RED 3313 Language and Literacy Development course syllabus Dr. Nancy Marshall Associate Professor Reading and Elementary Education

RED 3313 Language and Literacy Development course syllabus Dr. Nancy Marshall Associate Professor Reading and Elementary Education

Table of Contents Curriculum Background...5 Catalog Description of Course...5 Course Content and Procedures...5 College of Education Conceptual Framework...6 Program Outcomes...7 Course Products and Connections to College and Program Frameworks...9 Connections to State and National Standards...10 Florida Educator Accomplished Practices...10 Florida ESOL Endorsement Standards...17 Florida K-6 Language Arts/Reading Standards...19 Florida Reading Endorsement Competencies...21 Standards of the International Reading Association...25 Course Delivery of Professional Standards...27 Course Outcomes...27 Outcomes/Standards/Products Matrix...29 Grading Criteria for Course...32 Documentation for E-Folio...34 To the Student...36 Introduction to the Course...36 Textbooks...37 Course Requirement...37 Student Responsibilities...37 Grading Procedures...38 Homework/Teach/Feedback Assignments...38 Guidelines for Submitting Assignments...39 Guidelines for Spelling...39 Guidelines for Grammar...39 Quiz on Vowel Phonemes...40 Review of Children s Literature...41 Midterm Exam...42 Production of Alphabet Book...42 Field Evaluation...43 Assessment of Emergent Literacy...44 Standards Rubric Forms...45 Final Exam...45 Computation of Grade in Course...46 Grade of Incomplete...47 University Standard of Academic Content...47 Appendix A: Book Lists for Critiques...48 2

1. Alphabet, Number, Concept Books...50 2. Picture Story Books...53 3. Poetry Books...56 4. Pattern Books...59 5. Folklore...62 6. Realistic Fiction...65 7. Fantasy/Science Fiction...68 8. Historical Fiction...71 9. Biography/Autobiography...74 10. Factual Text...77 Procedures for Determining Level of Books...80 Appendix B: Book Critique Forms...85 Critique Forms 1-10...88 Grading Form...98 Standards Rubric Form...99 Appendix C: Feedback #1: Sharing Literature with Children...101 Questionnaire Form...103 Summary of Children s Responses Form...104 Grading Form...106 Standards Rubric Form...107 Appendix D: How to Write an Alphabet Book...108 Alphabet Book Information Form...111 Grading Form...112 Standards Rubric Form...113 Appendix E: Feedback #2: Revising Alphabet Book...114 Children's Suggestions for Revisions Form...116 Plans for Revision Form...117 Grading Form...118 Standards Rubric Form...119 Appendix F: Procedures for Doing Teach 1 (Phonemic Awareness)...120 Teaching Report Form...122 Grading Form...123 Standards Rubric Form...124 Appendix G: Procedures for Doing Teach 2 (Phonics)...125 Teaching Report Form...127 Grading Form...128 Standards Rubric Form...129 Appendix H: Evaluation of Child s Emergent Literacy...130 Emergent Literacy Report Form...134 3

Grading Form...137 Standards Rubric Form...138 E-Folio Rubric Form...141 Appendix I: Standards Rubrics for Homework Assignments...142 Standards Rubric for Homework 2.2...144 Standards Rubric for Homework 4.2...145 Standards Rubric for Homework 5.2...146 Standards Rubric for Homework 7.2...147 Standards Rubric for Homework 10.2...148 Standards Rubric for Homework 11.2...149 Appendix J: Field Experience Forms...151 Memo to Field Teacher...151 Field Evaluation Form...153 4

RED 3313 Language and Literacy Development CURRICULUM BACKGROUND Catalog Description of Course RED 3313 Language and Literacy Development Provides understandings, skills, and dispositions needed to build initial knowledge base for teaching literacy to elementary school children. Course Content and Products RED 3313 is the first course in a series of four courses used to provide students with the breadth and depth of understandings, skills, and dispositions that are required to become a quality teacher of reading in grades K-5. In this context, RED 3313 is the introductory course and is intended to introduce students to the content of reading instruction. The specific focus of the course is on the nature of language in general and of the English language in specific. It covers the five areas of literacy instruction (phonemic awareness, phonics, oral reading fluency, vocabulary, and comprehension) as they relate to the three cuing systems (grapho-phonemic, syntactic, and semantic) as both are related to the components of language (phonemes, graphemes, morphemes, syntax, discourse structure, semantics, and pragmatics). In the latter part of the course, once students have been introduced to all of this information, students are required to use this information to understand the development of both oral (first and second languages) and written language. To enable students to learn about the complexities of English, students engage in the following activities: 1. in-class practice activities (ungraded) that are designed to introduce students to the kinds of thinking needed to understand course content; 2. six homework assignments from the textbook designed to provide students with practice in using their growing understanding of the way English works; 3. two teaching activities to provide students with practice in applying understanding of English phonemes and phonics to instruction in phonemic awareness and phonics; 4. two feedback activities in which students seek input from elementary children about the children s literature they are reviewing and reading to them and about the alphabet books they are writing; 5. quiz of students ability to recognize the 16 different vowel sounds (phonemes and combinations of phonemes) of Standard English and the spelling associated with each; 6. critiques of ten different pieces of children s literature representing the nine genres of children s literature and pattern books (Critiques from all students will be put into a class electronic portfolio for all to use.); 7. production of an alphabet book intended for the children with whom they work during the 5

semester; 8. emergent literacy assessment activity in which students use their growing understanding of language to evaluate the early attempts at reading and writing and to make relevant instructional recommendations based on children s products; and 9. midterm and final exams in which students knowledge and comprehension of all course components are assessed in multiple-choice format. All of these products work together to deliver the course outcomes (pp. 27 & 28) as well as the Conceptual Framework of the College of Education and the Elementary Education Program. College of Education Conceptual Framework The College of Education of Florida International University has a three-pronged approach to producing high quality graduates. All graduates of our programs are required to show evidence of being quality: 1. Stewards of the Discipline: a. Knows content and pedagogical content. b. Knows how to use this knowledge to help all students learn. c. Engages in cross-disciplinary activities to ensure breadth and depth of knowledge. d. Knows how to experiment with pedagogical techniques through inquiry, critical analysis, synthesis of the subject, and the integration of technology. e. Knows how to evaluate the results of experimentation. 2. Reflective Inquirer: a. Reflects on practice and changes approaches based on own insights. b. Reflects on practice with the goal of continuous improvement. c. Thinks critically about educational issues through a form of inquiry that investigates educational dilemmas and problems and seeks resolutions that benefit students. d. Is sensitive to and understands individual and cultural differences among students. e. Collaborates with other professional educators, families, and communities. f. Uses the richness of diverse communities and an understanding of the urban environment to enhance learning. g. Uses knowledge to help learners foster global connections. 3. Mindful Educators: a. Adopts a critical eye toward ideas and actions (Being Analytical). b. Withholds judgment until understanding is achieved by being thoughtful in his/her actions (Managing Impulsivity). c. Works to see things through by employing systematic methods to analyze problems (Persisting). d. Thinks about his/her own thinking (Reflective Thoughtfulness). 6

e. Thinks and communicates with clarity and precision (Communicating Accurately). f. Shows curiosity and passion about learning through inquiry (Being Inquisitive). g. Shows a sense of being comfortable in situations where the outcomes are not immediately known by acting on the basis of his/her initiative and not from needing a script (Taking Responsible Risks). h. Recognizes the wholeness and distinctiveness of other people s ways of experiencing and making meaning by being open-minded (Being Open-minded). i. Takes time to check over work because of his/her being more interested in excellent work than in expediency (Striving for Accuracy). j. Abstracts meaning from one experience and carries it forward and apply it to a new situation by calling on his/her store of past knowledge as a source of data to solve new challenges (Applying Past Knowledge to New Situations). k. Shows sensitivity to the needs of others and to being a cooperative team member (Thinking Interdependently). l. Shows a sense of care for others and an interest in listening well to others (Empathic Understanding). Program Outcomes Consistent with the Unit s learning outcomes, candidates in the Elementary Education/TESOL Endorsement Program are supported in their development and refinement of proficiencies focused on content, processes, and dispositions. All graduates of the Undergraduate Program in Elementary Education are required to show evidence of being quality: 1. Stewards of the Discipline: As stewards of the discipline, Elementary Education candidates are expected to develop/refine the following proficiencies: a. Know Elementary Education content across various fields (reading, math, science, social studies, TESOL, art, etc.) as well as pedagogical content relevant to Elementary Education. b. Know how to use this knowledge to facilitate learning. c. Engage in cross-disciplinary activities to ensure breadth and depth of knowledge. d. Know how to experiment with pedagogical techniques through inquiry, critical analysis, synthesis of the subject, and the integration of technology. e. Know how to evaluate the results of experimentation. 2. Reflective Inquirer: As reflective inquirers, Elementary Education candidates professional development will focus on learning to apply the content and pedagogical content as shaped by their ability to: a. Reflect on their practice and change their approaches based on their own insights. b. Reflect on practice with the goal of continuous improvement. c. Think critically about educational issues through a form of inquiry that 7

investigates educational dilemmas and problems and seeks resolutions that benefit students. d. Be sensitive to and understand individual and cultural differences among students. e. Collaborate with other professional educators, families, and communities. f. Foster learning environments that take into account technical resources. g. Use the richness of diverse communities and an understanding of the urban environment in which they live to enhance learning. h. Use knowledge in international education to foster global connections for learners. 3. Mindful Educators: As mindful educatory, Elementary Education candidates are expected to develop/refine dispositions (habits of mind) that make their professional conduct as Elementary Education teachers more intelligent. Candidates will show their ability to: a. Adopt a critical eye toward ideas and actions (Being Analytical). b. Withhold judgment until understanding is achieved by being thoughtful in his/her actions (Managing Impulsivity). c. Work to see things through by employing systematic methods to analyze problems (Persisting). d. Think about his/her own thinking (Reflective Thoughtfulness). e. Think and communicate with clarity and precision (Communicating Accurately). f. Show curiosity and passion about learning through inquiry (Being Inquisitive). g. Show a sense of being comfortable in situations where the outcomes are not immediately known by acting on the basis of his/her initiative and not from needing a script (Taking Responsible Risks). h. Recognize the wholeness and distinctiveness of other people s ways of experiencing and making meaning by being open-minded (Being Open-minded). i. Take time to check over work because of his/her being more interested in excellent work than in expediency (Striving for Accuracy). j. Abstract meaning from one experience and carry it forward and apply it to a new situation by calling on their store of past knowledge as a source of data to solve new challenges (Applying Past Knowledge to New Situations). k. Show sensitivity to the needs of others and to being a cooperative team member (Thinking Interdependently) l. Show a sense of care for others and an interest in listening well to others (Empathic Understanding). Course Products and Their Connection to College and Program Frameworks 8

The course products are directly related to the Conceptual Framework as demonstrated in the following listing. 1. in-class practice activities: 1a. knows content 2. homework assignments: 1a. knows content 1b. uses content to help student learn 2d. sensitive to differences 3b. withholds judgment about language forms 3h. being open-minded about language forms 3. teaching and evaluating phonemic awareness and phonics lessons: 1a. knows content 1b. uses content to help children learn 2a. reflects on practice 4. quiz of Standard English vowel sounds 1a. knows content 3c. employs systematic methods to analyze problems 5. feedback activities: 2a. reflects on practice 3j. abstracts meaning from experiences 3l. care for others 6. critiques of children s literature: 1a. knows content 2d. sensitive to culture 3f. shows curiosity 7. alphabet book: 3e. communicates clearly 3i. checks work 8. emergent literacy assessment: 1a. knows content 1b. uses content to help children learn 2c. analyzes data systematically 3j. abstracts meaning from one situation to another 9. exams: 1a. knows content 9

1b. uses content to help children learn 2c. analyzes systematically 3c. employs systematic methods to analyze problems 3j. abstracts meaning from one situation to another Connections to State and National Standards of Excellence In addition to meeting the College and Program Conceptual Frameworks, the Undergraduate Elementary Education Program, just like all teacher-preparation programs in the College of Education, must insure that the candidate (student in the program) demonstrates the standards and practices identified as demonstrating quality teaching. Thus, all courses in the Elementary Education Program (K-6 with ESL and Reading Endorsement) are required to incorporate those standards designated by the State of Florida: The Florida Educator Accomplished Practices, The Florida ESOL Standards. In addition, the four reading courses in the Elementary Education Program are also required to deliver: The Florida K-6 Standards in Language Arts, The Florida Reading Endorsement Competencies The Professional Standards of the International Reading Association. Each of these is detailed on the following pages. Florida Educator Accomplished Practices: Preprofessional Level The Florida State Standards Commission has established the following 12 standards as the competencies teacher candidates need to demonstrate upon successfully completing a preservice (initial certification) program. 1. assessment: The preprofessional teacher collects and uses data gathered from a variety of sources. These sources include both traditional and alternate assessment strategies. Furthermore, the teacher can identify and match the students= instructional plans with their cognitive, social, linguistic, cultural, emotional, and physical needs. 1.1 Analyzes individuals learning needs and practices techniques which accommodate differences, including linguistic and cultural differences 1.2 Draws from a repertoire of techniques to accommodate differences in students behavior. 1.3 Identifies potentially disruptive student behavior. 1.4 Identifies students cognitive, social, linguistic, cultural, emotional, and physical needs in order to design individual and group instruction. 10

1.5 Employs traditional and alternative assessment strategies in determining students mastery of specified outcomes. 1.6 Guides students in developing and maintaining individual portfolios. 1.7 Modifies instruction based upon assessed student performance. 1.8 Provides opportunities for students to assess their own work and progress. Assists students in designing individual plans for reaching the next performance level. 1.9 Maintains observational and anecdotal records to monitor students development. 1.10 Interprets, with assistance, data from various informal and standardized assessment procedures. 1.11 Reviews assessment data and identifies students strengths and weaknesses 1.12 Communicates individual student progress in student, parent, and staff conferences. 1.13 Develops short- and long-term personal and professional goals relating to assessment. 2. communication: The preprofessional teacher recognizes the need for effective communication in the classroom and is in the process of acquiring techniques which she/he will use in the classroom. 2.1 Establishes positive interaction in the learning environment that uses incentives and consequences for students. 2.2 Establishes positive interactions between teacher and students that are focused upon learning. 2.3 Varies communication (both verbal and nonverbal) according to the nature and needs of individuals. 2.4 Encourages students in a positive and supportive manner. 2.5 Communicates to all students high expectations for learning. 2.6 Acquires and adapts interaction routines (e.g., active listening) for individual work, cooperative learning, and whole group activities. 2.7 Practices strategies that support individual and group inquiry. 2.8 Provides opportunities for students to receive constructive feedback on individual work and behavior. 2.9 Identifies communication techniques for use with colleagues, school/community specialists, administrators, and families, including families whose home language is not English. 2.10 Develops short- and long-term personal and professional goals relating to communication. 3. continuous improvement: The preprofessional teacher realizes that she/he is in the initial stages of a lifelong learning process and that self reflection is one of the key components of that process. While her/his concentration is, of necessity, inward and personal, the role of colleagues and school-based improvement activities increases as time passes. The teacher=s continued professional improvement is characterized by selfreflection, working with immediate colleagues and teammates, and meeting the goals of a personal professional development plan. 3.1 Identifies principles and strategies for affecting changes occurring in his/her 11

classroom and school. 3.2 Participates in and supports the overall school improvement process. 3.3 Uses data from his/her own learning environments as basis for reflecting upon and experimenting with personal teaching practices. 3.4 Participates in the design of a personal professional development plan to guide his/her own improvement. 3.5 Communicates student progress with students, families, and colleagues. 3.6 Reflects respect for diverse perspectives, ideas, and opinions in planned learning activities. 3.7 Supports other school personnel as they manage the continuous improvement process. 3.8 Works to continue the development of his/her own background in instructional methodology, learning theories, second language acquisition theories, trends, and subject matter. 3.9 Shows evidence of reflection and improvement in his/her performance in teaching/learning activities. 3.10 Seeks to increase his/her own professional growth by participating and training and other professional development experiences. 3.11 Has observed others in the role of steward and can demonstrate some of the skills involved. 3.12 Works as a reflective practitioner and develops the skills to recognize problems, \ research solutions, and evaluate outcomes. 3.13 Learns from peers and colleagues and develops professional relationships. 3.14 Reflects upon his/her own professional judgment and has the ability to articulate it to colleagues, parents, and the business community. 3.15 Develops short- and long-term personal and professional goals related to continuous professional development. 4. critical thinking: The preprofessional teacher is acquiring performance assessment techniques and strategies that measure higher order thinking skills in students and is building a repertoire of realistic projects and problem-solving activities designed to assist all students in demonstrating their ability to think creatively. 4.1 Provides opportunities for students to learn higher-order thinking skills. 4.2 Identifies strategies, materials, and technologies that he/she will use to expand students thinking abilities. 4.3 Has strategies for utilizing discussions, group interactions, and writing to encourage student problem solving. 4.4 Poses problems, dilemmas, and questions in lessons. 4.5 Assists students in development and use of rules of evidence. 4.6 Varies his/her role in the instructional process (instructor, coach, mentor, facilitator, audience, critic, etc.) in relation to the purposes of instruction and the students needs, including linguistic needs. 4.7 Demonstrates and models the use of higher-order thinking abilities. 12

4.8 Modifies and adapts lessons with increased attention to the learners creative thinking abilities. 4.9 Encourages students to develop open-ended projects and other activities that are creative and innovative. 4.10 Uses technology and other appropriate tools in the learning environment. 4.11 Develops short-term personal and professional goals related to critical thinking. 5. diversity: The preprofessional teacher establishes a comfortable environment which accepts and fosters diversity. The teacher must demonstrate knowledge and awareness of varied cultures and linguistic backgrounds. The teacher creates a climate of openness, inquiry, and support by practicing strategies such as acceptance, tolerance, resolution, and mediation. 5.1 Accepts and values students from diverse cultures and linguistic backgrounds and treats all students equitably. 5.2 Fosters a learning environment in which all students are treated equitably. 5.3 Recognizes the cultural, linguistic, and experiential diversity of students. 5.4 Recognizes students learning styles and cultural and linguistic diversity and provides for a range of activities. 5.5 Has a repertoire of teaching techniques and strategies to effectively instruct all students. 5.6 Selects appropriate culturally and linguistically sensitive materials for use in the learning process. 5.7 Analyzes and uses school, family, and community resources in instructional activities. 5.8 Employs techniques useful in creating a climate of openness, mutual respect, support, and inquiry. 5.9 Selects and introduces materials and resources that are multicultural. 5.10 Acknowledges the importance of family and family structure to the individual learner. 5.11 Promotes student responsibility, appropriate social behavior, integrity, valuing of diversity, and honesty through learning activities. 5.12 Provides learning situations which will encourage the student to practice skills and gain knowledge needed in diverse society. 5.13 Develops short-term personal and professional goals relating to diversity. 6. ethics: The preprofessional teacher adheres to the Code of Ethics and Principles of Professional Conduct of the Education Profession of Florida. 6.1 Makes reasonable effort to protect students from conditions harmful to learning and/or to the student s mental and/or physical health and/or safety. 6.2 Does not unreasonably restrain a student from pursuit of learning. 6.3 Does not unreasonably deny a student access to diverse points of view. 6.4 Takes reasonable precautions to distinguish between personal views and those of any educational institution or organization with which the individual in affiliated. 6.5 Does not intentionally distort or misrepresent facts concerning an educational matter 13

in direct or indirect public expression. 6.6 Maintains honesty in all professional dealings. 6.7 Shall not on the basis of race, color, religion, gender, age, national or ethnic origin, political beliefs, marital status, handicapping condition if otherwise qualified, or social and family background deny to a colleague professional benefits or advantages or participation in any professional organization. 6.8 Does not interfere with a colleague s right to exercise political or civil rights and responsibilities. 7. human development and learning: Drawing upon well established human development/learning theories and concepts and a variety of information about students, the preprofessional teacher plans instructional activities. 7.1 Recognizes developmental levels of students and identifies differences within a group of students. 7.2 Uses previously acquired knowledge to link new knowledge and ideas to already familiar ideas. 7.3 Uses multiple activities to engage and motivate students at appropriate developmental levels. 7.4 Communicates with students effectively by taking into account their developmental levels, linguistic development, cultural heritage, experiential background, and interests. 7.5 Varies activities to accommodate different student needs, developmental levels, experiential backgrounds, linguistic development, and cultural heritage. 7.6 Recognizes learning theories, subject matter structure, curriculum development, student development, and first and second language acquisition processes. 7.7 Uses alternative instructional strategies to develop concepts and principles and is aware of the rationale for choosing different methods. 7.8 Develops short-term personal and professional goals relating to human development and learning. 8. knowledge of subject matter: The preprofessional teacher has a basic understanding of the subject field and is beginning to understand that the subject is linked to other disciplines and can be applied to real-world integrated settings. The teacher=s repertoire of teaching skills includes a variety of means to assist student acquisition of new knowledge and skills using that knowledge. 8.1 Communicates knowledge of subject matter in a manner that enables students to learn. 8.2 Increases subject matter knowledge in order to integrate the learning activities. 8.3 Uses the materials and technologies of the subject field in developing learning activities for students. 8.4 Acquires currency in his/her subject field 8.5 Has planned and conducted collaborative lessons with colleagues from other fields. 8.6 Develops short- and long-term personal and professional goals relating to knowledge of subject matter. 14

9. learning environments: The preprofessional teacher understands the importance of setting up effective learning environments and has techniques and strategies to use to do so including some that provide opportunities for student input into the processes. The teacher understands that she/he will need a variety of techniques and work to increase his/her knowledge and skills. 9.1 Practices a variety of techniques for establishing smooth and efficient routines. 9.2 Applies the established rules and standards for behaviors consistently and equitably. 9.3 Involves students in the management of learning environments including establishing rules and standards for behavior. 9.4 Recognizes cognitive, linguistic, and affective needs of individual students and arranges learning environments and activities to meet these needs. 9.5 Uses techniques to align student needs, instructional settings, and activities. 9.6 Provides opportunities for students to be accountable for their own behavior. 9.7 Provides a safe place to take risks. 9.8 Respects and student s right to use a home language other than English for academic and social purposes. 9.9 Monitors learning activities by providing feedback and reinforcement to students. 9.10 Implements Instructional activities to meet cognitive, linguistic and affective needs. 9.11 Arranges and manages the physical environment to facilitate student learning outcomes. 9.12 Uses learning time effectively, maintains instructional momentum, and makes effective use of time for administrative and organizational activities. 9.13 Provides clear directions for instructional activities and routines. 9.14 Maintains academic focus of students by use of varied motivational devices. 9.15. Develops short-term personal and professional goals relating to learning environments. 10. planning: The preprofessional teacher plans, implements, and evaluates effective instruction in a variety of learning environments. 10.1 Identifies student performance outcomes for planned lessons. 10.2 Plans and conducts lessons with identified student performance and learning outcomes. 10.3 Plans activities to promote high standards for students through a climate which enhances and expects continuous improvement. 10.4 Provides comprehensible instruction based on performance standards required of students in Florida public schools. 10.5 Provides comprehensible instruction in effective learning procedures, study skills, and test-taking strategies. 10.6 Plans activities that utilize a variety of support and enrichment activities and materials. 10.7 Accesses and interprets information from multiple sources. 10.8 Assists students in using the resources available to them. 10.9 Incorporates the visual and physical environment when planning learning. activities. 10.10 Plans activities that engage students in learning activities and employs strategies 15

to re-engage students who are off task. 10.11 Demonstrates instructional flexibility and an awareness of the teachable moment. 10.12 Plans and conducts lessons that are interdisciplinary. 10.13 Helps students develop concepts through a variety of methods. 10.14 Regularly reflects upon his/her own practice and modifies behavior based upon that reflection. 10.15 Cooperatively works with colleagues in planning instruction. 10.16 Develops a community resource file for use in planning instructional activities. 10.17 Develops short- and long-term personal and professional goals related to planning. 11. role of the teacher: The preprofessional teacher works with various education professionals, parents, and other stakeholders in the continuous improvement of the educational experiences of students. 11.1 Develops and expands strategies that are effective in fulfilling the role of student advocate and is familiar with the laws (State and Federal) and court-ordered Consent Decrees which assure the rights of students. 11.2 Provides meaningful feedback on student progress to students and families and seeks assistance for self and families. 11.3 Proposes ways in which families can support and reinforce classroom goals, objectives, and standards. 11.4 Uses the community to provide students with a variety of experiences. 11.5 works with school volunteers appropriately. 11.6 Can describe overt signs of child abuse and severe emotional distress and knows to whom such observations should be reported. 11.7 Can describe overt sighs of alcohol and drug abuse and knows to whom such observations should be reported. 11.8 Works with colleagues to identify students educational, social, linguistic, cultural, and emotional needs. 11.9 Uses continuous quality improvement techniques in school improvement efforts. 11.10 Communicates with families of culturally and linguistically diverse backgrounds. 11.11 Develops short- and long-term personal and professional goals relating to the roles of a teacher. 12. technology: The preprofessional teacher uses appropriate technology in teaching and learning processes. 12.1 Demonstrates technology competencies as defined by Document 1 (Florida Technology Literacy Profile.) 12.2 Uses technology tools on a personal basis. 12.3 Demonstrates awareness of and models acceptable use policies and copyright issues. 12.4 Identifies and uses standard references in electronic media. 12.5 Uses technology in lesson and material preparation. 12.6 Identifies technology productivity tools to assist with management of student learning. 16

12.7 Teaches students to use available computers and other forms of technology. 12.8 Creates authentic tasks using technology tools and recognizes the need for learner-centered environments. 12.9 Selects and utilizes educational software tools for instructional purposes based on reviews and recommendations of other professionals. 12.10 Uses digital information contained through internets and/or the Internet (e.g., e- mail and research. 12.11 Uses technology to collaborate with others. 12.12 Develops professional goals relating to technology integration. 12.13 The preprofessional teacher uses accessible and assistive technology to provide curriculum access to those students who need additional support to access the information provided in the general education curriculum as available at each school site. Florida ESOL Performance Standards The preprofessional teacher of English as a Second Language is one who: 1. Conducts ESOL programs within the parameters, goals, and stipulations of the Florida Consent Decree. 2. Recognizes the major differences and similarities among the different cultural groups in the United States. 3. Identifies, exposes, and reexamines cultural stereotypes relating to LEP and non-lep students. 4 Uses knowledge of cultural characteristics of Florida=s LEP population to enhance instruction. 5. Determines and uses appropriate instructional methods and strategies for individuals and groups using knowledge of first and second language acquisition processes. 6. Applies current and effective ESOL teaching methodologies in planning and delivering instruction to LEP students. 7. Locates and acquires relevant resources in ESOL methodologies. 8. Selects and develops appropriate ESOL content according to student levels of proficiency in listening, speaking, reading, and writing taking into account basic interpersonal communicative skills and cognitive academic language proficiency skills as they apply to the ESOL curriculum. 17

9. Develops experiential and interactive literacy activities for LEP students using current information on linguistic and cognitive processes. 10. Analyzes student language and determines appropriate instructional strategies using knowledge of phonology, morphology, syntax, semantics, and discourse. 11. Applies essential strategies for developing and integrating the four language skills of listening comprehension, oral communication, reading, and writing. 12. Applies content-based ESOL approaches to instruction. 13. Evaluates, designs, and employs instructional methods and techniques appropriate to learner=s socialization and communication needs based on knowledge of language as a social phenomenon. 14. Plans and evaluates instructional outcomes recognizing the effects of race, gender, ethnicity, socioeconomic status, and religion on the results. 15 Evaluates, selects, and employs appropriate instructional materials, media, and technology for ESOL at elementary, middle, and high school levels. 16. Designs and implements effective unit plans and daily lesson plans which meet the needs of ESOL students within the context of the regular classroom. 17. Evaluates, adapts, and employs appropriate instructional materials, media, and technology for ESOL in the content areas at elementary, middle, and high school levels. 18. Creates a positive classroom environment to accommodate the various learning styles and cultural backgrounds of students. 19. Considers current trends and issues related to the testing of linguistic and culturally diverse students when using testing instruments and techniques. 20. Administers tests and interprets test results applying basic measurement concepts. 21. Uses formal and alternative methods of assessment/evaluation of LEP students including measurement of language, literacy, and content metacognition. 22. Develops and implements strategies for using school, neighborhood, and home resources in the ESOL classroom. 23. Identifies major attitudes of local target groups toward school teachers, discipline, and education in general that may lead to misinterpretation by school personnel; reduce cross-cultural barriers between students, parents, and the school setting. 18

24. Develops, implements, and evaluates instructional programs in ESOL based on current trends in research and practice. 25. Recognizes indicators of learning disabilities, especially hearing and language impairment, and limited English proficiency. Florida Elementary Education K-6 Language Arts and Reading Competencies and Skills: The preservice elementary teacher has the following knowledge of the areas of language arts and language arts instruction: 1. Knowledge of Emergent Literacy 1. Identify the content of emergent literacy (e.g., oral language development, phonological awareness, alphabet knowledge, decoding, concepts of print, motivation, text structures, written language development). 2. Identify instructional methods for developing emergent literacy. 3. Identify common difficulties in emergent literacy development. 4. Identify methods for prevention of and intervention for common emergent literacy difficulties. 2. Knowledge of Reading 1. Identify the processes, skills, and phases of word recognition that lead to effective decoding(e.g., pre-alphabetic, partial alphabetic, full alphabetic, graphophonemic, morphemic, syntactic, semantic). 2. Identify instructional methods for promoting the development of decoding and encoding skills. 3. Identify the components of reading fluency (e.g., accuracy, automaticity, rate, prosody). 4. Identify instructional methods (e.g., practice with high-frequency words, timed readings) for developing reading fluency. 5. Identify instructional methods and strategies to increase vocabulary acquisition (e.g., word analysis, choice of words, context clues, multiple exposures) across the content areas. 6. Identify instructional methods (e.g., summarizing, monitoring comprehension, question answering, question generating, use of graphic and semantic organizers, recognizing story structure, use of multiple strategy instruction) to facilitate students reading comprehension. 7. Identify essential comprehension skills (e.g., main idea, supporting details and facts, author s purpose, fact and opinion, point of view, inference, conclusion). 8. Identify appropriate classroom organizational formats (e.g., literature circles, small groups, individuals, workshops, reading centers, multiage groups) for specific instructional objectives. 9. Identify appropriate uses of multiple representations of information (e.g., charts, tables, graphs, pictures, print and nonprint media) for a variety of purposes. 10. Identify strategies for developing critical thinking skills (e.g., analysis, synthesis, 19

evaluation). 11. Identify instructional methods to teach a variety of informational and literary text structures. 3. Knowledge of the Process of Constructing Meaning from a Variety of Texts Note* Due to the incorporation of the scientifically based reading research (SBRR) and the components of Florida s formula for reading success, Competency 3 was revised in 2006, and the skills became part of Competency 2, Knowledge of Reading. 4. Knowledge of Literature 1. Identify characteristics and elements of a variety of literary genres (e.g., short stories, poetry, plays, personal narratives). 2. Identify the terminology and appropriate use of literary devices. 3. Identify and apply professional guidelines for selecting multicultural literature. 4. Identify appropriate techniques for encouraging students to respond to literature in a variety of ways. 5. Knowledge of Writing 1. Demonstrate knowledge of the developmental stages of writing. 2. Demonstrate knowledge of the writing process. 3. Distinguish between revising and editing. 4. Identify characteristics of the modes of writing (e.g., narrative, descriptive, expository, persuasive). 5. Select the appropriate mode of writing for a variety of occasions, purposes, and audiences. 6. Identify elements and appropriate use of rubrics to assess writing. 6. Knowledge and Use of Reading Assessment 1. Identify measurement concepts, characteristics, and uses of norm-referenced, criterionreferenced, and performance-based assessments. 2. Identify oral and written methods for assessing student progress (e.g., informal reading inventories, fluency checks, think alouds, rubrics, running records, story retelling, portfolios). 3. Interpret assessment data (e.g., screening, progress monitoring, diagnostic) to guide instructional decisions. 4. Use individual student reading data to differentiate instruction. 5. Interpret a student s formal and informal assessment results to inform students and parents. 6. Evaluate the appropriateness (e.g., curriculum alignment, cultural bias) of assessment instruments and practices. Florida Reading Endorsement Competencies Across the four reading courses, the one special education course, the two TSL courses, and Measurement and Evaluation, every student who completes the Elementary Education Program will be held accountable for every one of the Florida Reading Endorsement Standards. 20

1. Foundations of Language and Cognition: Has substantive knowledge of language structure and function and cognition for each of the five components of the reading process. A.1. Identify and apply basic concepts of phonology as they relate to language development reading performance. A.2. Distinguish both phonological and phonemic awareness differences in language and their applications in written and oral discourse patterns. B.1. Identify structural patterns of words as they relate to reading development and reading performance. B.2 Apply structural analysis to words. C.1. Identify the principles of reading fluency as they relate to reading development. C.2. Understands the role of reading fluency in development of the reading process. D.1. Identify and apply principles of English morphology as they relate to language acquisition. D.2. Identify principles of semantics as they relate to vocabulary development. E.1. Identify principles of syntactic function as they relate to language acquisition and reading development. E.2. Understands the impact of variations in written language of different text structures on the construction of meaning. E.3. Identify cognitive task levels and the role of cognitive development in the construction of meaning of a variety of texts. E.4. Understands the transactive nature of the reading process in constructing meaning from a wide variety of texts and for a variety of purposes. F.1. Identify language characteristics related to informational language and cognitive academic language. F.2. Identify phonemic, semantic, and syntactic variability between English and other languages. F.3. Understands the interdependence between each of the major reading components and their effect upon fluency in the reading process. F.4. Understands the interdependence between each of the major reading components and their affect upon comprehension. F.5. Understands the impact of dialogue, writing to learn, and print environment upon reading development. 2. Foundations of Research-Based Practices: Understands the principles of scientifically based reading research as the foundations of comprehensive instruction that synchronizes and scaffolds each of the major components of the reading process. A. Identify explicit, systematic instructional plans for scaffolding development of phonemic analysis of the wounds of words. B. Identify explicit, systematic instructional plans for scaffolding development from emergent through advanced phonics with words from both informal and academic language 21

C. Identify explicit, systematic instructional plans for scaffolding fluency development and reading endurance. D. Identify explicit, systematic instructional plans for scaffolding vocabulary and concept development. E. Identify explicit, systematic instructional plans for scaffolding development of comprehension skills and cognition. F.1. Identify comprehensive instructional plans that synchronize the major reading components. F.2. Identify explicit, systematic instructional plans for scaffolding content area vocabulary development and reading skills. F.3. Identify resources and research-based practices that create both language-rich and print-rich environments. F.4. Identify research-based guidelines and selection tools for choosing literature and expository text appropriate to students interests and independent reading proficiency. 3. Foundations of Assessment: Understands the role of assessments in guiding reading instruction and instructional decision making for reading progress of struggling readers. 3.1 Describe or recognize appropriate test formats and types of test items for assessing major elements of reading growth: phonemic awareness, phonics, fluency, vocabulary, and reading comprehension. 3.2 Understands the roll of assessment in planning instruction to meet student learning needs. 3.3 Interpret students formal and informal text results. 3.4 Identify measurement concepts and characteristics and uses of norm-referenced and criterion-references tests. 3.5 Understand the meaning of test reliability and validity, and describe major types of derived scores from standardized tests. 3.6 Demonstrate knowledge of the characteristics, administration, and interpretation of both quantitative and qualitative assessments. 3.7 Analyze data to identify trends that indicate adequate progress in student reading development. 3.8 Understand how to use data to differentiate instruction. 3.9 Understand how to interpret data with application of instruction that matches students with appropriate level of intensity of intervention, with appropriate curricular materials, and with appropriate instruction. 3.10 Identify appropriate criteria for selecting materials to include in portfolios for monitoring student progress over time. 3.11 Identify interpretive issues that may arise when English language tests are used to assess reading growth with LEP students 3.12 Identify reading assessment techniques appropriate for diagnosing and monitoring reading progress of LEP students and students with disabilities in the area of reading. 22

4. Foundations of Differentiation: Has a broad knowledge of students from differing profiles, including students with disabilities and students from diverse populations. 4.1 Identify the characteristics of both language and cognitive development and their impact on reading proficiency. 4.2 Compare language, cognitive, and reading acquisition of different age groups and abilities. 4.3 Identify language acquisition characteristics of learners from mainstream, students with exceptional needs, and diverse populations. 4.4 Identify stages of reading development for diverse learners, including mainstream students, LEP students, and students with disabilities in reading. 4.5 Identify common difficulties in development of each of the major reading components. 4.6 Understands specific appropriate reading instructional accommodations for students with exceptional needs and LEP students. 4.7 Identify principles of differentiating instruction for all students in mainstream classes, including students with disabilities in reading and LEP students. 4.8 Identify strategies effective and more skilled readers use for word recognition and comprehension in contrast to those strategies used by beginning and struggling readers. 4.9 Select appropriate materials that address cultural and linguistic differences. 4.10 Identify structures and procedures for monitoring student reading progress. 5. Application of Differentiated Instruction: Has knowledge of effective, research-based instructional methodology to prevent reading difficulties and promote acceleration of reading progress for struggling students, including students with disabilities and from diverse populations. 5.1 Apply knowledge of scientifically-based reading research in each of the major reading components as it applies to reading instruction. 5.2 Apply research-based practices and materials for preventing and acceleration both language and literacy development. 5.3 Identify techniques for scaffolding instruction for children having difficulty in each of the five major components of reading growth. 5.4 Apply research-based instructional practices for developing students phonemic awareness. 5.5 Apply research-based instructional practices for developing students phonics skills and word recognition. 5.6 Apply research-based instructional practices for developing students reading fluency, automaticity, and reading endurance. 5.7 Apply research-based instructional practices for developing both general and specialized content area vocabulary. 5.8 Apply research-based instructional practices for developing students critical thinking, 5.9 Apply research-based instructional practices for facilitating reading 23

comprehension. 5.10 Apply knowledge of language to instruction in working with LEP students that are at different levels of oral proficiency. 5.11 Identify instructional strategies to facilitate students; metacognitive skills in reading. 5.12 Identify reliable and valid assessment procedures to validate instructional applications. 5.13 Identify and set goals for instruction and student learning based on assessment results to monitor student progress. 6. Demonstration of Accomplishment: Applies knowledge of reading development to reading instruction with sufficient evidence of increased student reading proficiency for struggling students, including students with disabilities and students from diverse populations. 6.1 Applies knowledge of language development, literacy development, and cognitive development. 6.2 Demonstrate knowledge of research-based instructional practices for developing students phonemic awareness. 6.3 Demonstrate knowledge of research-based instructional practices for developing phonics skills and word recognition. 6.4 Demonstrate knowledge of research-based instructional practices for developing reading fluency, automaticity, and reading endurance. 6.5 Demonstrate knowledge of research-based practices for developing both general and specialized content area vocabulary. 6.6 Demonstrate knowledge of research based instructional practices for facilitating reading comprehension. 6.7 Demonstrate knowledge of instruction to facilitate students metacognitive efficiency in reading. 6.8 Demonstrate knowledge of research-based instructional practices for developing critical thinking and content area reading skills. 6.9 Demonstrate knowledge of goal setting an monitoring of student progress with appropriate instructional application that promotes and increases student learning trends in reading over time. 6.10 Demonstrate knowledge of differentiating instruction for all students in mainstream classes, including students with disabilities in reading and LEP students. 6.11 Demonstrate instructional skill in working with LEP students that are at different levels of oral proficiency. 6.12 Demonstrate knowledge of creating both language-rich and print-rich environments. Standards of the International Reading Association The International Reading Association is the premier professional organization in the 24