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LIST OF EXHIBITS LASS

EXHIBIT LASS 1.14

Advanced Program Reading Competency Matrix

HIGHER EDUCATION PROGRAM REVIEW MATRIX FOR

LOUISIANA’S READING AND LANGUAGE COMPETENCIES FOR TEACHERS

 

STRAND A:    FOUNDATIONAL CONCEPTS

1.         BESE READING COMPETENICES:

 

GRADE LEVELS

 

PROFICIENCY LEVEL

 

KNOWLEDGE

 

 

SKILLS/DISPOSITIONS

 

LIST ALL COURSES IN WHICH THE COMPETENCY AND/OR SKILL IS ADDRESSED

PK-3, 1-5

Special Ed.

4-8, 6-12

ALA

C

C

B

A

A1.          Knows the progression (stages) of reading/language development.

Develops and implements instructional activities that appropriately utilize and demonstrate the concept of the continuum of skills in reading, writing, and oral language proficiencies.

EDUC 665/6 EDUC 657/658 EDUC 661

PK-3, 1-5

Special Ed.

4-8, 6-12

ALA

C

C

B

A

A2.          Knows the major components of reading and language instruction and the teaching activities that typically address each component.

Plans and implements instruction that demonstrates an understanding of the major components of reading, writing, and oral language instruction and address each component thoroughly and systematically with emphasis appropriate to students’ grade levels or needs.

EDUC 665/6 EDUC 657/658 EDUC 661

EDUC 664

PK-3, 1-5

Special Ed.

4-8, 6-12

ALA

C

C

B

A

A3.          Understands at a general level the causal links between phonological skills, phonic decoding, spelling, word recognition, reading fluency, vocabulary, reading comprehension, and writing.

Designs and implements instructional activities that build on an understanding of the connections between phonological skill, phonic decoding, spelling, word recognition, reading fluency, vocabulary, reading comprehension, and writing.

EDUC 665/6 EDUC 678   EDUC 657/658 EDUC 661

EDUC 664

PK-3,1-5

Special Ed.

4-8, 6-12

ALA

C

C

B

A

A4.          Understands the most common intrinsic differences between proficient and poor readers (cognitive, physiological, and linguistic) and the major differences (language spoken at home, exposure to books, values, schooling itself).

Analyzes and selects instructional goals based on cognitive, physiological, cultural, environmental, and linguistic differences underlying good and poor reading.

EDUC 665/6 EDUC 678 EDUC 657/658 EDUC 661

EDUC 664

PK-3, 1-5

Special Ed.

4-8, 6-12

ALA

C

C

B

A

A5.          Understands principles of teaching:  model, lead, give guided practice, and independent practice.  

Selects, develops and uses media (books, technology, non-print materials) to support instruction, based on considerations of student interests and cultural and linguistic backgrounds in reference to scientifically-based reading research.

EDUC 665/6 EDUC 657/658 EDUC 661

EDUC 664

PK-3,1-5

Special Ed.

4-8, 6-12

ALA

C

C

C

B

A6.          Knows how to question at multiple levels to assess and build comprehension at all levels from lower level factual to higher order thinking.

Asks questions at multiple levels, from lower level factual to higher order thinking, when assessing and building comprehension.

EDUC 665/6   EDUC 661

EDUC 664

ALA = All Level Areas K-12 (Music, Art, PE)              

A = Awareness                  B = Basic Understanding            C = Comprehensive Understanding


 

 

STRAND C:    PHONEMIC AWARENESS AND LETTER KNOWLEDGE

1.         BESE READING COMPETENICES:

 

GRADE LEVELS

PROFICIENCY LEVEL

KNOWLEDGE

 

SKILLS/DISPOSITIONS

LIST ALL COURSES IN WHICH THE COMPETENCY AND/OR SKILL IS ADDRESSED

PK – 3

Special Ed

1 – 5

C

C

B

C1.          Knows the progression of development of phonological skill (e.g., rhyme, syllable, onset-rime, phoneme segmentation, blending, and substitution).

Selects and instructs a range of activities representing a developmental progression of phonological skill (words in sentences; rhyming; oral word repetition; syllable counting; onset-rime segmentation and blending; phoneme identification, segmentation, and blending).

EDUC 665/6 

EDUC 657/658

PK - 3

Special Ed

1-5

C

C

B

 

C2.          Understands the difference between speech sounds (phonemes) and the letters/letter combinations (graphemes) that represent them.

Designs lessons that begin with auditory phonemic awareness activities, then links phonemes with letters as soon as students develop an adequate level of phonetic awareness.

EDUC 678 

EDUC 657/658

PreK-3, 1-5

Special Ed

C

C

 

C3.           Knows how to identify and pronounce the speech sounds in standard English (consonant and vowel phoneme systems).

Demonstrates appropriate enunciation in oral demonstrations, especially when conducting phonemic awareness lessons.

EDUC 665/6 

EDUC 678            

EDUC 657/658

PreK-3

Special Ed

1-5

C

C

B

 

C4.          Understands the print concepts young children must develop (e.g., directionality, connection of print to meaning)

Explains and demonstrates through shared reading and oral reading how print is used when reading a book. (e.g., provides details that readers take for granted while reading such as sentences, paragraphs, and that the end of lines on a page does not necessarily mean the end of a unit of meaning).

EDUC 665/6  

EDUC 657/658   

EDUC 661

PreK-3, 1-5

Special Ed

C

C

 

C5.          Knows how to segment and blend any single-syllable word at the onset-rime and phoneme level

Models and assists students in segmenting and blending single-syllable words at the onset-rime and phoneme level using words with two, three, and four phonemes.

EDUC 665/6 

EDUC 678          

EDUC 657/658  

EDUC 661

PreK-3

Special Ed

1-5

4 – 8

C

C

C

B

 

C6.          Understands the role of letter name knowledge in reading and spelling.

Uses techniques for teaching fluency of letter naming, matching, and writing, including multi-sensory strategies for teaching letter identification and letter formation.

EDUC 665/6  

EDUC 657/658

ALA = All Level Areas K-12 (Music, Art, PE)              

A = Awareness                  B = Basic Understanding            C = Comprehensive Understanding


 

 

STRAND D:    PHONICS AND WORD RECOGNITION

1.         BESE READING COMPETENICES:

 

 

GRADE LEVELS

PROFICIENCY LEVEL

KNOWLEDGE

 

SKILLS/DISPOSITIONS

LIST ALL COURSES IN WHICH THE COMPETENCY AND/OR SKILL IS ADDRESSED

PK-3, 1-5

Special Ed

4-8, 6-12

C

C

A

 

D1.         Understands the various structures of language that underlie the English spelling system (e.g., phoneme-grapheme, syllable pattern, morpheme units in print, and word origin).

Identifies the kind of phonics and spelling instruction that is in an adopted comprehensive reading program (systematic, incidental, synthetic, analytic).  Develops lessons that include practice in reading texts that are written for students to use their knowledge of language structure to decode and read words.

EDUC 665/6 

EDUC 678           

EDUC 657/658

PK-3, 1-5

Special Ed

4-8

C

C

A

 

D2.        Understands explicit, systematic teaching and implicit, incidental, and opportunistic teaching of phonics.

Teaches all steps in a decoding lesson, resulting in reading words fluently, accurately, and with appropriate intonation and expression. Uses the following systematic progression to teach word reading so as to make public the important steps involved in reading a word:

1.              Students orally produce each sound in a word and sustain that sound as they progress to the next.

2.               Students must be taught to put those sounds together to make a whole word.

3.          Students sound out the letter-sound correspondences "in their head" or silently and then produce the whole word.

EDUC 678  

EDUC 657/658

PK-3, 1-5

Special Ed

4-8

C

C

A

 

D3.        Understands the developmental progression in which orthographic knowledge is generally acquired.

Selects and delivers grade-appropriate lessons on spelling, phonics, and word identification skills.

EDUC 665/6  

EDUC 661

ALA = All Level Areas K-12 (Music, Art, PE)              

A = Awareness                  B = Basic Understanding            C = Comprehensive Understanding

   

 

STRAND E:    FLUENT, AUTOMATIC READING OF TEXT

1.         BESE READING COMPETENCIES:

 

GRADE LEVELS

PROFICIENCY LEVEL

KNOWLEDGE

 

SKILLS/DISPOSITIONS

LIST ALL COURSES IN WHICH THE COMPETENCY AND/OR SKILL IS ADDRESSED

PK-3, 1-5

Special Ed

4-8,

6-12

C

C

B

A

 

E1.           Understands the role of fluency in word recognition, oral reading, silent reading, and comprehension of written discourse.

Provides opportunities for multiple readings of continuous text with corrective feedback to promote speed, accuracy, comprehension, and expression.

 

EDUC 665/6 

EDUC 657/658    

EDUC 661

PK-3, 1-5

Special Ed

4-8, 6-12

C

C

B

E2.            Knows how to define and identify examples of text at a student’s frustration, instructional, and independent reading levels.

Determines the reading level of text and the student’s reading level; and selects appropriate text to match the student’s instructional and independent reading levels.

 

EDUC 665/6  

EDUC 661

EDUC 664

PK-3, 1-5

Special Ed

4-8,

6-12

C

C

B

A

 

E3.          Understands reading fluency from multiple perspectives: stages of normal reading development, intrinsic characteristics of some reading disorders, and consequences of practice and instruction.

Implements instructional strategies targeting the unique needs of each student to foster reading fluency.

EDUC 665/6  

EDUC 661

ALA = All Level Areas K-12 (Music, Art, PE)              

A = Awareness                  B = Basic Understanding            C = Comprehensive Understanding

 

STRAND F – VOCABULARY

1.         BESE READING COMPETENCIES:

 

GRADE LEVELS

PROFICIENCY LEVEL

KNOWLEDGE

SKILLS/DISPOSITIONS

LIST ALL COURSES IN WHICH THE COMPETENCY AND/OR SKILL IS ADDRESSED

 

PK-3, 1-5

4-8, 6 -12

Special Ed

ALA

C

C

C

A

F1.        Understands the role of vocabulary development and vocabulary knowledge in comprehension.  Understands the concept of building word consciousness.

Structures lessons and selects appropriate words to develop students’ vocabulary using strategies and materials.

EDUC 665/6  

EDUC 657/658    

EDUC 661

EDUC 664   

EDUC 528  

EDUC 515

PK-3, 1-5

4-8, 6 -12

 

C

B

F2.        Understands the role and characteristics of both direct and contextual methods of vocabulary instruction.

Develops and teaches lessons to provide both direct and contextual vocabulary instruction that is robust and engages the student.

EDUC 665/6  

EDUC 661  

EDUC 664      

EDUC 528  

EDUC 515

PK-3, 1-5

4-8, 6 -12

Special Ed

 

C

B

C

 

F3.          Knows varied techniques for rich vocabulary instruction before, during, and after reading/language instruction.

Identifies and applies varied techniques for vocabulary instruction before, during, and after reading, writing, and oral language.

EDUC 665/6  

EDUC 661 

EDUC 664       

EDUC 528  

EDUC 515

PK-3, 1-5

4-8, 6 -12

Special Ed

 

C

B

C

 

F4.          Understands principles of word selection for rich vocabulary instruction (e.g., words with broad utility, specialty words).

Identifies and directly teaches words necessary for understanding text that should be taught before the passage is read, and differentiates specialty words from words with broad utility.

EDUC 665/6  

EDUC 661

EDUC 664       

EDUC 528  

EDUC 515

PK-3, 1-5

4-8, 6 -12

Special Ed

 

C

B

C

 

F5.            Knows reasonable goals and expectations for learners at various stages of literacy development (e.g., Biemiller’s list); knows how to recognize the wide differences in students’ vocabularies.

Plans and adjusts vocabulary instruction based on the needs of students.

EDUC 665/6  

EDUC 661

EDUC 664      

EDUC 528  

EDUC 515

             

ALA = All Level Areas K-12 (Music, Art, PE)              

A = Awareness                  B = Basic Understanding            C = Comprehensive Understanding

 

STRAND G:    TEXT COMPREHENSION

1.         BESE READING COMPETENCIES:

 

GRADE LEVELS

PROFICIENCY LEVEL

KNOWLEDGE

SKILLS/DISPOSITIONS

LIST ALL COURSES IN WHICH THE COMPETENCY AND/OR SKILL IS ADDRESSED

PK-3, 1-5

4-8, 6 -12

Special Ed

 

C

C

C

 

G1.        Understands comprehension monitoring strategies used by good readers.

 

 

Organizes and provides instruction that models comprehension monitoring strategies and has students use them (e.g., asking questions, summarizing, predicting, making connections).

EDUC 665/6 

EDUC 657/658      

EDUC 661 

EDUC 664 

EDUC 528  

EDUC 515

PK-3, 1-5

4-8, 6 -12

Special Ed

C

C

C

G2.        Differentiates among strategies that are appropriate before, during, and after reading.

EDUC 665/6  

EDUC 657/658      

EDUC 661   

EDUC 664

EDUC 528  

EDUC 515

PK-3

1-5

4-8, 6 -12

Special Ed

A

B

C

B

G3.            Knows the differences between characteristics of major text genres, including narration, exposition, and argumentation.

Utilizes instructional strategies that teach students differences between major text genres, including narration, exposition, and argumentation.

EDUC 657/658  

EDUC 661

EDUC 664         

EDUC 528  

EDUC 515

PK-3, 1-5

4-8

6 -12

Special Ed

C

B

B

C

G4.            Knows how to recognize text structure and syntax (phrases, clauses, sentences, paragraphs and “academic language”) that could be a source of miscomprehension.

Models strategies to identify text structures and syntax and has students use the strategies to improve their comprehension.

EDUC 665/6   

EDUC 657/658     

EDUC 661

EDUC 664  

EDUC 528  

EDUC 515

PK-3, 1-5

4-8, 6 -12

Special Ed

 

B

C

C

 

G5.            Understands the similarities and differences between written composition and text comprehension and the usefulness of writing in building comprehension.

Employs comprehension strategies across the content areas that emphasize the relationships among reading, writing and oral language.

 

EDUC 665/6  

EDUC 657/658     

EDUC 661

EDUC 664   

EDUC 528  

EDUC 515

ALA = All Level Areas K-12 (Music, Art, PE)              

A = Awareness                  B = Basic Understanding            C = Comprehensive Understanding

 

H:        SPELLING AND WRITING

1.         BESE READING COMPETENCIES:

 

GRADE LEVELS

PROFICIENCY LEVEL

KNOWLEDGE

SKILLS/DISPOSITIONS

LIST ALL COURSES IN WHICH THE COMPETENCY AND/OR SKILL IS ADDRESSED

PK-3, 1-5

4-8

6 -12

Special Ed

C

B

A

C

H1.         Understands the organizing principles of the English spelling system at the sound, syllable, and morpheme levels.

Plans and teaches a sequence of lessons that incorporate spelling and word study activities appropriate for students at each developmental level.

EDUC 657/658

PK-3, 1-5

4-8

6 -12

Special Ed

C

B

A

C

H2.         Knows how to identify students’ levels of spelling achievement and orthographic knowledge.

Analyzes students’ spelling, identifies their levels of development, and provides appropriate instruction to improve their spelling achievement.

EDUC 665/6         

EDUC 657/658       

EDUC 661


 

ALA = All Level Areas K-12 (Music, Art, PE)              

A = Awareness                  B = Basic Understanding            C = Comprehensive Understanding

 

  

 


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