KNOWLEDGE AND BELIEFS ABOUT READING

1.0  Theoretical Base

The reading professional will:

1.1  demonstrate recognition that reading should be taught as a process;

RDNG 656: Language Development, Literacy and the Young  Child, Objective #8

RDNG 657:  Comprehension and the Content Areas,Objective #2, 7

C

1.2  demonstrate an understanding and respect for cultural, linguistic, and ethnic diversity in the teaching process;

RDNG 655:  The Integrated Literacy Curriculum, Objective #9

RDNG 656:  Language, Literacy Development, and the Young Child, Objective Objective #9

C

1.3  demonstrate an understanding of the importance of literacy for personal and social growth;

RDNG 655:  The Integrated Literacy Curriculum,  Objective # 17

C

1.4  illustrate that literacy can be a means for transmitting moral and cultural values;

RDNG 655:  The Integrated Literacy Curriculum, Objective #25

C

1.5  demonstrate an understanding of reading as the process of constructing meaning through the interaction of the reader’s existing knowledge, the information suggested by the written language, and the context of the reading situation;

RDNG 657:  Comprehension and the Content Areas, Objective #2

C

1.6  demonstrate an understanding of the major theories of language development, cognition, and learning; and

RDNG 656: Language Development, Literacy and the Young Child, Objective #1

C

1.7  demonstrate an understanding of the impact of physical, perceptual, emotional, social, cultural, environmental, and intellectual factors on learning, language development, and reading acquisition.

RDNG 656: Language Development, Literacy and the Young Child, Objective #2

RDNG 657: Comprehension and the Content Areas, Objective #3

C

2.0  Knowledge Base

The reading professional will:

2.1  demonstrate an understanding that written language is a symbolic system;

RDNG 656: Language Development, Literacy, and the Young Child, Objective #3

C

2.2  demonstrate an understanding of the interrelation of language and literacy acquisition;

RDNG 656: Language Development, Literacy and the Young Child, Objective #10

C

2.3  demonstrate an understanding of principles of new language acquisition;

RDNG 656: Language Development, Literacy and the Young Child, Objective #11

C

2.4  demonstrate an understanding of phonemic, morphemic, semantic, syntactic, and pragmatic systems of language and their relation to the reading and writing process;

RDNG 656: Language Development, Literacy and the Young Child, Objective #3

C

2.5  demonstrate an understanding of the interrelation of reading and writing, and listening and speaking;

RDNG 658: Reading, Writing and the Inquiry Process, Objective #1

C

2.6  show that students need opportunities to integrate their use of literacy through reading, writing, listening, speaking, viewing, and representing visually;

RDNG 655:  The Integrated Literacy Curriculum, Objective #1

RDNG 658:  Reading, Writing, and the Inquiry Process, Objective #9

C

2.7  demonstrate an understanding of emergent literacy and the experiences that support it;

RDNG 656: Language Development, Literacy, and the Young Child, Objective #4

C

2.8  demonstrate an understanding of the role of metacognition in reading and writing, and listening and speaking;

RDNG 657: Comprehension and the Content Areas, Objectives # 16, 17, 19

C

2.9  demonstrate an understanding of how contextual factors in the school can influence student learning and reading (e.g., grouping procedures, school programs, and assessment);

RDNG 657:  Comprehension and the Content Areas, Objective #5

C

2.10   show how past and present literacy leaders contributed to the knowledge base;

RDNG 657: Comprehension and the Content Areas, Objective #7

B

2.11   show an understanding of relevant reading research from general education and how it has influenced literacy education;

RDNG 657: Comprehension and the Content Areas, Objective #8

B

2.12  teach classic and contemporary children’s and young adults’ literature, and easy-reading fiction and nonfiction for adults, at appropriate levels;

RDNG 655: The Integrated Literacy Curriculum, Objective #5

C

2.13  illustrate the importance of giving learners opportunities in all aspects of literacy (e.g., as readers, writers, thinkers, reactors, or responders); and

RDNG 655: The Integrated Literacy Curriculum, Objective #2

RDNG 658: Reading, Writing and the Inquiry Process, Objective #10

C

2.14  show that goals, instruction, and assessment should be aligned.

RDNG 685: Workshop in Reading, Objective # 2

C

3.0 Individual Differences

The reading professional will:

3.1   illustrate how differences among learners influence their literacy development;

RDNG 686:  Practicum in Reading, Objective #1

C

3.2   demonstrate an understanding and respect for cultural, linguistic, and ethnic diversity in the teaching process;

RDNG 655:  The Integrated Literacy Curriculum, #9

RDNG 656:  Language Development, Literacy, and the Young Child, Objective #12

C

3.3   show that spelling is developmental and is based on student 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 names;

RDNG 658: Reading, Writing, and the Inquiry Process, Objective #6

C

3.4   illustrate the importance of creating programs to address the strengths and needs of individual learners; and

RDNG 686:  Practicum in Reading, Objective #10

C

3.5   show knowledge of federal, state, and local programs designed to help students with reading and writing problems.

RDNG 686:  Practicum in Reading, Objective#13

C

4.0 Reading Difficulties

The reading professional will:

4.1   demonstrate an understanding of the nature and multiple causes of reading and writing difficulties;

RDNG 686:  Practicum in Reading, Objective #4

C

4.2   demonstrate knowledge of principles for diagnosing reading difficulties;

RDNG 685: Workshop in Reading, Objectives #1,2,3,4,5

C

4.3   illustrate an understanding of individualized and group instructional interventions targeted toward those students in greatest need or at low proficiency levels; and

RDNG 686:  Practicum in Reading, Objective #5

C

4.4   show an understanding of the instructional implications of research in special education, psychology, and other fields that deal with the treatment of students with reading and learning difficulties.

RDNG 686:  Practicum in Reading, Objective #2

C

INSTRUCTION AND ASSESSMENT

5.0 Creating a Literate Environment

The reading professional will be able to:

5.1   create a literate environment that fosters interest and growth in all aspects of literacy;

RDNG 655:  The Integrated Literacy Curriculum, Objective #26

C

5.2   use texts and trade books to stimulate interest, promote reading growth, foster appreciation for the written word, and increase the motivation of learners to read widely and independently for information, pleasure, and personal growth;

RDNG 655:  The Integrated Literacy Curriculum, Objectives # 1 & 2

RDNG 656:  Literacy, Language, and the Young Child, Objective #6

RDNG 657: Comprehension and the Content Areas, Objective #22

C

5.3   model and discuss reading and writing as valuable, lifelong activities;

RDNG 655:  The Integrated Literacy Curriculum, Objective #27

RDNG 658:  Reading, Writing, and the Inquiry Process, objectives # 9 & 12

C

5.4   provide opportunities for learners to select from a variety of written materials, to read extended texts, and to read for many authentic purposes;

RDNG 657:  Comprehension and the Content Areas, Objective #23

C

5.5   provide opportunities for creative and personal responses to literature, including storytelling;

RDNG 655:  The Integrated Literacy Curriculum, Objective #17

C

5.6   promote the integration of language arts in all content areas;

RDNG 655:  The Integrated Literacy Curriculum, Objective #18

C

5.7   use instructional and information technologies to support literacy learning; and

RDNG 655: The Integrated Literacy Curriculum, Objective #19

RDNG 658:  Reading, Writing, and the Inquiry Process, Objective #13

C

5.8   implement effective strategies to include parents as partners in the literacy development of their children.

RDNG 686:  Practicum in Reading, Objective #9

C

6.0 Word Identification, Vocabulary, and Spelling

The reading professional will be able to:

6.1   teach students to monitor their own word identification through the use of syntax, semantic, and graphophonemic relations;

RDNG 656:  Language Development, Literacy and the Young Child, Objectives #3 & 5

C

6.2   use phonics to teach students to use their knowledge of letter/sound correspondence to identify sounds in the construction of meaning;

RDNG 656: Language Development, Literacy and the Young Child, Objectives #3 & 5

C

6.3   teach students to use context to identify and define unfamiliar words;

RDNG 656: Language Development, Literacy and the Young Child, Objectives #3 & 5

C

6.4   guide students to refine their spelling knowledge through reading and writing;

RDNG 658: Reading, Writing, and the Inquiry Process, Objective #6

C

6.5   teach students to recognize and use various spelling patterns in the English language as an aid to word identification; and

RDNG 658:  Reading, Writing, and the Inquiry Process, objective #6

C

6.6   employ effective techniques and strategies for the ongoing development of independent vocabulary acquisition.

RDNG 657:  Comprehension and the Content Areas, Objective #24

C

7.0 Comprehension

The reading professional will be able to:

7.1   provide direct instruction and model when and how to use multiple comprehension strategies, including retelling;

RDNG 657: Comprehension and the Content Areas, Objective #18

C

7.2   model questioning strategies;

RDNG 657: Comprehension and the Content Areas, Objective #18

C

7.3   teach students to connect prior knowledge with new information;

RDNG 657: Comprehension and the Content Areas, Objective #18

C

7.4   teach students strategies for monitoring their own comprehension;

RDNG 657: Comprehension and the Content Areas, Objective #18

C

7.5   ensure that students can use various aspects of text to gain comprehension, including conventions of written English, text structure and genres, figurative language, and intertextual links; and

RDNG 657: Comprehension and the Content Areas, Objectives # 12, 13, 14

C

7.6   ensure that students gain understanding of the meaning and importance of the conventions of standard written English (e.g., punctuation or usage).

RDNG 658: Reading, Writing, and the Inquiry Process, Objective #6

C

8.0 Study Strategies

The reading professional will be able to:

8.1   provide opportunities to locate and use a variety of print, nonprint, and electronic reference sources;

RDNG 657: Comprehension and the Content Areas, Objectives #15, 20

C

8.2   teach students to vary reading rate according to the purpose(s) and difficulty of the material;

RDNG 657: Comprehension and the Content Areas, Objective #20

C

8.3   teach students effective time management strategies;

RDNG 657: Comprehension and the Content Areas, Objective #25

C

8.4   teach students strategies to organize and remember information; and

RDNG 657: Comprehension and the Content Areas, Objective #20

C

8.5   teach test-taking strategies.

RDNG 657: Comprehension and the Content Areas, Objective #26

C

9.0 Writing

The reading professional will be able to:

9.1   teach students planning strategies most appropriate for particular kinds of writing;

RDNG 658: Reading, Writing and the Inquiry Process,  Objective #5

C

9.2   teach students to draft, revise, and edit their writing; and

RDNG 658: Reading, Writing and the Inquiry Process, Objective #2

C

9.3   teach students the conventions of standard written English needed to edit their compositions.

RDNG 658: Reading, Writing and the Inquiry Process, Objective #6

C

10.0   Assessment

The reading professional will be able to:

10.1   develop and conduct assessments that involve multiple indicators of learner progress; and

RDNG 656: Language, Literacy and the Young Child, Objective #7

RDNG 658: Reading, Writing and the Inquiry Process, Objective #15

RDNG 685: Literacy Assessment, Objectives  #1,2,3,4,5,

C

10.2   administer and use information from norm-referenced tests, criterion-referenced tests, formal and informal inventories, constructed response measures, portfolio-based assessments, student self-evaluations, work/performance samples, observations, anecdotal records, journals, and other indicators of student progress to inform instruction and learning.

RDNG 658: Reading, Writing, and the Inquiry Process, Objective #15

RDNG 685:  Literacy Assessment, Objectives #1,2,3,4,5

C

ORGANIZING AND ENHANCING A READING PROGRAM

11.0   Communicating Information about Reading

The reading professional will be able to:

11.1   communicate with students about their strengths, areas for improvement, and ways to achieve improvement;

RDNG 685: Workshop in Reading, Objective  #7

C

11.2   communicate with allied professionals and paraprofessionals in assessing student achievement and planning instruction;

RDNG 686:  Practicum in Reading,  Objective #8

C

11.3   involve parents in cooperative efforts and programs to support students’ reading and writing development;

RDNG 685: Workshop in Reading, Objective #7

C

11.4   communicate information about literacy and data to administrators, staff members, school board members, policy makers, the media, parents, and the community; and

RDNG 686:  Practicum in Reading, Objective #16

C

11.5   interpret research findings related to the improvement of instruction and communicate these to colleagues and the wider community.

RDNG 695:  Seminar in Reading , Objective #13

B

12.0   Curriculum Development

The reading professional will be able to:

12.1   initiate and participate in ongoing curriculum development and evaluation;

RDNG 686:  Practicum in Reading, Objective #12

C

12.2   adapt instruction to meet the needs of different learners to accomplish different purposes;

RDNG 686:  Practicum in Reading, Objective #1

C

12.3   supervise, coordinate, and support all services associated with literacy programs (e.g., needs assessment, program development, budgeting and evaluation, and grant and proposal writing);

RDNG 686:  Practicum in Reading, Objective #11

RDNG 695:  Seminar in Reading, Objective #11

C

12.4   select and evaluate instructional materials for literacy, including those that are technology-based;

RDNG 686:  Practicum in Reading Objective #17

C

12.5   use multiple indicators to determine effectiveness of the literacy curriculum;

RDNG 686:  Practicum in Reading, Objective #12

C

12.6   plan and implement programs designed to help students improve their reading and writing including those supported by federal, state, and local funding; and

RDNG 686:  Practicum in Reading, Objective #13

B

12.7   help develop individual educational plans for students with severe learning problems related to literacy.

RDNG 686:  Practicum in Reading, Objective #14

C

13.0   Professional Development

The reading professional will be able to:

13.1   participate in professional development programs;

RDNG 695:  Seminar in Reading, Objective # 12

C

13.2  initiate, implement, and evaluate professional development programs;

RDNG 695:  Seminar in Reading, Objective # 12

B

13.3   provide professional development experiences that help emphasize the dynamic interaction among prior knowledge, experience, and the school context as well as among other aspects of reading development;

RDNG 695:  Seminar in Reading, Objective # 12

B

13.4   provide professional development experiences that are sensitive to school constraints (e.g., class size or limited resources);

RDNG 695:  Seminar in Reading, Objective # 12

B

13.5   use multiple indicators to judge professional growth; and

RDNG 695:  Seminar in Reading, Objective # 12

C

13.6   model ethical professional behavior.

RDNG 695:  Seminar in Reading, Objective #16

C

14.0   Research

The reading professional will be able to:

14.1   apply research for improved literacy;

RDNG 695:  Seminar in Reading, Objective #13

B

14.2   conduct research with a range of methodologies (e.g., ethnographic, descriptive, experimental, or historical); and

RDNG 695:  Seminar in Reading, Objective #13

B

14.3   promote and facilitate teacher- and classroom-based research.

RDNG 695:  Seminar in Reading, Objective #13

B

15.0   Supervision of Paraprofessionals

The reading professional will be able to:

15.1   plan lessons for paraprofessionals;

RDNG 695:  Seminar in Reading, Objective # 15

C

15.2   observe and evaluate paraprofessionals interacting with children and provide feedback to them on their performance;

RDNG 695:  Seminar in Reading, Objective # 15

C

15.3   provide professional development and training for paraprofessionals; and

RDNG 695:  Seminar in Reading, Objective # 15

B

15.4   provide emotional and academic support for paraprofessionals.

RDNG 695:  Seminar in Reading, Objective # 15

C

16.0   Professionalism

The reading professional will be able to:

16.1   pursue knowledge of literacy by reading professional journals and publications; and participating in conferences and other professional activities;

RDNG 695:  Seminar in Reading, Objective #5

C

16.2   reflect on one’s practice to improve instruction and other services to students;

RDNG 695:  Seminar in Reading, Objective #4

C

16.3   interact with and participate in decision-making with teachers, teacher educators, theoreticians, and researchers;

RDNG 695:  Seminar in Reading, Objective #3

C

16.4   support and participate in efforts to improve the reading profession by being an advocate for licensing and certification;

RDNG 695:  Seminar in Reading, Objective #6

C

16.5   participate in local, state, national, and international professional organizations whose mission is the improvement of literacy;

RDNG 695:  Seminar in Reading Objective #6

C

16.6   promote collegiality with other literacy professionals through regular conversations, discussions, and consultations about learners, literacy theory, and assessment and instruction;

RDNG 695:  Seminar in Reading, Objective #3

C

16.7   write for publication; and

RDNG 695:  Seminar in Reading, Objective #9

B

16.8   make presentations at local, state, regional, and national meetings and conferences.

RDNG 695:  Seminar in Reading Objective #8

B