EDMS 4110 - Reading Methods English Instruction

5 unit(s)

1. Demonstrate an understanding of the Commission on Teacher Credentialing Standards and Teacher Performance Expectations (TPEs);

2. Demonstrate the ability to design and deliver instruction in reading, writing, speaking, listening, and language that assures that all students develop English proficiency and meet or exceed the California Standards;

3. Understand the California Standards in English Language Arts and Literacy, as well as the English Language Development Standards that are integrated in the Standards document. Be able to integrate ELA to facilitate learning across the curriculum; 

4. Study, observe and practice the five key themes of a robust and comprehensive instructional program: making meaning, language development, effective expression, content knowledge, and foundational skills;

5. Study, observe, and practice the principles of Universal Design for Learning (UDL), Multi-Tiered System of Supports (MTSS), and a culture of shared responsibility for student learning and development;

6. Understand the role of foundational reading skills, assessment, and instruction in early grades and are equipped to teach these skills effectively;

7. Employ appropriate teaching strategies to develop students’ abilities to read and comprehend narrative and informational texts and to cite specific evidence when offering an oral or written interpretation of a text or making a claim;

8. Select appropriate teaching strategies to develop students’ abilities to write increasingly more sophisticated opinion/persuasive, expository, and narrative texts and for students to adapt their communication in relation to audience, task, purpose, and discipline;

9. Plan for and encourage students’ use of academic language to extend across reading, writing, speaking, and listening and make language (vocabulary, conventions, and knowledge of language) comprehensible to students;

10. Identify techniques, strategies and materials, including technology, for evaluating and meeting language needs and for promoting reading and language growth for all students;  

11. Experience applications of class literature studies, book club instruction and extended literature instruction in a simulated classroom approach using a variety of literary and expository texts;   

12. Develop a working knowledge of the role of home and community in literacy, including the school community of support personnel, para-educators, special educators, administration and others; 

13. Plan, develop and present lessons that are developmentally and instructionally appropriate, address a variety of learning styles, use appropriate technology, are built on the students’ background knowledge and create successful learning for all students, regardless of ability or language; and,

14. Observe and practice the five domains of the 2009 RICA content specifications in order to demonstrate their pedagogical knowledge and skills in these areas: planning, organizing, and managing reading instruction based on ongoing assessment; word analysis; fluency; vocabulary, academic language, and background knowledge; and comprehension. 

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