Review aspects of the various competencies that lead to Florida’s K-12 Reading Endorsement in preparation for implementing the supervised practicum. This course serves as a practicum prerequisite and meets the guidelines for the clinical cohort activity required as part of the practicum.

For those working toward Florida's Reading Endorsement, this 12-hour course, in conjunction with a 48-hour supervised practicum, aligns with Competency 6 (Demonstration of Accomplishments) indicators.

     12 Credit Hours.

Course Objectives

• Reading Objectives (from Florida’s K-12 Reading Endorsement Competencies)
  
  Participants


• Applies knowledge of language development, literacy development, and assessment to instructional practices. (6.1)
• Demonstrate knowledge of research-based instructional practices for developing students’ phonemic awareness. (6.2)
• Demonstrate knowledge of research-based instructional practices for developing phonics skills and word recognition. (6.3)
• Demonstrate knowledge of research-based instructional practices for developing reading fluency, automaticity, and reading endurance. (6.4)
• Demonstrate knowledge of research-based instructional practices for developing both general and specialized content area vocabulary. (6.5)
• Demonstrate knowledge of research-based instructional practices for facilitating reading comprehension. (6.6)
• Demonstrate knowledge of instruction to facilitate students’ metacognitive efficiency in reading. (6.7)
• Demonstrate knowledge of research-based instructional practices for developing critical thinking and content area reading skills. (6.8)
• Demonstrate knowledge of goal setting and monitoring of students progress with appropriate instructional application that promotes increases in student learning trends in reading over time. (6.9)
• Demonstrate knowledge of differentiating instruction for all students in mainstream classes, including students with disabilities in reading, and LEP students. (6.10)
• Demonstrate instructional skill in working with LEP students that are at different levels of oral proficiency. (6.11)
• Demonstrate knowledge of creating both language-rich and print-rich environments. (6.12)


• ESOL Standards (from Florida’s Performance Standards for Teachers of English for Speakers of Other Languages)
  
  Participants
  • Determine and use appropriate instructional methods and strategies for individuals and groups, using knowledge of first and second language acquisition processes. (Standard 5)
  • Apply current and effective ESOL teaching methodologies in planning and delivering instruction to LEP students. (Standard 6)
  • Locate and acquire relevant resources in ESOL methodologies. (Standard 7)
  • Select and develop appropriate ESOL content according to student levels of proficiency in listening, speaking, reading, and writing, taking into account: (1) basic interpersonal communicative skills (BICS), and (2) cognitive academic language proficiency skills (CALPS) as they apply to the ESOL curriculum. (Standard 8)
  • Analyze student language and determine appropriate instructional strategies, using knowledge of phonology, morphology, syntax semantics, and discourse. (Standard 10)
  • Apply essential strategies for developing and integrating the four language skills of listening composition, oral communication, reading, and writing. (Standard 11)
  • Apply content-based ESOL approaches to instruction. (Standard 12)
  • Evaluate, select, and employ appropriate instructional materials, media, and technology for ESOL at elementary, middle, and high school levels. (Standard 15)
  • Design and implement effective unit plans and daily lesson plans which meet the needs of ESOL students within the context of the regular classroom. (Standard 16)
  • Evaluate, adapt and employ appropriate instructional materials, media, and technology for ESOL in the content areas at elementary, middle and high school levels. (Standard 17)
  
  
  • Create a positive classroom environment to accommodate the various learning styles and cultural backgrounds of students. (Standard 18)
  • Use formal and alternative methods of assessment/evaluation of LEP students, including measurement of language, literacy and academic content metacognition. (Standard 21)
  
  
• Technology Standards (from ISTE/NETS for Teachers)
  
  
  • Teachers evaluate and reflect on current research and professional practice on a regular basis to make effective use of existing and emerging digital tools and resources in support of student learning.(5-C)
  
  
  • Teachers communicate relevant information and ideas effectively to students, parents and peers using a variety of digital-age media and formats.(3-C)

Documentation Methods

In order to complete this course, participants must submit the following documentation. These exercises, accessible through the Course Log, must meet the established criteria.

1. Understanding of metacognition and critical thinking
2. Ability to identify instruction of the reading components

Apply knowledge of research-based instructional practices for developing reading proficiency, while creating and implementing instructional plans. This course provides guidelines and direction for completion of all observations and documentations for the supervised practicum.

For those working toward Florida's Reading Endorsement, this 48-hour course, in conjunction with Reading: Supervised Practicum, Part A, aligns with Competency 6 (Demonstration of Accomplishments) indicators.

     48 Credit Hours.

Course Objectives

• Reading Objectives (from Florida’s K-12 Reading Endorsement Competencies)
  
  Participants


• Apply knowledge of language development, literacy development, and assessment to instructional practices. (6.1)
• Demonstrate knowledge of research-based instructional practices for developing students’ phonemic awareness. (6.2)
• Demonstrate knowledge of research-based instructional practices for developing phonics skills and word recognition. (6.3)
• Demonstrate knowledge of research-based instructional practices for developing reading fluency, automaticity, and reading endurance. (6.4)
• Demonstrate knowledge of research-based instructional practices for developing both general and specialized content area vocabulary. (6.5)
• Demonstrate knowledge of research-based instructional practices for facilitating reading comprehension. (6.6)
• Demonstrate knowledge of instruction to facilitate students’ metacognitive efficiency in reading. (6.7)
• Demonstrate knowledge of research-based instructional practices for developing critical thinking and content area reading skills. (6.8)
• Demonstrate knowledge of goal setting and monitoring of student progress with appropriate instructional application that promotes increases in student learning trends in reading over time. (6.9)
• Demonstrate knowledge of differentiating instruction for all students in mainstream classes, including students with disabilities in reading, and LEP students. (6.10)
• Demonstrate instructional skill in working with LEP students that are at different levels of oral proficiency. (6.11)
• Demonstrate knowledge of creating both language-rich and print-rich environments. (6.12)


• ESOL Standards (from Florida’s Performance Standards for Teachers of English for Speakers of Other Languages)
  
  Participants
  • Determine and use appropriate instructional methods and strategies for individuals and groups, using knowledge of first and second language acquisition processes. (Standard 5)
  • Apply current and effective ESOL teaching methodologies in planning and delivering instruction to LEP students. (Standard 6)
  • Select and develop appropriate ESOL content according to student levels of proficiency in listening, speaking, reading, and writing, taking into account: (1) basic interpersonal communicative skills (BICS), and (2) cognitive academic language proficiency skills (CALPS) as they apply to the ESOL curriculum. (Standard 8)
  • Develop experiential and interactive literacy activities for LEP students, using current information on linguistic and cognitive processes. (Standard 9)
  • Analyze student language and determine appropriate instructional strategies, using knowledge of phonology, morphology, syntax semantics, and discourse. (Standard 10)
  • Apply essential strategies for developing and integrating the four language skills of listening composition, oral communication, reading, and writing. (Standard 11)
  • Apply content-based ESOL approaches to instruction. (Standard 12)
  • Evaluate, select, and employ appropriate instructional materials, media, and technology for ESOL at elementary, middle, and high school levels. (Standard 15)
  • Design and implement effective unit plans and daily lesson plans which meet the needs of ESOL students within the context of the regular classroom. (Standard 16)
  • Evaluate, adapt and employ appropriate instructional materials, media, and technology for ESOL in the content areas at elementary, middle and high school levels. (Standard 17)
  • Create a positive classroom environment to accommodate the various learning styles and cultural backgrounds of students. (Standard 18)
  • Consider current trends and issues related to the testing of linguistic and culturally diverse students when using testing instruments and techniques. (Standard 19)
  • Administer tests and interpret test results, applying basic measurement concepts. (Standard 20)
  • Use formal and alternative methods of assessment/evaluation of LEP students, including measurement of language, literacy and academic content metacognition. (Standard 21)
  • Recognize indicators of learning disabilities, especially hearing and language impairment, and limited English proficiency. (Standard 25)


• Technology Standards (from ISTE/NETS for Teachers)
  
  
  • Teachers evaluate and reflect on current research and professional practice on a regular basis to make effective use of existing and emerging digital tools and resources in support of student learning.(5-C)
  
  
  • Teachers communicate relevant information and ideas effectively to students, parents and peers using a variety of digital-age media and formats.(3-C)

Documentation Methods

In order to complete this course, participants must submit the following documentation for each video package that is to be evaluated.

• Instructional Plan
• Video
• Self-reflection