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 |