Reading Competency 1: Foundations of Reading Instruction

Performance Indicator A: Oral Language

• 1.A.1 Understand how the students’ development of oral language (i.e. phonology, morphology, syntax, semantics, and pragmatics) relates to language comprehension.
• 1.A.2 Understand the differences between social and academic language.
• 1.A.3 Understand that writing enhances the development of oral language.
• 1.A.4 Understand that the variation in students’ oral language exposure and development requires differentiated instruction, including evidence-based practices for students with reading difficulties and characteristics of dyslexia.
• 1.A.5 Understand the importance of providing and documenting extended discussion in discerning text meaning and interpretation.
• 1.A.6 Understand the distinguishing characteristics of students with reading difficulties, including students with dyslexia, and how they affect oral language development.
• 1.A.7 Recognize the importance of English learners’ home languages and their significance in learning to read English.
• 1.A.8 Understand the role of oral language informal and formal assessment, including documentation of results to inform instruction determined by individual student strengths and needs.

Performance Indicator B: Phonological Awareness

• 1.B.1 Understand the differences between phonological awareness (e.g., words, syllables, rimes) and phonemic awareness (phonemes) and that they develop independently from one another
• 1.B.2 Understand the role and importance of phonemic awareness in the development of phonic decoding skills that lead to independent reading capacity.
• 1.B.3 Understand evidence-based and multisensory practices to develop students’ phonemic awareness (e.g., Elkonin boxes or magnetic letters).
• 1.B.4 Understand how variations in phonology across dialects and speech patterns can affect phonemic awareness as it relates to language development and reading (e.g., phonological processing, body-coda, phonemic analysis and synthesis).
• 1.B.5 Understand how variations in phonology across dialects and speech patterns affect written and oral language (e.g., speech and language disorders, language and dialect differences).
• 1.B.6 Understand that evidence-based phonics instruction improves phonemic awareness and results in enhanced encoding and decoding skills.
• 1.B.7 Understand the distinguishing characteristics of students with reading difficulties, including students with dyslexia and how they affect phonemic awareness.
• 1.B.8 Understand evidence-based practices for teaching phonemic awareness to English learners.
• 1.B.9 Understand the role of phonological awareness informal and formal assessment, including documentation of results, to inform instructional decisions in order to meet individual student strengths and needs.

Performance Indicator C: Phonics

• 1.C.1 Understand the structure of English orthography and the patterns and rules that inform the teaching of single and multisyllabic regular word and irregular word reading.
• 1.C.2 Understand grapheme-phoneme patterns and how they relate to spelling and written expression.
• 1.C.3 Understand structural analysis and morphology of words.
• 1.C.4 Understand that evidence-based spelling and writing practices can enhance phonics instruction and connect reading and writing (e.g., Elkonin boxes, spelling of Greek and Latin roots and affixes).
• 1.C.5 Understand the distinguishing characteristics of students with reading difficulties, including students with dyslexia, and how they affect phonics development.
• 1.C.6 Understand an English learner’s home language as a foundation and strength to support the development of phonics in English.
• 1.C.7 Understand the role of phonics informal and formal assessment, including documentation of results, to inform instruction to meet individual student strengths and needs.

Performance Indicator D: Fluency

• 1.D.1 Understand that the components of reading fluency are accuracy, rate, and prosody, which impact reading comprehension.
• 1.D.2 Understand that effective readers adjust their reading rate to accommodate the kinds of texts they are reading and their purpose for reading to facilitate comprehension.
• 1.D.3 Understand how automaticity in word-level skills and oral reading fluency in connected text impact reading comprehension.
• 1.D.4 Understand that independent readers activate their background knowledge, self-monitor, and self-correct (i.e., metacognition) to enhance fluency as a bridge to comprehension of text.
• 1.D.5 Understand that reading fluency and reading endurance require daily practice with support and corrective feedback to increase accuracy, rate, and prosody.
• 1.D.6 Understand the distinguishing characteristics of students with reading difficulties, including students with dyslexia, and how they affect fluency development and reading endurance.
• 1.D.7 Understand the role of fluency in informal and formal assessments, including documentation of results, to inform instruction to meet individual student strengths and needs.

Performance Indicator E: Vocabulary

• 1.E.1 Understand the role and impact of receptive and expressive vocabulary on reading comprehension.
• 1.E.2 Understand morphology (e.g., morphemes, inflectional and derivational morphemes, morphemic analysis) and contextual analysis as it relates to vocabulary development.
• 1.E.3 Identify intentional explicit, systematic, and sequential evidence-based practices for vocabulary development and scaffolding concept development (e.g., figurative language, dialogic reading, semantic mapping, etc.).
• 1.E.4 Understand the importance of teaching basic and sophisticated vocabulary, high-frequency, multiple-meaning words, and the particular demands of domain-specific vocabulary.
• 1.E.5 Understand how to apply evidence-based reading and writing practices to enhance vocabulary.
• 1.E.6 Understand how to provide a classroom learning environment that supports wide reading of print and digital texts, both informational and literary, to enhance vocabulary.
• 1.E.7 Understand the distinguishing characteristics of students with reading difficulties, including students with dyslexia, and how they affect vocabulary development.
• 1.E.8 Understand instructional practices that develop authentic uses of English to assist English learners in learning academic vocabulary and content (e.g., cognates).
• 1.E.9 Understand the role of vocabulary informal and formal assessment, including documentation of results, to inform instruction to meet individual student strengths and needs.

Performance Indicator F: Comprehension

• 1.F.1 Understand that evidence-based oral language and written experiences (i.e., language experiences, dictation, summary writing) facilitate comprehension.
• 1.F.2 Understand evidence-based comprehension practices (e.g. student question generation, summarizing, extended text discussion).
• 1.F.3 Understand the varying demands of text on readers’ comprehension, including the demands of domain-specific texts.
• 1.F.4 Understand how to provide daily purposeful opportunities for all students to read a wide variety of texts, with discussion and feedback, to sufficiently build students’ capacity for comprehension.
• 1.F.5 Understand how the interaction of reader characteristics (background knowledge, interests, strengths, and needs), motivation, text complexity and purpose of reading, impacts comprehension and student engagement.
• 1.F.6 Understand the importance of planning, providing and documenting daily opportunities for reading connected text with corrective feedback to support accuracy, fluency, reading endurance and comprehension.
• 1.F.7 Understand cognitive targets (e.g., locate/recall; integrate/interpret; critique/evaluate) and the role of cognitive development in the construction of the meaning of literary and informational texts.
• 1.F.8 Understand that reading is a process of constructing meaning from a wide variety of print and digital texts and for a variety of purposes, utilizing a variety of methods (i.e., active reading).
• 1.F.9 Understand that effective comprehension relies on using well-developed language, multiple higher-order thinking processes (i.e., making inferences, activating background knowledge) and self-correction to monitor comprehension.
• 1.F.10 Understand evidence-based practices to improve reading comprehension for students, including those with characteristics of reading difficulties and dyslexia, based on their strengths and needs.
• 1.F.11 Understand how English language learners’ linguistic and cultural backgrounds will influence their comprehension, including English learners with characteristics of reading difficulties and dyslexia.
• 1.F.12 Understand the role of comprehension informal and formal assessments, including documentation of results, to inform instruction to meet individual student strengths and needs.

Performance Indicator G: Integration of Reading Components

• 1.G.1 Identify phonemic, semantic, and syntactic variability between English and other languages.
• 1.G.2 Identify appropriate evidence-based practices to develop students’ metacognitive skills in reading, including English learners (e.g., text coding, two-column notes).
• 1.G.3 Understand the interdependence among the reading components and their effect upon reading as a process for all students.
• 1.G.4 Understand how oral language and an information intensive environment impact reading and writing development.
• 1.G.5 Understand evidence-based practices for selecting literature and domain specific print and digital text appropriate to students’ age, interests and reading proficiency.
• 1.G.6 Understand the relationships among decoding, automatic word recognition, fluency, and comprehension.
• 1.G.7 Understand intentional, explicit, systematic and sequential evidence-based practices for scaffolding the interconnection of each of the following: graphophonemics, syntax, semantics, pragmatics, vocabulary, schema, and text structures required for comprehension.
• 1.G.8 Understand the distinguishing characteristics of students with reading difficulties, including students with dyslexia, and how they affect the integration for the components of reading instruction.
• 1.G.9 Understand how to engage and support caregivers and families in the evidence-based language and reading development activities for their children and adolescents.
• 1.G.10 Understand how to communicate (orally and in writing) the meaning of reading assessment data with students, caregivers and other teachers.
• 1.G.11 Understand the role of informal and formal reading assessments, including documentation of results, to inform instruction to meet individual student strengths and needs.