Reading 2: Evidence-Based Practices R+

Performance Indicator A: Comprehension

• 2.A.1 Apply intentional, explicit, and systematic instructional practices for scaffolding development of higher order thinking, comprehension skills, comprehension monitoring and self-correcting (e.g., reciprocal teaching, “think aloud,” etc.).
• 2.A.2 Use both oral language and writing experiences to enhance comprehension.
• 2.A.3 Apply appropriate instructional practices determined by the student’s strengths and needs, text structure, and the reading demands of domain specific text.
• 2.A.4 Provide opportunities for student extended text discussion to enhance comprehension, promote motivation and student engagement.
• 2.A.5 Select narrative or informational print or digital texts that are appropriate to the comprehension instruction to be provided.
• 2.A.6 Provide comprehension instruction that supports students’ ability to read multiple print and digital texts and to synthesize information within, across and beyond those texts.
• 2.A.7 Scaffold discussions to facilitate the comprehension of text and higher order thinking skills for students with varying English proficiency levels.
• 2.A.8 Model a variety of strategic activities students can use to foster comprehension monitoring and self correcting.
• 2.A.9 Recognize, describe, and incorporate appropriate comprehension assessments to guide instruction.

Performance Indicator B: Oral Language

• 2.B.1 Apply intentional, explicit, and systematic instructional practices for scaffolding development of oral/aural language skills (e.g., language experience approach, Socratic questioning).
• 2.B.2 Create an environment where students practice appropriate social and academic language to discuss diverse texts.
• 2.B.3 Recognize and apply an English language learner’s home language proficiency as a foundation and strength to support the development of oral language in English.
• 2.B.4 Use writing experiences to enhance oral language (e.g., interactive writing, student to teacher sentence dictation).
• 2.B.5 Recognize, describe, and incorporate appropriate oral language assessments to guide instruction.

Performance Indicator C: Phonological Awareness

• 2.C.1 Apply intentional, explicit, systematic instructional practices to scaffold development of phonological awareness. (e.g., blending and segmenting syllables, onset-rimes, and phonemes).
• 2.C.2 Provide opportunities for students to use oral/aural language to enhance phonological awareness (e.g., rhyming and alliteration).
• 2.C.3 Understand and apply knowledge of how variations in phonology across languages affect English language learners’ reading and writing development.
• 2.C.4 Use writing experiences, in conjunction with phonological instruction, to enhance reading achievement (e.g., Elkonin boxes or magnetic letters, individual response whiteboards).
• 2.C.5 Recognize, describe, and incorporate appropriate phonological awareness assessments to guide instruction.

Performance Indicator D: Phonics

• 2.D.1 Apply intentional, explicit, systematic instructional practices for scaffolding phonics development on a continuum from the individual phoneme-grapheme level through the multi-syllabic word level.
• 2.D.2 Recognize and apply an English language learner’s home language as a foundation and strength to support the development of phonics in English.
• 2.D.3 Use oral/aural language and writing experiences to enhance phonics instruction (e.g., sentence strip words, phrases, and pocket charts).
• 2.D.4 Recognize, describe, and incorporate appropriate phonics assessments to guide instruction.

Performance Indicator E: Fluency

• 2.E.1 Apply intentional, explicit, systematic instructional practices to scaffold accuracy, expression, rate, and reading endurance (e.g., paired reading, repeated reading, echo reading, reader’s theater, etc.).
• 2.E.2 Use oral/aural language and writing experiences to enhance fluency (e.g., poetry charts, song lyrics).
• 2.E.3 Recognize, describe, and incorporate appropriate fluency assessments to guide instruction.

Performance Indicator F: Vocabulary

• 2.F.1 Apply intentional, explicit, systematic instructional practices to scaffold vocabulary and concept development (e.g., shared reading, semantic mapping, etc.).
• 2.F.2 Provide for continual integration, repetition, and meaningful use of domain specific vocabulary to address the demands of academic language.
• 2.F.3 Incorporate vocabulary instruction through analogies (e.g., cognates, Greek and Latin roots).
• 2.F.4 Provide an environment that supports wide reading of print and digital texts, both informational and literary, to enhance vocabulary.
• 2.F.5 Incorporate instructional practices that develop authentic uses of English to assist English language learners in learning academic vocabulary and content.
• 2.F.6 Use oral/aural language and writing experiences to enhance vocabulary (e.g., interactive word walls, word sorts, word charts for secondary).
• 2.F.7 Use multiple methods of vocabulary instruction (e.g. multiple contexts, examples and non-examples, elaborations, etc.).
• 2.F.8 Recognize, describe, and incorporate appropriate vocabulary assessments to guide instruction.

Performance Indicator G: Integration of the reading components

• 2.G.1 Apply comprehensive instructional practices, including writing experiences, that integrate the reading components.
• 2.G.2 Identify instructional practices to develop students’ metacognitive skills in reading (e.g., text coding such as INSERT, two column notes).
• 2.G.3 Use resources and research-based practices that create information intensive environments (e.g., diverse classroom libraries, inquiry reading).
• 2.G.4 Use research-based guidelines for selecting literature and domain specific print and digital text appropriate to students’ age, interests and reading proficiency (e.g., young adult literature, informational texts).
• 2.G.5 Demonstrate understanding of similarities and differences between home language and second language reading development.
• 2.G.6 Triangulate data from appropriate reading assessments to guide instruction.

Additional Objectives Based on HB 7069 Requirements 

• Identify characteristics of dyslexia and other causes of diminished phonological processing skills.
• Integrate an explicit, systematic, and sequential approach to reading instruction that includes multisensory intervention strategies.

• Understand the differences between research-based and evidence-based practices.
• Define effect size in relation to educational practices.
• Recognize characteristics of strong and struggling readers.
•  Identify key components of the gradual release of responsibility and differentiated instruction practices.
• Apply appropriate instructional practices determined by the student’s strengths and needs, text structure, and the reading demands of domain specific text.
• Select narrative or informational print or digital texts that are appropriate to the comprehension instruction to be provided.
• Model a variety of strategic activities students can use to foster comprehension monitoring and self-correcting.
• Apply intentional, explicit, and systematic instructional practices for scaffolding development of higher order thinking, comprehension skills, comprehension monitoring and self-correcting (e.g., reciprocal teaching, “think aloud,” etc.).
• Identify instructional practices to develop students’ metacognitive skills in reading (e.g., text coding such as INSERT, two column notes).Use both oral language and writing experiences to enhance comprehension.
• Provide opportunities for student extended text discussion to enhance comprehension, promote motivation and student engagement.
• Scaffold discussions to facilitate the comprehension of text and higher order thinking skills for students with varying English proficiency levels.
• Provide comprehension instruction that supports students’ ability to read multiple print and digital texts and to synthesize information within, across and beyond those texts.
• Recognize, describe, and incorporate appropriate comprehension assessments to guide instruction.
• Provide opportunities for students to use oral/aural language to enhance phonological awareness (e.g., rhyming and alliteration).
• Understand and apply knowledge of how variations in phonology across languages affect English language learners’ reading and writing development.
• Use writing experiences, in conjunction with phonological instruction, to enhance reading achievement (e.g., Elkonin boxes or magnetic letters, individual response whiteboards).
• Recognize, describe, and incorporate appropriate phonological awareness assessments to guide instruction.
• Recognize and apply an English language learner’s home language as a foundation and strength to support the development of phonics in English.
• Use oral/aural language and writing experiences to enhance phonics instruction (e.g., sentence strip words, phrases, and pocket charts).
• Provide for continual integration, repetition, and meaningful use of domain specific vocabulary to address the demands of academic language.
• Incorporate vocabulary instruction through analogies (e.g., cognates, Greek and Latin roots).
• Provide an environment that supports wide reading of print and digital texts, both informational and literary, to enhance vocabulary.
• Incorporate instructional practices that develop authentic uses of English to assist English language learners in learning academic vocabulary and content.
• Use oral/aural language and writing experiences to enhance vocabulary (e.g., interactive word walls, word sorts, word charts for secondary).
• Use multiple methods of vocabulary instruction (e.g. multiple contexts, examples and non-examples, elaborations, etc.).
• Recognize, describe, and incorporate appropriate vocabulary assessments to guide instruction.
• Apply comprehensive instructional practices, including writing experiences that integrate the reading components.
• Use resources and research-based practices that create information intensive environments (e.g., diverse classroom libraries, inquiry reading).
• Use research-based guidelines for selecting literature and domain specific print and digital text appropriate to students’ age, interests and reading proficiency (e.g., young adult literature, informational texts).
• Demonstrate understanding of similarities and differences between home language and second language reading development.
• Triangulate data from appropriate reading assessments to guide instruction.

Additional Objectives Based on HB 7069 Requirements 

• Identify characteristics of dyslexia and other causes of diminished phonological processing skills.
• Integrate an explicit, systematic, and sequential approach to reading instruction that includes multisensory intervention strategies.