Reading Competency 2: Application of Evidence-based Instructional Practices

Performance Indicator A: Oral Language

• 2.A.1 Apply intentional, explicit, and systematic instructional practices for scaffolding development of oral/aural language skills.
• 2.A.2 Create an environment where students practice appropriate social and academic language to discuss diverse texts.
• 2.A.3 Use word building and writing experiences to enhance oral language (e.g., homophone word building and spelling, interactive writing, student-to-teacher sentence dictation).
• 2.A.4 Differentiate instruction to account for variation in students’ oral language exposure and development, including evidence-based practices for students with reading difficulties and characteristics of dyslexia.
• 2.A.5 Provide and document opportunities for extended discussion in discerning text meaning and interpretation.
• 2.A.6 Apply evidence-based practices for students with reading difficulties, including students with dyslexia, based on their strengths and needs to improve oral language development.
• 2.A.7 Apply an English learner’s home language proficiency as a foundation and strength to support the development of oral language in English and scaffold discussions to facilitate the comprehension of text for students with varying English proficiency levels.
• 2.A.8 Administer and document appropriate oral language informal and formal assessments to inform instruction determined by individual student strengths and needs.

Performance Indicator B: Phonological Awareness

• 2.B.1 Apply explicit, systematic, and sequential evidence-based practices in phonological awareness and phonemic awareness.
• 2.B.2 Apply evidence-based phonemic awareness instruction for the development of phonic decoding skills that lead to independent reading capacity.
• 2.B.3 Provide opportunities using evidence-based and multisensory practices for students to develop phonemic awareness (e.g., Elkonin boxers or magnetic letters).
• 2.B.4 Apply knowledge of how variations in phonology across dialects and speech patterns affect the development of phonemic awareness
• 2.B.5 Apply knowledge of how variations in phonology across dialects and speech patterns affect written and oral language. (e.g., speech and language disorders, language and dialect differences).
• 2.B.6 Provide evidence-based phonics instruction to improve phonemic awareness and enhance encoding and decoding skills.
• 2.B.7 Apply evidence-based practices for students with characteristics of reading difficulties, including students with dyslexia, based on their strengths and needs to improve phonemic awareness.
• 2.B.8 Apply evidence-based practices for teaching phonemic awareness to English learners.
• 2.B.9 Administer and document appropriate phonological awareness informal and formal assessments to inform instruction to meet individual student strengths and needs.

Performance Indicator C: Phonics

• 2.C.1 Apply explicit, systematic, and sequential evidence-based instruction in single- and multisyllabic word reading, including orthographic mapping for regular and irregular words.
• 2.C.2 Apply evidence-based instruction in grapheme-phoneme patterns in spelling and written expression.
• 2.C.3 Apply evidence-based instruction in structural analysis and morphology of words
• 2.C.4 Incorporate evidence-based spelling and writing practices that connect reading and writing (e.g., Elkonin boxes, spelling of Greek and Latin roots and affixes).
• 2.C.5 Apply evidence-based practices for students with reading difficulties, including students with dyslexia, based on their strengths and needs to improve phonics development.
• 2.C.6 Apply an English learner’s home language as a foundation and strength to support the development of phonics in English.
• 2.C.7 Administer and document appropriate phonics informal and formal assessments to inform instruction to meet individual student strengths and needs.

Performance Indicator D: Fluency

• 2.D.1 Apply intentional, explicit, systematic and sequential instructional practices to develop accuracy, rate and prosody (e.g., paired reading, repeated reading, echo reading, cued reading, cued phrase reading).
• 2.D.2 Teach readers to adjust their reading rate to accommodate the kinds of texts they are reading, and their purpose for reading, in order to facilitate comprehension.
• 2.D.3 Apply evidence-based practices to develop automaticity in word-level skills and oral reading fluency in connected text.
• 2.D.4 Teach readers explicitly how to activate their background knowledge, self-monitor and self-correct (i.e., metacognition) to enhance fluency as a bridge to comprehension of text.
• 2.D.5 Provide daily opportunities for readers to practice reading, with support and corrective feedback, to increase accuracy, rate, prosody and reading endurance.
• 2.D.6 Apply evidence-based practices for students with characteristics of reading difficulties, including students with dyslexia, based on their strengths and needs to improve fluency development and reading endurance.
• 2.D.7 Administer and document fluency informal and formal assessments to inform instruction to meet individual student strengths and needs.

Performance Indicator E: Vocabulary

• 2.E.1 Apply evidence-based instruction in receptive and expressive vocabulary to enhance reading comprehension.
• 2.E.2 Incorporate evidence-based vocabulary instruction in morphology (e.g., Greek and Latin roots and affixes) and contextual analysis.
• 2.E.3 Apply intentional, explicit, systematic and sequential evidence-based practices to vocabulary development and scaffolding concept development (e.g., figurative language, dialogic reading, semantic mapping, etc.).
• 2.E.4 Provide explicit instruction in basic and sophisticated vocabulary, high-frequency, multiple meaning words and domain-specific vocabulary.
• 2.E.5 Apply evidence-based reading and writing practices to enhance vocabulary.
• 2.E.6 Provide a classroom learning environment that supports wide reading of print and digital texts, both informational and literary, to enhance vocabulary.
• 2.E.7 Apply evidence-based practices for students with characteristics of reading difficulties, including students with dyslexia, based on their strengths and needs to improve vocabulary development.
• 2.E.8 Incorporate instructional practices that develop authentic uses of English to assist English learners in learning academic vocabulary and content (e.g., cognates).
• 2.E.9 Administer and document appropriate vocabulary informal and formal assessments to inform instruction to meet individual student strengths and needs.

Performance Indicator F: Comprehension

• 2.F.1 Use both evidence-based oral language and writing experiences (i.e., language experiences, dictation, summary writing) to enhance comprehension.
• 2.F.2 Apply explicit, systematic and sequential evidence-based comprehension practices (e.g., student question generation, summarizing, extended text discussion).
• 2.F.3 Apply appropriate instructional practices to improve comprehension in domain-specific texts as determined by the student’s strengths and needs.
• 2.F.4 Provide daily purposeful opportunities for all students to read a wide variety of texts, with discussion and feedback, to build students’ capacity for comprehension.
• 2.F.5 Use the interaction of readers’ characteristics (background knowledge, interests, strengths and needs) along with motivation, text complexity and purpose for reading to impact comprehension and student engagement.
• 2.F.6 Plan, provide and document daily opportunities for reading of connected text with corrective feedback to support accuracy, fluency, reading endurance and comprehension.
• 2.F.7 Determine appropriate cognitive targets (e.g., locate/recall; integrate/interpret; critique/evaluate) based on reader’s cognitive development in the construction of meaning of literary and informational texts.
• 2.F.8 Select from a wide variety of print and digital texts that are appropriate to provide comprehension instruction utilizing a variety of methods (i.e., active reading).
• 2.F.9 Apply intentional, explicit, systematic, and sequential evidence-based practices for scaffolding development of well-developed language, comprehension skills (i.e., making inferences, activating background knowledge) higher order thinking, comprehension monitoring and self-correcting to increase understanding of text.
• 2.F.10 Apply evidence-based practices to improve reading comprehension for students, including those with characteristics of reading difficulties and dyslexia, based on their strengths and needs.
• 2.F.11 Use knowledge of English learners’ linguistic and cultural background to support comprehension, including English learners with characteristics of reading difficulties and dyslexia.
• 2.F.12 Administer and document appropriate comprehension informal and formal assessments to inform instruction determined by individual student strengths and needs.

Performance Indicator G: Integration of Reading Components

• 2.G.1 Apply the knowledge of phonemic, semantic, and syntactic variability between English and other languages to inform instruction.
• 2.G.2 Employ appropriate evidence-based practices to develop students’ metacognitive skills in reading, including English learners (e.g., text coding, two-column notes).
• 2.G.3 Apply the knowledge of the interdependence among the reading components and their effect upon reading as a process for all students.
• 2.G.4 Use oral language and an information intensive environment to impact reading and writing development.
• 2.G.5 Use evidence-based practices for selecting literature and domain specific print and digital text appropriate to students’ age, interests and reading proficiency.
• 2.G.6 Apply knowledge of the relationships among decoding, automatic word recognition, fluency, and comprehension in reading instruction.
• 2.G.7 Apply 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
• 2.G.8 Apply evidence-based practices for students with characteristics of reading difficulties, including students with dyslexia, based on their strengths and needs to integrate the components of reading.
• 2.G.9 Engage and support caregivers and families in evidence-based language and reading development activities for their children and adolescents.
• 2.G.10 Communicate (orally and in writing) the meaning of reading assessment data with students, caregivers, and other teachers.
• 2.G.11 Triangulate documented data from appropriate informal and formal reading assessments to inform instruction to address individual student strengths and needs.