oral language development at the levels of early childhood through grade 12.

Knowledge of phonological and phonemic awareness, relationships between phonological and phonemic awareness and the development of reading competence, and instructional methods that promote students’ phonological and phonemic awareness at the levels of early childhood through grade 12.

Concepts of print and the alphabetic principle and applies knowledge of instructional methods that promote students’

The student will demonstrate varied instructional strategies in the literacy program.

The student will select and use a variety of high interest materials and appropriate techniques for helping pupils with reading difficulties.

The student will develop instructional materials a student can use at home to reinforce reading skills practiced in the tutoring setting.

The student will research a topic related to instruction and write a scholarly report on the research.

PracticumResearch presentationResearch Paper


reading acquisition at the levels of early childhood through grade 12.

Knowledge of word identification skills and strategies and instructional methods that promote students’ reading competence at the levels of early childhood through grade 12.

Knowledge of reading fluency and instructional methods that promote students’ reading competence at grades 1 through 12.

Knowledge of reading comprehension and instructional methods that promote students’ reading comprehension at the levels of early childhood through grade 12.

Knowledge of vocabulary development and instructional methods that promote students’ oral and written vocabulary knowledge at the levels of early childhood through grade 12.

Knowledge of the theoretical foundations of literacy and of research-based reading/literacy curriculum.


1.2: Understand the historically shared knowledge of the profession and changes over time in the perceptions of reading and writing development, processes, and components.



Concepts of print and the alphabetic principle and applies knowledge of instructional methods that promote students’ reading acquisition at the levels of early childhood through grade 12.

Knowledge of word identification skills and strategies and instructional methods that promote students’ reading

The student will develop a plan of remediation based on results of diagnosis.

The student will differentiate instruction as indicated by assessment of youngsters' individual backgrounds, personal adjustment, aptitude, interests, and achievement.


The student will synthesize the results of assessment, instruction, and observation in making recommendations about a reading disabled student’s future educational program.


Case studyPracticumResearch presentationResearch Paper


competence at the levels of early childhood through grade 12.






Knowledge of phonological and

The student will diagnose reading difficulties in an individual student.


The student will differentiate instruction as indicated by assessment of youngsters' individual backgrounds,



phonemic awareness, relationships between phonological and phonemic awareness and the development of reading competence, and instructional methods that promote students’ phonological and phonemic awareness at the levels of early childhood through grade 12.


Knowledge of methods and resources for providing effective literacy instruction that addresses the varied learning needs of all students at the levels of early childhood through grade 12.

personal adjustment, aptitude, interests, and achievement.






2.1: Use foundational

Knowledge of oral language development, relationships

The student will differentiate instruction as indicated by

Case studyPracticum


knowledge to design or implement an integrated, comprehensive, and balanced curriculum. [Reading specialists may have responsibilities for teaching students who struggle with learning to read and must also be able to support teachers in their efforts to provide effective instruction for all students.]

between oral language development and the development of reading skills, and instructional methods that promote students’ oral language development at the levels of early childhood through grade 12.




assessment of youngsters' individual backgrounds, personal adjustment, aptitude, interests, and achievement.









2.2: Use appropriate and varied instructional approaches, including those that develop word recognition, language comprehension, strategic


Knowledge of phonological and phonemic awareness, relationships between



The student will select and use a variety of high interest materials and appropriate



knowledge, and reading–writing connections. [McKenna and Stahl (2009) define reading as including word recognition, language comprehension, and strategic knowledge.

phonological and phonemic awareness and the development of reading competence, and instructional methods that promote students’ phonological and phonemic awareness at the levels of early childhood through grade 12.




Knowledge of reading comprehension and instructional methods that promote students’ reading comprehension at the levels of early childhood through

techniques for helping pupils with reading difficulties.




grade 12. Knowledge of vocabulary

development and instructional methods that promote students’ oral and written vocabulary knowledge at the levels of early childhood through grade 12.








3.1: Understand Knowledge of assessment The student will diagnose Case study


types of assessments and their purposes, strengths, and limitations.

instruments and procedures used to monitor and evaluate students’ progress in reading and to guide instructional decision making at the levels of early childhood through grade 12.

reading difficulties in an individual student.





PracticumResearch presentationResearch Paper

3.2: Select, develop, administer, and interpret assessments, both traditional print and electronic, for specific purposes.

Knowledge of assessment instruments and procedures used to monitor and evaluate students’ progress in reading and to guide instructional decision making at the levels of early childhood through grade 12.

Knowledge of effective literacy instruction for students will reading difficulties, dyslexia, and



The student will differentiate instruction as indicated by assessment of youngsters' individual backgrounds,

Case studyPracticum


[Reading specialists may have responsibilities for teaching students who struggle with learning to read and must also be able to support teachers in their efforts to provide effective instruction for all students.]

reading disabilities at the levels of early childhood through grade 12.

personal adjustment, aptitude, interests, and achievement.




Knowledge of phonological and phonemic awareness, relationships between phonological and phonemic awareness and the development of




The student will demonstrate varied instructional strategies

Case studyPracticum


reading competence, and instructional methods that promote students’ phonological and phonemic awareness at the levels of early childhood through grade 12.





Knowledge of vocabulary

in the literacy program. The student will select and use

a variety of high interest materials and appropriate techniques for helping pupils with reading difficulties.



development and instructional methods that promote students’ oral and written vocabulary knowledge at the levels of early childhood through grade 12.

Knowledge of written language and instructional methods to reinforce reading and writing at the levels of early childhood through grade 12.

Knowledge of assessment instruments and procedures used to monitor and evaluate students’ progress in reading and to guide instructional decision making at the levels of early childhood through grade 12.

Knowledge of effective literacy instruction for English Language Learners at the levels of early childhood through grade 12.




The student will synthesize the

Case studyPracticum


results of assessment, instruction, and observation in making recommendations about a reading disabled student’s future educational program.



Knowledge of effective literacy instruction for English Language Learners at the levels of early childhood through grade 12.





Case studyPracticum

5.3: Use routines Knowledge of methods and The student will develop a plan Case study


to support reading and writing instruction (e.g., time allocation, transitions from one activity to another; discussions, and peer feedback).

resources for providing effective literacy instruction that addresses the varied learning needs of all students at the levels of early childhood through grade 12.

of remediation based on results of diagnosis.





Practicum

6.2: Display positive dispositions related to their own reading and writing and the teaching of


The student will demonstrate

Research presentationResearch Paper


reading and writing, and pursue the development of individual professional knowledge and behaviors. [This element deals with positive attitudes not only with colleagues but also with community members, parents and guardians, and so forth.]

varied instructional strategies in the literacy program.






6.4: Understand The student will research a


and influence local, state, or national policy decisions.

topic related to instruction and write a scholarly report on the research.



READ 5395 Leadership and Literacy

IRA Standards Master Reading Teacher Competencies Objectives Assignments/Assessments6.1 Effective professional learning is evidence based in ways that reflect both competent and critical use of relevant research and is thoughtfully planned, ongoing, differentiated, and embedded in the work of all faculty members

001 Higher-Order ThinkingThe elementary teacher understands, applies, and encourages higher-order thinking skills in various language arts contexts across the curriculum.

1. The student will demonstrate proficiency in the instructional role of literacy leader in various ways i.e.,supports classroom teaching, and works collaboratively to implement a quality reading program.2. The student will demonstrate proficiency in the assessment role of literacy leader.3. The student will demonstrate proficiency as a literacy leader in providing professional development for a variety of critical stakeholders.4. The student will demonstrate proficiency as a literacy leader by having in-depth knowledge of reading processes, acquisition, response to intervention (RTI), assessment, and instruction.5. The student will demonstrate proficiency as a literacy leader by working with teachers to improve instructional practices.

Literacy leader: Select and research a literacy leader. You will select from a list an individual who is considered a leader in reading and/or literacy. You will read a minimum of five to seven of their articles and chapter contributions or books. A handout will be provided with the details for this assignment.

Standards for Reading Professionals: You will be assigned one of the six standards for Reading Professionals. You will select 2 – 4 of the reading selections identified by the Standards 2010 Committee that were used to develop this standard and present the information to the class. You will need to provide the class with copies of the readings you selected along with a study guide. The study guide should include objectives, list of any unfamiliar terms, and a minimum of 5 questions. This activity will be uploaded to Blackboard and is to be completed online. See calendar for dates.

Case Study: You will identify and complete a case study of a literacy leader at your school or district.Professional Development: As a literacy leader, you will be expected to disseminate information to critical stakeholders. One way of sharing that information is through


professional development. You are to select the topic and provide professional development in the form of a poster session to all stakeholders as identified by the Standards 2010 Committee. Your presentation/poster is to be informative and highly interactive. The poster will be displayed at the Literacy Award Luncheon, sponsored by the Student Reading Council.

6.2 Effective professional learning is inclusive and collaborative across parents or guardians, the community, and all school staff, including education support personnel, classroom teachers, specialized personnel, supervisors, and administrators.

019 Recent Developments and IssuesThe elementary teacher is familiar with recent developments and issues in language arts education.


Literacy leader: Select and research a literacy leader. You will select from a list an individual who is considered a leader in reading and/or literacy. You will read a minimum of five to seven of their articles and chapter contributions or books. A handout will be provided with the details for this assignment.


Case Study: You will identify and complete a case study of a literacy leader at your school or district.


Professional Development: As a literacy leader, you will be expected to disseminate information to critical stakeholders. One way of sharing that information is through professional development. You are to select the topic and provide professional development in the form of a poster session to all stakeholders as identified by the Standards 2010 Committee. Your presentation/poster is to be informative and highly interactive. The poster will be displayed at the Literacy Award Luncheon, sponsored by the Student Reading Council.

6.3 Effective professional learning is supportive of the need for instruction that is responsive to the range of diversity.

016 Language Arts Across the Content Areas

The elementary teacher recognizes the importance of language competence for learning across the content areas and knows how to apply language arts strategies and concepts in relation to content in a variety of subjects.



6.4 Effective professional 004 Reading Process 1. The student will demonstrate Literacy leader: Select and research a


learning is grounded in research related to adult learning and organizational change as well as research on reading acquisition, development, assessment, and instruction

The elementary teacher understands reading as a process in which the reader, text, and context interact; recognizes how reading competence emerges; and applies this knowledge in instructional contexts.

proficiency in the instructional role of literacy leader in various ways i.e.,supports classroom teaching, and works collaboratively to implement a quality reading program.2. The student will demonstrate proficiency in the assessment role of literacy leader.3. The student will demonstrate proficiency as a literacy leader in providing professional development for a variety of critical stakeholders.4. The student will demonstrate proficiency as a literacy leader by having in-depth knowledge of reading processes, acquisition, response to intervention (RTI), assessment, and instruction.5. The student will demonstrate proficiency as a literacy leader by working with teachers to improve instructional practices.

literacy leader. You will select from a list an individual who is considered a leader in reading and/or literacy. You will read a minimum of five to seven of their articles and chapter contributions or books. A handout will be provided with the details for this assignment.




6.5 Effective professional learning in schools requires collaboration, is job embedded, builds trust, and empowers teachers, and those who lead such efforts must have effective interpersonal, leadership, and communication skills.

019 Recent Developments and IssuesThe elementary teacher is familiar with recent developments and issues in language arts education.





READ 5396 Literacy Research Seminar THIS ONE IS INCOMPLETE – SLIPPED THROUGH THE CRACKS, SOMEHOW.

IRA Standards TExES Objectives Assessments1.1: Understand major theories and empirical research that describe the cognitive, linguistic, motivational, and sociocultural foundations of reading and writing development, processes, and components, including word recognition, language comprehension, strategic knowledge, and reading–writing connections.




759-004 Understand models and dimensions of the reading process.

759-025 Understand the various approaches to reading instruction

759-040 Understand Research in Reading




3.1: Understand types of assessments and their purposes, strengths, and limitations.







6.1: Demonstrate foundational knowledge of adult learning theories and related research about organizational change, professional development, and school culture.

6.2: Display positive dispositions related to their own reading and writing and the teaching of reading and writing, and pursue the development of individual professional knowledge and behaviors. [This element deals with positive attitudes not only with colleagues but also with community members, parents and guardians, and so forth.]


6.4: Understand and influence local, state, or national policy


Elective Courses

READ 5310 Emergent LiteracyStandards Matrix

IRA Standards TExES Standards Course Objectives Assessment1.1: Understand major theories and empirical research that describe the cognitive, linguistic, motivational, and sociocultural foundations of reading and writing development, processes, and components, including word recognition, language comprehension, strategic knowledge, and reading–writing connections.

1.1k. linguistic concepts, such as phonemes, segmentation, other phonological skills, and narrative concepts related to emergent literacy.1.3k. the relationship between the development of oral language and the development of reading.1.4k. similarities and differences between oral and written language conventions and how to promote young children's awareness of these similarities and differences.3.3k. that not all written languages are alphabetic and that many alphabetic languages are more phonetically regular than English and know how to help English language learners deal with positive and negative transfer related to the alphabetic principle.4.3k. that literacy development occurs in multiple contexts through reading, writing, and the use of oral language.6.2k. how young children develop reading fluency and that fluency involves rate, accuracy, and intonation.7.1k. that reading comprehension begins with listening comprehension and know strategies to help children improve their listening comprehension.

The student will demonstrate an understanding of the relationship between language development and the reading process.

The students will demonstrate an understanding of the issues affecting the developmental process of learning to read and write including those from the disciplines of sociology, psychology, economics, political science, and history.

.

1. Share their own knowledge about the developing literacy needs of young children./ Read the text and write a 1-page summary of each chapter’s main ideas. Include in your 1-page summary at least one way in which the chapter relates to your professional life.

2. Study action research./ Choose a chapter of special interest to you and lead a class discussion according to the following: What were the key ideas and suggestions? What impressed you? What puzzled you? What would you like to do with this chapter’s information?

3. Gain information on assessment issues, student-initiated learning, developmentally appropriate practice, the role of literature in an enriching program, the psychology of reading, and sources of information for creating worthwhile literacy programs for all young children./


8.2k. the development of writing in relationship to listening, speaking, and reading and know instructional strategies that connect these various aspects of language.9.4k. the similarities and differences between language (e.g., syntax and vocabulary) used in spoken and written English and how to help students recognize these similarities and differences to promote effective use of written English conventions.

Find and present an article on emergent literacy. Present your article to the class in a powerpoint. Person one: who, what, when, where, why. Person two: results, conclusions, applications.



2.1k. the concept of phonological awareness, its relationship to the ability to read an alphabetic language, and the development of phonological awareness in young children. (A child who has phonological awareness hears distinct words, syllables, and sounds in language separate from print.).2.2k. children's need for phonemic awareness as part of phonological awareness and know that phonemic awareness follows a pattern of development. (A child who has phonemic awareness can identify individual sounds in spoken words, blend together the separate sounds of spoken words to form words, and play with the sounds of spoken language by adding or taking away sounds from words.)6.2k. how young children develop reading fluency and that fluency involves rate, accuracy, and intonation.


The student will demonstrate an understanding of word recognition, word identification, vocabulary, and comprehension strategies used in the reading process.

1 Share their own knowledge about the developing literacy needs of young children./ Read the text and write a 1-page summary of each chapter’s main ideas. Include in your 1-page summary at least one way in which the chapter relates to your professional life.

2 Study action research./ Choose a chapter of special interest to you and lead a class discussion according to the following: What were the key ideas and suggestions? What impressed you? What puzzled you? What would you like to do with this chapter’s information?

3 Gain information on assessment issues, student-initiated learning, developmentally appropriate practice, the role of literature in an enriching program, the psychology of reading, and sources of information for creating worthwhile literacy programs for all young children./ Find and present an article on emergent literacy. Present your article to the class in a powerpoint. Person one: who, what, when, where, why. Person two: results,



2.3k. differences in children's development of phonological and phonemic awareness and know how to adjust instruction in response to the needs of individual children.3.1k. the important of the elements of the alphabetic principle, including letter names, graphophonemic knowledge, and the relationship of the letters in printed words to spoken language.3.2k. the expected patterns of children's alphabetic skills development and know that individual variations may occur.4.1k. that literacy acquisition develops in an often predictable pattern from prereading (sometimes referred to as emergent literacy) to conventional literacy and that individual variations occur in literacy acquisition.4.2k. that the developing readers have a growing awareness of print in the environment, of the sounds in spoken words, and of the uses of print.4.3k. that literacy development occurs in multiple contexts through reading, writing, and the use of oral language..4.2s. assist young children in distinguishing letter forms from number forms and text from pictures5.1k. that many children develop word analysis and decoding skills in a predictable sequence, but that individual variations may occur.5.2k. the importance of word recognition skills (e.g., decoding, blending, structural analysis, sight word vocabulary) to reading


The student will demonstrate an understanding of the methods, materials, and beliefs used in a well-rounded literacy program for the EC-6 learner.

The student will demonstrate an understanding of word recognition, word identification, vocabulary, and comprehension strategies used in the reading process

conclusions, applications.



3. Gain information on assessment issues, student-initiated learning, developmentally appropriate practice, the role of literature in an enriching program, the psychology of reading, and sources of information for creating worthwhile literacy programs for all young children./ Find and present an article on emergent literacy. Present your article to the class in a powerpoint. Person one: who, what, when, where, why. Person two: results,


comprehension and know a variety of strategies to help young children develop and apply word analysis skills.5.3k. differences in children's development of word analysis skills and know how to adjust instruction in response to various children's needs.6.2k. how young children develop reading fluency and that fluency involves rate, accuracy, and intonation.7.1k. that reading comprehension begins with listening comprehension and know strategies to help children improve their listening comprehension.7.2k. factors affecting reading comprehension, such as children's oral language development, children's previous reading experiences, characteristics of specific texts (e.g., structure, vocabulary, story grammar), fluency, and the monitoring of understanding by the reading7.5k. comprehension skills needed to understand and interpret a variety of written materials, including narratives, expository texts, technical writing, and content-area textbooks.8.1k. that many children go through predictable stages in developing written language, but understand that individual variations occur in written language development.8.2k. the development of writing in relationship to listening, speaking, and reading and know instructional strategies that connect these various aspects of language.8.2s. teach purposeful, meaningful writing



in connection with listening, speaking, and reading.9.1k. that many children go through predictable stages in acquiring writing conventions, including the physical and cognitive processes involved in letter formation, word writing, sentence construction, spelling, punctuation, and grammatical expression, but that individual children vary in their development of these conventions.9.2k. the relationship between spelling and phonological and alphabetic awareness, and the importance of this relationship for later success in reading and writing.9.3k. the stages of spelling development (prephonetic, phonetic, transitional and conventional) and how and when to support children's development from one stage to the next.9.5k. the differences between first draft writing and writing for publication.


2.2: Use appropriate and varied instructional approaches, including those that develop word recognition, language comprehension, strategic knowledge, and reading–writing connections. [McKenna and Stahl (2009) define reading as including word recognition, language comprehension, and strategic knowledge.]

1.4s. select and use instructional materials and strategies that promote children's language development, respond to children's individual strengths, needs, and interest, and reflect culture diversity2.2s. use instructional approaches, including language games, activities, materials, and direct teacher instruction, that promote children's phonological awareness.2.3s. select and use instructional materials that promote children's phonological and phonemic awareness and build on children's current language skills.3.2s. select and use instructional materials and strategies, including multisensory techniques (e.g., letter names, graphophonemic knowledge, and the relationship of letters and printed words to spoken language) to promote children's understanding of the elements of the alphabetic principle.4.1s. provide instruction that focuses on concepts about print and functions of print including book handling, parts of a book, orientation, directionality, and the relationships between written and spoken words. 4.6s. provide many opportunities for children to read and write so that they will develop an extensive reading and writing vocabulary.5.1s. teach the analysis of phonetically regular words in a simple to complex progression, i.e., phonemes, blending onsets and rimes, short vowels, consonant blends, other common vowel and consonant patterns, and syllables.


The student will demonstrate an understanding of word recognition, word identification, vocabulary, and comprehension strategies used in the reading process





5.2s. teach children to read passages using decodable texts and provide opportunities for children to progress from sounding out words orally to decoding words silently.5.3s. teach children to recognize high-frequency irregular words by selecting words that appear frequently in children's books and reviewing difficult words often.5.4s. teach children ways to identify vowel sound combinations and multisyllabic words.5.5s. provide instruction in how to use structural cues to recognize compounds words, base words, and inflections (e.g., prefixes and suffixes).5.6s. teach children to use knowledge of word order (English syntax) and context to support word identification and confirm word meaning.6.2s. provide frequent opportunities for fluency development through reading in independent-level materials, reading orally from familiar text, repeated reading activities, and silent reading for increasingly longer periods.6.4k. instructional practices that enhance the development of fluency, including providing opportunities for children to read regularly, both orally and silently, in independent-level materials and to do repeated reading and partner reading.6.6s. provide opportunities for children to improve their reading fluency through self-correction.7.6k. how comprehension can be improved through wide reading and understand the importance of allocating time to wide



reading and developing and maintaining classroom libraries and "sending home" libraries.7.8k. instructional strategies that facilitate children's comprehension before, during, and after reading, such as providing background knowledge for written text, previewing the organization of the text, making predictions, questioning, and guiding discussions.7.9k. a range of reading comprehension strategies that children can use to improve their reading comprehension, such as self-monitoring, rereading, mapping, using reading journals, and discussing texts and know how to model and teach these strategies.7.2s. use a variety of instructional strategies to enhance children's listening and reading comprehension, including helping children link the content of texts to their lives and connect related ideas across different texts.7.3s. model strategies for improving reading comprehension such as previewing texts, self-monitoring, and retelling.7.3k. levels of reading comprehension and how to model and teach literal comprehension skills (e.g., identifying stated main idea, details, sequence, and cause-and-effect relationships).7.4k. how to model and teach inferential comprehension skills (e.g., inferring main ideas, comparisons, and cause-a-and effect and other relationships not explicitly stated; summarizing; making predictions; and drawing conclusions and generalizations; and evaluative comprehension skills (e.g.,


distinguishing between fact and opinion, detecting faculty reasoning; and reacting to a text's content, characters, and use of language).7.4s. provide frequent opportunities for children to engage in silent reading both at school and at home.7.7s. use instructional strategies that help children increase their reading vocabulary.7.10s. provide opportunities for children to apply comprehension strategies to literature and to respond to literature in a variety of ways (e.g., using reading journals and discussions), including relating background knowledge to literary texts.7.9s. provide instruction in how to use graphics (e.g., tables, charts, and signs) and other information texts and technologies (e.g., the Internet) to acquire information.7.11s. teach elements of literary analysis, such as story elements and features of different literary genres.8.3k. appropriate instructional strategies for developing children's writing skills.8.4s. provide instruction in various stages of writing, including prewriting, drafting, editing, and revising.8.7s. provide opportunities for children to self-assess both their writings (e.g., for clarity, comprehensiveness, and interest to audience) and their development as writers and to elicit critiques from others.9.4s. provide direct instruction and guided practice in English writing conventions (e.g., grammar, spelling, capitalization, and punctuation).9.5s. provide systematic spelling instruction


in common spelling patterns based on phonics skills already taught and provide opportunities for students to use and develop their spelling skills in the context of meaningful written expression (e.g., applying decoding skills as one strategy to help proofread their spelling during the editing process.9.6s. work with children to select pieces of an individual's work to teach writing conventions, recognizing that first drafts are not always edited and revised, but help children realize that accuracy in conventions is necessary when preparing a piece of publication.

7.5s. guide children to generate questions



and apply research about topics introduced in reading selections, both fiction and nonfiction.7.6s. provide time for extended reading of a wide range of materials, including expository texts.7.7k. the importance of wide reading to vocabulary development.10.5k. a variety of strategies and materials (e.g., basals, supplemental programs, trade books, and wide reading) to ensure the literacy development of young children.10.6k. the importance of providing many opportunities for children to experience extended reading of narrative and expository texts.

8.4k. processes of self-assessment in


The students will demonstrate an understanding of the role of both children's literature and packaged reading programs in developing a strong and dynamic literacy program for the EC-6 learner.








writing.

6.3s. apply forms for reading fluency to evaluate children's reading fluency.

1.5k. how to build on children's cultural,

The student will demonstrate an understanding of informal assessment processes for reading and language arts.







linguistic, and home backgrounds to enhance their oral language, including using the child's home language to develop English.7.8s. guide children to increase knowledge of their own culture and the cultures of others through reading.

8.1s. create an environment in which










5.4: Use a variety of classroom configurations

children are motivated to express their ideas in writing.

8.1s. create an environment in which children are motivated to express their ideas in writing.

8.1s. create an environment in which children are motivated to express their ideas in writing

2.5s communicate with other professional







(i.e., whole class, small group, and individual) to differentiate instruction.


and continually seek implications for practice from current research about phonological awareness.3.5s. communicate with other professionals and continually seek implications for practice from current research about the development of alphabetic knowledge.4.11s. communicate with other professionals and continually seek implications for practice from current research on literacy acquisition.5.9s. communicate with other professionals and continually seek implications for practice from current research about the development of decoding and word identification.6.5s. communicate with other professionals and continually seek implications from current research about the development of children's reading fluency.7.14s. communicate with other professionals and seek implications for practice from ongoing research about the development of children's reading comprehension.8.9s. communicate with other professionals and continually seek implications for practice from current research about children's development of written communication9.8s. communicate with other professionals and seek implications for practice from ongoing research about children's development of writing conventions.



The student will demonstrate an understanding of word recognition, word identification, vocabulary, and comprehension strategies used in the reading process.

The student will demonstrate an understanding of informal assessment processes for reading and language arts.






6.4: Understand and influence local, state, or national policy decisions

10.4k. the state content and performance standards for reading, writing, listening, and speaking that comprise the Texas Essential Knowledge and Skills and know how to recognize when a child needs additional help or intervention to bring the children's performance up to grade level.







READ 5314 College and Adult Literacy


Standards




Identify issues related to college reading instruction.

Observe adult literacy classes or interview professional engaged in adult education and reflect on the characteristics of good adult literacy instruction.

Online AssignmentsObservation/InterviewResearch reportThree journal reports

1.2: Understand the historically shared knowledge of the profession and

Identify literacy needs of adults in the United States.

Identify characteristics of adult learners. Demonstrate understanding of standards

Online AssignmentsObservation/InterviewResearch report



Standards



changes over time in the perceptions of reading and writing development, processes, and components.

for literacy instruction. Identify issues related to college reading

instruction.

Three journal reports





instruction.


2.2: Use appropriate and varied instructional approaches, including those that develop word recognition, language comprehension, strategic knowledge, and reading–writing connections.


Identify sources for literacy programs in the United States.

Demonstrate understanding of standards for literacy instruction.


Online AssignmentsResearch reportThree journal reports



Standards



[McKenna and Stahl (2009) define reading as including word recognition, language comprehension, and strategic knowledge.



Demonstrate understanding of standards for literacy instruction.


Observe adult literacy classes or interview professional engaged in adult education and reflect on the characteristics of good adult literacy instruction.


4.1: Recognize, understand, and value the forms of diversity that exist in society and their importance in learning to read and write. [Reading specialists may have








Standards



responsibilities for teaching students who struggle with learning to read and must also be able to support teachers in their efforts to provide effective instruction for all students.]

instruction.




Identify characteristics of adult learners. Identify issues related to college reading

instruction.

Observation/InterviewResearch reportThree journal reports

5.2: Design a social environment that is low risk and includes choice, motivation, and scaffolded support to optimize students’ opportunities for




instruction. Observe adult literacy classes or interview




Standards



learning to read and write. [Reading specialists may have responsibilities for teaching students who struggle with learning to read and must also be able to support teachers in their efforts to provide effective instruction for all students.]

professional engaged in adult education and reflect on the characteristics of good adult literacy instruction.

6.1: Demonstrate foundational knowledge of adult learning theories and related research about organizational change, professional development, and school culture.





instruction. Observe adult literacy classes or interview

professional engaged in adult education and reflect on the characteristics of good adult literacy instruction.




Standards



6.2: Display positive dispositions related to their own reading and writing and the teaching of reading and writing, and pursue the development of individual professional knowledge and behaviors. [This element deals with positive attitudes not only with colleagues but also with community members, parents and guardians, and so forth.]



instruction.


6.3: Participate in, design, facilitate, lead, and evaluate effective and differentiated professional development



instruction.

Research report



Standards



programs.

6.4: Understand and influence local, state, or national policy decisions




instruction.

Research report

READ 5369 Content Area Reading


TExES Standards


N/A




Standards








Standards





5.2: Design a social environment that is low risk and includes choice, motivation, and scaffolded support to optimize students’ opportunities for learning to read and write. [Reading specialists may have responsibilities for teaching students who struggle with



Standards



learning to read and must also be able to support teachers in their efforts to provide effective instruction for all students.]

READ 5369 Content Area Reading



TExES Standards Prog Course Objectives Course Assessment


N/A Understand the content, curriculum, and pedagogy related to content literacy.

Identify and apply literacy strategies related to academic content areas.

Expert SessionExpert PaperReading Next response


Understand the content, curriculum, and pedagogy related to content literacy.

Understand the characteristics of learners at different developmental levels as they relate to content literacy.







Textbook comparisonExpert SessionExpert PaperText setReading Next response


READ 5372 Classroom Assessment





Analyze a student’s reading profile based on multiple assessments, construct a plan or instruction, and explain the assessments and instructional plan to another reading professional. This will be reported via a video file.

Write a correctly sourced paper on the nature of literacy coaching.

Demonstrate understanding of basic psychometric principles through the completion of quizzes.

Reading area presentationPortfolio sectionCompleted portfolioVideo presentationCoaching paperQuiz


Identify commercial and informal assessments related to one of the major Master Reading Teacher components. Share those findings in an oral presentation to the class.

Assemble a portfolio of assessments for professional use.

Analyze a student’s reading profile based on multiple assessments, construct a plan or instruction, and explain the assessments and



instructional plan to another reading professional. This will be reported via a video file.

Write a correctly sourced paper on the nature of literacy coaching.







2.2: Use appropriate and varied instructional approaches, including those that develop word recognition, language

Analyze a student’s reading profile based on multiple assessments, construct a plan or instruction, and explain the assessments and instructional plan to another reading

Reading area presentationPortfolio sectionCompleted portfolioVideo presentationCoaching paper


comprehension, strategic knowledge, and reading–writing connections. [McKenna and Stahl (2009) define reading as including word recognition, language comprehension, and strategic knowledge.

professional. This will be reported via a video file.


Quiz




Quiz




Analyze a student’s reading profile based on multiple assessments, construct a plan or instruction, and explain the assessments and instructional plan to another reading


Quiz


professional. This will be reported via a video file.








Quiz


Analyze a student’s reading profile based on multiple assessments, construct a plan or instruction, and explain the assessments and instructional plan to another reading professional. This will be reported


Quiz


via a video file. Demonstrate understanding of basic

psychometric principles through the completion of quizzes.




4.1: Recognize, understand, and value the forms of diversity that exist in society and their importance in learning to read and write. [Reading specialists may have responsibilities for teaching students who struggle with learning to read and must also be able to support teachers




in their efforts to provide effective instruction for all students.]







READ 5381 Advanced Studies in Literature for Children and Adolescents





The teacher possesses and draws on a rich knowledge base of content, pedagogy, and technology to provide relevant and meaningful learning experiences for all students.

IV. understand the role of research in the area of literature for children and adolescents;

Assigned Readings

2.3Candidates use a wide range of texts (E.g., narrative, expository, and poetry) from traditional print, digital, and online resources.

To create a learner-centered community, the teacher collaboratively identifies needs; and plans, implements, and assesses instruction using technology and other resources.

II. understand the historical and social development of the field of literature for children and adolescents;

III. increase knowledge about the role and value of literature for children and adolescents

You will select and research a children’s book award. You are to complete a literary analysis of 5 of the award winning books and prepare a 10 minute class presentation.

Analyze the Texas Essential Knowledge and Skills grades K – 12 and see how children’s literature is introduced and used throughout the curriculum.

Students will participate in a six-week family literacy project





The teacher responds appropriately to diverse groups of learners.

While acting as an advocate for all students and the school, the teacher demonstrates effective professional and interpersonal communication skills.

II. understand the historical and social development of the field of literature for children and adolescents;

III. increase knowledge about the role and value of literature for children and adolescents

Select and research a children’s book award. You are to complete a literary analysis of 5 of the award winning books

Analyze the Texas Essential Knowledge and Skills grades K – 12 and see how children’s literature is introduced and used throughout the curriculum.


Assigned Readings


6.2 Candidates display positive dispositions related to their own reading and writing and the teaching of reading and writing, and pursue the development of individual professional knowledge and behaviors.

The teacher, as a reflective practitioner dedicated to all students' success demonstrates a commitment to learn, to improve the profession, and to maintain professional ethics and personal integrity.

I. use professional resources that are available in the area of literature for children and adolescents;


Assigned Readings


2.3 - tamucc college of educationeducation.tamucc.edu/files/matrices/ms_reading.docx · web...

Documents