Standard 9: Preparation to Teach Reading/Language Arts

The preparation program provides substantive, research-based instruction that effectively prepares each candidate to teach reading/language arts. Candidates in Education Specialist credential programs will be prepared to deliver a comprehensive program of systematic instruction in reading, writing, listening, and speaking aligned to the state adopted English Language Arts Content Standards and the Reading/Language Arts Framework. The program provides candidates with systematic, explicit instruction to meet the needs of the full range of learners including struggling readers, students with special needs, English language learners, speakers of non-standard English, students who have no communication/language system, and advanced learners who have varied reading levels and language backgrounds. The preparation program provides each candidate with experience in a classroom where reading is taught.

The Education Specialist credential program prepares candidates to do the following:

 

Reading

Writing

Listening and Speaking

Instructional Planning/ Objectives/ Design

Strategic selection and sequencing of curricula to be taught as outlined in the Reading/ Language Arts Framework (2007) with opportunities for application using State Board of Education (SBE)-adopted core instructional materials for both instruction and intervention during fieldwork experience. Features of instructional design include what to teach and when to introduce skills and concepts, how to select examples, how to integrate standards, and how to teach for transference and generalization of skills

 

Reading

Writing

Listening and Speaking

Instructional Delivery

1.    Demonstrate knowledge of reading content as described in the RICA Content Specifications and grade level standards as outlined in the Reading/Language Arts Framework (2007). These strands include:

·       word analysis

·       fluency

·       vocabulary, academic language, and background knowledge

·       reading comprehension

·       literary response and analysis

 

2.    Demonstrate knowledge of components of effective instructional delivery in reading as described in the CA Reading/Language Arts Framework (2007).

For example:

·      orientation (e.g., engagement, teacher demonstration)

·      presentation (e.g., explicit instruction, modeling, pacing) • structured practice (e.g., reinforcement, questioning, feedback)

·      guided practice (e.g., questioning, feedback, corrections, peer mediated instruction) independent practice and application

·      independent practice (e.g. opportunities for students to show level of mastery)

Demonstrate knowledge of components of effective instructional delivery in writing as described in the Reading/Language Arts Framework (2007). For example:

·      The systematic progression of instruction and application of foundational writing strategies, applications, and conventions

·      Writing strategies that include teaching organization and focus, penmanship (where applicable), research, technology, evaluation and revision

·      Writing applications according to genres (grade-level appropriate) and their characteristics

·      Writing conventions

·      appropriate to grade level standards (i.e. sentence structure, grammar, punctuation, capitalization and spelling).

Demonstrate knowledge of components of effective instructional delivery in listening and speaking as described in the Reading/Language Arts Framework (2007). For example:

·      The systematic progression of instruction and application to develop listening and speaking strategies and speaking applications that parallel and reinforce instruction in reading and writing.

·      Listening and speaking strategies that include listening comprehension, organization and delivery of oral communication, analysis and evaluation of oral and media communication (grade-level appropriate)

 

Reading

Writing

Listening and Speaking

Assessment

Candidates must understand that assessment and instruction are linked within any curriculum. Therefore, candidates must demonstrate knowledge and ability to utilize multiple monitoring measures within the three basic types of assessments to determine students’ progress towards state adopted content standards, as referenced in Chapter Six of the Reading Language Arts Framework (2007).

Candidates must understand that assessment and instruction are linked within any curriculum. Therefore, candidates must demonstrate knowledge and ability to utilize ongoing assessments, both formal and informal to determine students’ progress towards state adopted content standards. Candidates need to be able to analyze and interpret results to plan effective and differentiated instruction and interventions.

 

Reading

Writing

Listening and Speaking

Universal Access/

Differentiated

Instruction

Demonstrate knowledge of how to organize and manage differentiated reading instruction and interventions to meet the needs of the full range of learners. For example:

·   using all components of California SBE-adopted core instructional materials to make grade-level content accessible to all students

·   recognizing that students should be grouped for interventions according to the severity of their difficulties (i.e., benchmark, strategic, and intensive groups)

·   using remediation strategies, accommodations, and modifications for students with special needs.

·   using flexible grouping, individualized instruction, and whole-class instruction as needed

·   using selections listed in Recommended Literature, Pre-Kindergarten Through Grade Twelve.

Candidates will complete all assignments for LEE 172, LEE 173 and LEE 177.

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