Florida Reading Endorsement Alignment Matrix Competency...
Transcript of Florida Reading Endorsement Alignment Matrix Competency...
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Florida Reading Endorsement Alignment Matrix
Competency 1
Reading Endorsement Guiding Principle: Teachers will understand and teach reading as an ongoing strategic process resulting in
students comprehending diverse text. Teachers will understand how writing, listening, and speaking support the teaching of reading,
and how family involvement supports student achievement in reading. Teachers will understand that all students have instructional
needs and apply the systematic problem solving process: use data to accurately identify a problem, analyze the problem to determine
why it is occurring, design and implement instruction/interventions, and evaluate the effectiveness of instruction/interventions.
Teachers will understand that the problem solving process is recursive and ongoing, utilized for effective instructional decision
making.
Competency 1: Foundations in Language & Cognition
Teachers will develop substantive understanding of six components of reading as a process: comprehension, oral language, phonological
awareness, phonics, fluency, and vocabulary.
Course
Number
Name of Course Indicator
Code
Specific Indicator Curriculum Study Assignment/
Formative Assessment at
Indicator Level
Summative
Assessment at
Competency
Level RED 4325 Subject Area Reading 1.A.1
Performance Indicator A: Comprehension
Understand that building oral and written
language facilitates comprehension.
Read Ch. 2.1 in Improving Reading by
Johns & Lenski, “Oral Language”.
Candidates will discuss how
oral language development builds
comprehension by sharing pictures from
their content area and discussing
information to build comprehension of the
content.Assessment: Written paragraph of
how comprehension was built.
Written exam
comprised of
multiple choice and essay
questions
reflecting the
candidates
understanding
of the six
components of
reading as a
process.
RED 4325 Subject Area Reading 1.A.2
(1.E.1, 1.E.2) *2.1.b. Understand the importance
of learning syntax, semantics, pragmatics,
vocabulary, and text structures required for
comprehension of formal written language of
school, often called “academic language.”
Read Ch. 6 in Content Area Reading &
Literacy by Alvermann, Gillis, & Phelp
“Preparing to Read”. Candidates will
create a lesson plan using the strategy,
List-Group-Label (Taba, 1967) on p. 7,
key vocabulary within the text.
Candidates will use syntax, semantics,
text structure and pragmatics to help
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students understand academic language.
Assessment: Rubric for lesson plan.
RED 4325 Subject Area Reading 1.A.3
(1.E.2) Understand the impact of text upon reading
comprehension (e.g., genre, readability, coherence,
text structure, and text complexity).
Read Ch.7 in Content Area Reading &
Literacy by Alvermann, Gillis, & Phelps
“Reading to Learn”, pp. 227—229,
Common Text Structures.
Candidates will bring content area
textbook from field school
and identify and discuss the impact of
genre, readability, coherence,
text structure and text complexity on
comprehension.
Assessment: Candidates will evaluate the
text complexity of their content textbook
using a rubric on the reading
comprehension for their students. RED 4325 Subject Area Reading 1.A.4
Understand how the interaction of reader
characteristics, motivation, purpose of reading,
and text elements impacts comprehension and
student engagement.
Read Ch. 1.1 in Improving Reading by
Johns & Lenski, “Lack of Motivation and
Engagement” and ch. 1 in Content Area
Reading and Literacy by Alvermann,
Phelps & Gillis, “Content Literacy and
the Reading Process”. Candidates will
discuss how motivation, purpose of
reading and text elements impact
comprehension and engagement. Groups
will list strategies for motivating and
engaging students and explain why they
selected those strategies.
Assessment: Each group will present
their list of strategies orally.
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Course
Number
Name of Course Indicator
Code
Specific Indicator Curriculum Study Assignment/
Formative Assessment at
Indicator Level
Summative
Assessment at
Competency
Level RED 4325 Subject Area Reading 1.A.5 (1.E.3) Identify cognitive targets (e.g., locate/recall;
integrate/interpret; critique/evaluate) and the role
of cognitive development in the construction of
meaning of literary and informational texts.
Read Ch. 7, pp. 221-222, 224-226,
”Comprehension Guides” in Content Area
Reading and Literacy by Alvermann,
Gillis, & Phillips, “Reading to Learn”,
Comprehension Guides, Selective
Reading Guides, Interactive Reading
Guides. Candidates will create a three
level comprehension guide using three
levels of cognitive targets (used on
NAEP)for a section of their content area
textbook. Assessment: Rubric for Three-
Level Study Guide.
RED 4325 Subject Area Reading 1.A.6 (1.E.4)Understand reading as a process of
constructing meaning from a wide variety of print
and digital texts and for a variety of purposes.
Read Ch.1 in Content Area Reading and
Literacy, by Alvermann, Phelps, and Gillis
“the Reading Process” pp. 23-28, and
pp. 77-80, “Creating Community with
Technology and Multi-media”. After a
discussion of the importance of using a
wide variety of print and digital texts,
candidates will select a topic from their
content area and identify and annotate 2
print and 2 digital texts that
may be used by students to build
knowledge on the topic. Assessment:
rubric for evaluating the
quality of the print and digital texts.
RED 4325 Subject Area Reading 1.A.7 Understand the reading demands posed by
domain specific texts.
Read Ch 1 pp. 12-23 in Content Area
Reading and Literacy by Alvermann,
Gillis, & Phelps, “Content Literacy and
the Reading Process” “Content Literacy”.
Candidates will discuss the different
aspects of disciplinary literacy. They will
find examples in domain specific texts.
Assessment: The sentences exemplifying
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the differences will be orally shared.
RED 4325 Subject Area Reading 1.A.8 Understand that effective comprehension
processes rely on well developed language,
strong inference making, background knowledge,
comprehension monitoring and self-correcting.
Read Ch. 2 in Content Area Reading and
Literacy by Alvermann, Gillis & Phelps,
“Language as a Vehicle for Teaching and
Learning Content”, pp 41-45. After a
discussion, candidates will identify prior
knowledge, words, inferences needed to
comprehend a poem.
Assessment: Rubric for groups’ T-chart
with text on left and needed understanding in
order to comprehend.
RED 4325 Subject Area Reading 1.A.9
Understand how English language learners’
linguistic and cultural background will influence
their comprehension.
Read Ch. 2 in Content Area Reading and
Literacy by Alvermann, Gillis & Phelps,
“Language as a Vehicle for Teaching and
Learning Content”, “Diversity in
Language and Learning” pp. 46-54 and
Ch. 8 “Increasing Vocabulary and
Conceptual Growth” pp. 271-275. Read
the list of accommodations from the FL
DOE website, www:FLDOE.org
Candidates will list the grade and subject
accommodations that are appropriate for
their content area subject.
Assessment: Appropriateness of list.
RED 4325 Subject Area Reading 1.A.10 (3.2) Understand the role of formal and informal
assessment of comprehension in making
instructional decisions to meet individual student
needs.
Read Ch. 5 in Content Area Reading and
Literacy by Alvermann, Gillis, & Phelps,
pp. 127-169, “Assessment of Students
and Textbooks”. Candidates will discuss the
differences between informal and formal
assessment. Assessment: Candidates will
write a description of a formal and informal
assessment appropriate in their field.
RED 4325 Subject Area Reading 1.B.1
Performance Indicator B: Oral Language
Understand how the students’ development of
phonology, syntax, semantics, and pragmatics
relates to comprehending written language.
Read Ch. 2 in Improving Reading by
Johns and Lenski “Oral Language,
Phonemic Awareness and Beginning
Reading”. Candidates will discuss the
importance of oral language development.
They will use a technical vocabulary word
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from their content area and discuss how to
pronounce it, what it means and how to
use it correctly in a sentence in their
content area.
Assessment: Vocabulary word,
pronunciation, and sentence
clearly showing the correct meaning .
RED 4325 Subject Area Reading 1.B.2 Understand the differences between social and
academic language.
Read Ch .5.1 in Improving Reading by
Johns & Lenski, “Extending Meaning
Vocabulary”. Candidates will select
sentences from their content textbook
which use academic language. They will
rewrite them in everyday social language.
Assessment: Collect sentences to check
correct meanings for the sentences.
RED 4325 Subject Area Reading 1.B.3 Understand that writing enhances the
development of oral language.
Read Ch. 6.8 in Improving Readings by
Johns & Lenski, “Making Inferences”.
Candidates will create Writer and Me
Questions (p. 470) to develop the oral
language needed to make inferences.
Assessment: Questions and evidence of
answers from oral discussion.
Course
Number
Name of Course Indicator Code Specific Indicator Curriculum Study Assignment/ Formative
Assessment at
Indicator Level
Summative
Assessment at
Competency
Level
RED 4325 Subject Area Reading 1.B.4
Understand that the variation in students’ oral
language exposure and development requires
differentiated instruction.
Read Ch. 8 in Content Area Reading and
Literacy by Alvermann, Gillis, & Philps,
“Increasing Vocabulary and Conceptual
Growth” (p.269 -272 Intensive
Approaches). Candidates will create a lesson
plan for students at different levels of oral
language exposure using the Vocabulary
Self-Collection strategy. Assessment:
rubric for lesson plan.
RED 4325 Subject Area Reading 1.B.5
Recognize the importance of English language
learners’ home languages, and their significance
for learning to read English.
Read Ch. 2 in Content Area Reading and
Literacy by Alvermann, Gillis, & Phelps,
“Diversity in Language and Learning”,
(pp. 45-53). Candidates will discuss the
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issues and accommodations involved with
ELLs learning to read English.
Assessment: Lesson plan will have
accommodations for ELLs.
RED 4325 Subject Area Reading 1.B.6 (3.2) Understand the role of formal and informal
oral language assessment to make instructional
decisions to meet individual student needs.
Read Ch. 5.1 in Content Area Reading
and Literacy by Alvermann, Gillis &
Phelps is,“Assessment of Students and
Textbooks” (pp. 132-136). Candidates
will discuss the role of formal and
informal oral language assessment
including, observation, repeating sentences
of different complexity and oral and
written retelling. Assessment: Candidates
will write a list of ways of assessing oral
language.
RED 4325 Subject Area Reading 1.C.1
Performance Indicator C: Phonological
Awareness
(1.A.1) Understand phonology as it relates to
language development and reading achievement
(e.g., phonological processing, phonemic
awareness skills, phonemic analysis and
synthesis).
Read Ch. 2 in Improving Reading by
Johns and Lenski, “Oral Language,
Phonemic Awareness and Beginning
Reading,” Candidates will
discuss the relationship of phonology to
reading and Basic Reading Concepts
(p. 96). Assessment: Candidates will define
the phonological terms.
RED 4325 Subject Area Reading 1.C.2
Recognize the phonological continuum
beginning with sensitivity to large and concrete
units of sound (i.e., words & syllables) and
progressing to small and abstract units of sound
(onset-rimes and phonemes).
Read Ch. 2 in Improving Reading by
Johns and Lenski, “Oral Language,
Phonemic Awareness and Beginning
Reading”, “The Nature and Purpose of
Reading”(pp103-105). Candidates will
discuss the relationship of phonology to
reading and Basic Reading Concepts
(p. 96). Assessment: Candidates will write to
to describe the phonological continuum
of understandings needed to read.
RED 4325 Subject Area Reading 1.C.3 Understand that writing, in conjunction with
phonological awareness, enhances reading
development.
Read Ch. 2.1 in Improving Reading by
Johns and Lenski, “Oral Language,
Phonemic Awareness and Beginning
Reading”, “Oral Language”. Candidates
will write captions for a picture pertaining
to their content area using phonological
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awareness skills. Assessment: Candidates
would list the phonological skills used to
write the caption.
RED 4325 Subject Area Reading 1.C.4
(1.A.2., 5.10)Distinguish both phonological and
phonemic differences in language and their
applications in written and oral discourse
patterns (e.g., language & dialect differences).
Read Ch. 2 in Improving Reading by
Johns and Lenski, “Oral Language,
Phonemic Awareness and Beginning
Reading. Candidates will discuss
language and dialectical differences.
Assessment: Written review of examples.
Course
Number
Name of Course Indicator Code Specific Indicator Curriculum Study Assignment/ Formative
Assessment at
Indicator Level
Summative
Assessment at
Competency
Level
RED 4325 Subject Area Reading 1.C.5 Understand how similarities and differences in
sound production between English and other
languages affect English language learners’
reading development in English.
Read Ch. 2 in Improving Reading by
Johns and Lenski, “Oral Language,
Phonemic Awareness and Beginning
Reading. Candidates will discuss
cognates and differences in
pronunciation. Assessment: Candidates
will be able to give examples.
RED 4325 Subject Area Reading 1.C.6 (3.2) Understand the role of formal and informal
phonological awareness assessment to make
instructional decisions to meet individual
student needs.
Read Ch. 2.4 in Improving Reading by
Johns and Lenski, “Oral Language,
Phonemic Awareness and Beginning
Reading” , “Auditory Discrimination”.
Candidates will discuss formal and
Informal phonological awareness
assessment, auditory discrimination and
instruction. Assessment: Candidates will
assess a student and create a list of words
from content text that have the
phonemes identified as needed to be
focused upon by the student.
RED 4325 Subject Area Reading 1.D.1
Performance Indicator D: Phonics
(1.B.1) Understand that phonological units
(words, syllables, onset-rimes, and phonemes)
map onto orthographic units (words, rimes,
letters) in alphabetic languages.
Read Ch. 3 in Improving Reading by
Johns & Lenski, “Phonics: Consonants”.
Candidates will discuss the Letter-Sound
Correspondences in Consonants (p. 184),
Vowels (p.193).
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Assessment: Students will rewrite words using
the phonetic alphabet (phonemes
and graphemes.)
RED 4325 Subject Area Reading 1.D.2 Understand sound-spelling patterns and phonics
(grapheme-phoneme correspondence rules).
Read Ch. 3 in Improving Reading by
Johns & Lenski, “Phonics: Consonants”.
Candidates will discuss the grapheme-
phoneme correspondence rules.
Assessment: Candidates will describe the
grapheme-phoneme correspondence
(rules for consonants, blends, diagraphs)
As they pertain to English spelling.
RED 4325 Subject Area Reading 1.D.3 (1.D.3 was “apply) Understand structural
analysis of words.
Read Ch. 3.4 in Improving Reading by
Johns & Lenski, “Structural Analysis”.
Candidates will discuss word parts.
Assessment: Students will give an
example of words having inflectional
endings, affixes, contractions, compound
words.
RED 4325 Subject Area Reading 1.D.4 Understand that both oral language and writing
can be used to enhance phonics instruction.
Read Ch. 3. in Improving Reading by
Johns & Lenski “Phonics, Decoding, and
Word Identification”. Candidates will
discuss how oral language and writing may
be used to enhance phonics instruction
giving examples of ways to use the
resources such as the list of 100 Words
Used Most Frequently in their Writing on
p. 79. Assessment: Candidates will write a
description of ways of using both oral
language and writing to enhance phonemic
instruction using both oral language and
writing.
RED 4325 Subject Area Reading 1.D.5 Understand the role of formal and informal
phonics assessment to make instructional
decisions to meet individual student needs.
Read Ch.4 pp.98-99 , in Content Area Reading
and Literacy by Alvermann, Gillis, &
Phelps, “Planning for Content Literacy”.
Candidates will discuss the role of formal
and informal phonics assessment to make
instructional decisions. Assessment:
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Student will write to explain the differences
between formal and informal phonics
assessment and how they would use the
knowledge to make instructional decisions
to meet individual student needs.
RED 4325 Subject Area Reading 1.E.1
Performance Indicator E: Fluency
(1.C.1, 1.C.2) Understand that the components
of reading fluency are accuracy, expression, and
rate which impact reading endurance and
comprehension.
Read Ch. 1 in Content Area Reading and
Literacy by Alvermann, Gillis, & Phelps,
“Content Literacy in the Reading Process”,
p.8-10. Candidates will discuss the
components of fluency and assess each
others’ fluency. Assessment: Written
summary of classmate’s fluency.
RED 4325 Subject Area Reading 1.E.2
Understand that effective readers demonstrate
flexibility by adjusting their reading rate to
accommodate the kinds of texts they are reading
in order to facilitate comprehension.
Read Ch7 in Content Area Reading and
Literacy by Alvermann, Gillis, & Phelps,
“Reading to Learn” p. 205. Candidates
will examine text in a content textbook to
determine the rate that one might use to
read the different sections in the text.
Candidates will share their ratings and
discuss reasons for different rates.
Assessment: Written list of reasons for
using different rates.
Course
Number
Name of Course Indicator Code Specific Indicator Curriculum Study Assignment/ Formative
Assessment at
Indicator Level
Summative
Assessment at
Competency
Level
RED 4325 Subject Area Reading 1.E.3 Understand the relationships among fluency,
word recognition, and comprehension.
Read Ch1 in Content Area Reading and
Literacy by Alvermann, Phelps & Gillis,
“Content Literacy and the Reading Process”
p.9. Candidates will discuss the relation-
ship between fluency, word recognition, and
comprehension. Candidates will discuss
how fluency, word recognition, and
comprehension are related. Assessment:
Students will write how these components
work together (better word recognition and
fluency increase comprehension).
RED 4325 Subject Area Reading 1.E.4
Understand that both oral language and writing
enhance fluency instruction.
Read Ch. 4.2 in Improving Reading by Johns
And Lenski, “Lack of Fluency: Poor
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Phrasing”. Candidates will use phrase
marking of writing to read fluently orally.
Assessment: Oral readings of passages
with phrase markings.
RED 4325 Subject Area Reading 1.E.5 (3.2)Understand the role of formal and informal
fluency assessment to make instructional
decisions to meet individual student needs.
Read Ch. 4 in Improving Reading by Johns
and Lenski, “Fluency and Effective Oral
Reading pp282-283 “Oral Reading as
Assessment”. Candidates will discuss the
types of formal and informal fluency
assessment to make instructional decisions.
Assessment: Students will write about
the strengths of formal and informal
assessments of fluency.
RED 4325 Subject Area Reading 1.F.1 Performance Indicator F: Vocabulary
Understand the goal of receptive and expressive
vocabulary instruction is the application of a
student’s understanding of word meanings to
multiple oral and written contexts.
Read Ch 8 in Content Area Reading and
Literacy by Alvermann, Gillis, & Phelps,
“Increasing Vocabulary and Conceptual
Growth” p. 246. Candidates will
discuss the importance of receptive and
expressive vocabulary instruction.
Assessment: Candidates will include
vocabulary instruction in their lesson plans.
RED 4325 Subject Area Reading 1.F.2 (1.D.1) Understand morphology as it relates to
vocabulary development (e.g., morphemes,
inflectional and derivational morphemes,
morphemic analysis).
Read Ch 8 in Content Area Reading and
Literacy by Alvermann, Gillis, & Phelps,
“Increasing Vocabulary and Conceptual
Growth” p. 251-252. Candidates will find
examples in their content textbooks that
illustrate the concepts of morphology as it
relates to vocabulary development.
Assessment: Candidates will
explain how understanding morphology
contributes to developing vocabulary.
RED 4325 Subject Area Reading 1.F.3
(1.D.2) Identify principles of semantics as they
relate to vocabulary development (e.g.,
antonyms, synonyms, figurative language, etc.).
Read Ch. 5 in Improving Reading by Johns
and Lenski, “Interest in Words”. Candidates
will identify examples of content area
vocabulary that illustrate principles of
semantics to enhance vocabulary
development. Assessment: Presentation of
vocabulary critical to their content
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using antonyms, synonyms, figurative
language, etc.
RED 4325 Subject Area Reading 1.F.4 Understand the domain specific vocabulary
demands of academic language.
Read Ch 8 in Content Area Reading and
Literacy by Alvermann, Gillis, & Phelps,
“Increasing Vocabulary and Conceptual
Growth” p. 247-249. Candidates will
identify demands of domain specific
vocabulary. Assessment: Written
explanation of ways to teach vocabulary
from their domain considering the demands.
RED 4325 Subject Area Reading 1.F.5 Understand that writing can be used to enhance
vocabulary instruction.
Read Ch 8 in Content Area Reading and
Literacy by Alvermann, Gillis, & Phelps,
“Increasing Vocabulary and Conceptual
Growth” p. 283. Candidates will discuss
ways to use writing to enhance vocabulary
instruction such as writing from graphic
organizers. Assessment: Writing sample
and (concept circles) graphic organizer.
RED 4325 Subject Area Reading
1.F.6
(3.2) Understand the role of formal and informal
vocabulary assessment to make instructional
decisions to meet individual student needs.
Read Ch. 5 in Improving Reading by Johns
and Lenski, “Vocabulary Development and
Extention”p. 338. Candidates will discuss
the role of formal and informal vocabulary
assessment to make instructional decisions.
Assessment: Student will write to explain
the differences in formal and informal
vocabulary assessment and how they would
use the knowledge to make instructional
decisions so that there is a depth of
understanding.
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Course
Number
Name of Course Indicator Code Specific Indicator Curriculum Study Assignment/ Formative
Assessment at
Indicator Level
Summative
Assessment at
Competency
Level
RED 4325 Subject Area Reading
1.G.1 Performance Indicator G: Integration of the
Reading Components
(1.F.1) Identify language characteristics related
to social and academic language
Read Ch. 2 in Content Area Reading and
Literacy by Alvermann, Gillis & Phelps,
pp42-45, “Language, Diversity &
Culture”, Seeing Language as a Social
Practice, and Language of the Text.
Candidates will discuss the differences in
social and academic language from their
field school textbook and make
a list of examples of each.
Assessment: List of examples of social
and academic language.
RED 4325 Subject Area Reading 1.G.2
(1.F.2) Identify phonemic, semantic, and
syntactic variability between English and other
languages.
Read Ch. 2 in Content Area Reading and
Literacy by Alvermann, Gillis & Phelps,
Pp. 46-52, “Language, Diversity &
Culture”, Second-Language Acquisition
and Learning. Candidates will discuss
examples of phonemic, semantic, and
syntactic variability between English
and other languages such as Spanish,
Creole, French, and dialectical
differences. Assessment: Candidates will
be able to identify examples.
RED 4325 Subject Area Reading
1.G.3
(1.F.3., 1.F.4) Understand the interdependence
between each of the reading components and
their effect upon reading as a process for native
speakers of English and English language
learners.
Read Ch. 1 in Content Area Reading and
Literacy by Alvermann, Gillis & Phelps,
Pp. 23- 32, The Reading Process.
Candidates will discuss the reading
components and their effect upon
reading as a process for native speakers of
English and ELLs. Assessment: Written
summary of the interdependence of
reading components.
RED 4325 Subject Area Reading 1.G.4 (1.F.5)Understand the impact of oral language,
writing, and an information intensive
Read Ch 10 in Content Area Reading and
Literacy by Alvermann, Gillis & Phelps,
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environment upon reading development.
Pp. 316-318, “Writing Across the
Curriculum”, The Writing Process.
Candidates create a wordle using oral
language and vocabulary from their
field experience textbook. Assessment:
A wordle and a freewrite about the
graphic that is produced.
RED 4325 Subject Area Reading 1.G.5 Understand the importance of comprehension
monitoring and self correcting to increase
reading proficiency.
Read Ch. 7.5, in Improving Reading by
Johns & Lenski, “Monitoring Reading”’.
Candidates will discuss what monitoring
and self-correction means and will create
a chart to show a student’s difficulty in
reading. They will record the page/
paragraph, the problem, what the student
did to correct the problem, and how it
worked. Assessment: Chart showing
student problems and attempts to correct.
RED 4325 Subject Area Reading 1.G.6 (3.2) Understand the role of formal and informal
reading assessment to make instructional
decisions to meet individual student needs.
Read Ch. 5 in Content Area Reading and
Literacy by Alvermann, Gillis & Phelps,
pp. 139-140, “Assessment of Students
and Textbooks”. Candidates will discuss
the differences between formal and
informal reading assessments and make
instructional decisions to meet individual
student needs. Assessment: Student will
write a description of how they would use
formal and informal assessment to make
instructional decisions.
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Florida Reading Endorsement Alignment Matrix
Competency #2
Competency 2: Foundations of Research-Based Practices
Teachers will scaffold student learning by applying the principles of research-based reading instruction and integrating the six components of reading. Teachers will
engage in the systematic problem solving process.
Course
Number
Name of Course Indicator Code Specific Indicator Curriculum Study Assignment/ Formative
Assessment at
Indicator Level
Summative
Assessment at
Competency Level
RED 4325 Subject Area Reading 2.A.1
Performance Indicator A: Comprehension
(2.E) 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.).
Read Ch 7 in Content Area Reading and
Literacy,”Reading to Learn” pp 207-215.
Candidates will create a QAR lesson plan.
Assessment: Lesson plan and reflection.
Candidates will
scaffold student
learning by
applying the
principles of
research-based
reading instruction
and integrating the
six components of
reading by engaging in
systematic problem-
solving to create a
unit plan for their
content.
RED 4325 Subject Area Reading 2.A.2
Use both oral language and writing
experiences to enhance comprehension.
Read Ch 10 in Content Area Reading and
Literacy, “Writing Across the
Curriculum” p. 332. Candidates will
create a lesson plan using RAFT.
Assessment: Lesson plan and reflection.
RED 4325 Subject Area Reading 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.
Read Ch 7 in Content Area Reading and
Literacy, “Reading to Learn”. Candidates
will create a lesson plan to teach text
structure from domain specific text as
identified from assessment of
students’ strengths and needs.
Assessment: Lesson plan and reflections.
RED 4325 Subject Area Reading 2.A.4 Provide opportunities for student extended
text discussion to enhance comprehension,
promote motivation and student engagement.
Read Ch 9 in Content Area Reading and
Literacy, “Reflecting on Reading “.
Candidates will create a lesson plan on
Discussion Webs from domain specific
text. Assessment: Lesson plan and
reflection.
RED 4325 Subject Area Reading 2.A.5 Select narrative or informational print or
digital texts that are appropriate to the
comprehension instruction to be provided.
Read Ch 4 in Content Area Reading and
Literacy” Plan for Content Literacy”.
Candidates will select print and digital
text that can aid in comprehension of the
domain specific topic. Assessment:
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Candidates ‘ lists of print and digital text
To supplement field experience
textbooks .
Course
Number
Name of Course Indicator Code Specific Indicator Curriculum Study Assignment/ Formative
Assessment at
Indicator Level
Summative
Assessment at
Competency Level
RED 4325 Subject Area Reading 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.
Read Ch 10 in Content Area Reading and
Literacy, “Writing across the Curriculum”.
Candidates will create an Inquiry Chart
using multiple sources. Assessment:
Inquiry Chart and reflection.
RED 4325 Subject Area Reading 2.A.7 Scaffold discussions to facilitate the
comprehension of text and higher order
thinking skills for students with varying
English proficiency levels.
Read Ch 9 in Content Area Reading and
Literacy, “Reflecting on Reading” pp.289-
294. Candidates will develop a discussion
Matrix using the recommendations on
p. 291 to use higher order thinking skills.
Assessment: Matrix and reflection on
discussion after teaching.
RED 4325 Subject Area Reading
2.A.8
Model a variety of strategic activities
students can use to foster comprehension
monitoring and self correcting.
Read Chapters in 50 Instructional Routines
To Develop Content Literacy by Fisher,
Brozo, Frey, & Ivey. Candidates will select
a variety of strategic activities to foster
comprehension monitoring and self-
correcting and create a lesson plan..
Assessment: Quiz question from class
presentations demonstrating strategies.
RED 4325 Subject Area Reading 2.A.9 (3.2., 5.12) Recognize, describe, and
incorporate appropriate comprehension
assessments to guide instruction.
Read Ch 5 in Content Area Reading and
Literacy, “Assessment of Students and
Textbooks. Candidates will list and
describe comprehension assessments for
sections of text used in their unit plan.
Assessment: Assessments for unit plan.
RED 4325 Subject Area Reading 2.B.1
Performance Indicator B: Oral Language
Apply intentional, explicit, and systematic
instructional practices for scaffolding
development of oral/aural language skills
(e.g., language experience approach, Socratic
questioning).language (e.g., orthographic
Read ch. 2.1 in, Improving Reading by
Johns & Lenski, “Oral Language”, p. 98-
102. Candidates will create a lesson using
Language Experience Approach.
Assessment: Lesson and reflection.
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skills, phonetic and structural analysis: rules,
patterns, and generalizations).
RED 4325 Subject Area Reading 2.B.2
Create an environment where students
practice appropriate social and academic
language to discuss diverse texts.
Read ch. 4 in Content Area Reading and
Literacy, “Planning for Content Literacy”,
Reciprocal Teaching, pp. 110-113.
Candidates will create a lesson plan using
Reciprocal Teaching. Assessment: Lesson
plan on Reciprocal Teaching and
reflection.
RED 4325 Subject Area Reading 2.B.3
*2.2.b. 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.
Read pp. 322-323, in Improving Reading by
Johns & Lenski, “Taking Account of
Dialects”. Candidates will discuss how
Home language proficiency can be used as a
a strength in the development of oral
language in English. Assessment: Lesson
plan and reflection.
Course
Number
Name of Course Indicator Code Specific Indicator Curriculum Study Assignment/ Formative
Assessment at
Indicator Level
Summative
Assessment at
Competency Level
RED 4325 Subject Area Reading
2.B.4
Use writing experiences to enhance oral
language (e.g., interactive writing, student to
teacher sentence dictation).
Read pp. 320-321. in, Improving Reading by
Johns & Lenski, “Oral Reading as
Performance”. Candidates will create a
Writing lesson to create a Reader’s
Theatre with student.
Assessment: Lesson and reflection.
RED 4325 Subject Area Reading 2.B.5 (3.2., 5.12) Recognize, describe, and
incorporate appropriate oral language
assessments to guide instruction.
Read p.320-321 in Improving Reading by
Johns & Lenski, “Oral Reading as
Performance”. Candidates will assess
students using Storytelling. Assessment:
Written evaluation of storytelling using a
storytelling matrix (Fine, 2011).
RED 4325 Subject Area Reading 2.C.1
Performance Indicator C: Phonological
Awareness
(2.A was “identify”) Apply intentional,
explicit, systematic instructional practices to
scaffold development of phonological
awareness. (e.g., blending and segmenting
syllables, onset-rimes, and phonemes).
Read Ch. 2.9, 2.10 in Improving Reading by
Johns and Lenski,, “Onset and Rimes” and
“Phonemic Awareness”. Candidates will
find examples of vocabulary words that
have onset and rimes, blends and segment
them into syllables to show how to decode
words. Assessment: List of content
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vocabulary that has been segmented
properly.
RED 4325 Subject Area Reading 2.C.2 Provide opportunities for students to use
oral/aural language to enhance phonological
awareness (e.g., rhyming and alliteration).
Read Ch.2.6 and 2.7 in Improving Reading
by Johns and Lenski, “Rhyming” and
“Syllabic Awareness”. Candidates will
discuss the importance of phonological
awareness and will create a list of
vocabulary words from their field
experience textbook and give examples
of words that rhyme or have alliteration to
create couplets from their content. See
Found Poems in 50 Content Area
Strategies for Adolescent Literacy by D.
Fisher, W. G. Brozo, N. Frey, & G. Ivey.
Assessment: Copies of the found poems.
RED 4325 Subject Area Reading 2.C.3 Understand and apply knowledge of how
variations in phonology across languages
affect English language learners’ reading and
writing development.
Read Ch 10 in Content Area Reading and
Literacy by Alvermann, Gillis & Phelps,
pp.324-325, “Writing Across the
Curriculum”, Writing and English
Language Learners” and Ch. 2. “Language,
Diversity, and Culture” p. 56-57,
Supporting Literacy among Adolescent
English Learners. Candidates will create
lesson plans with modifications for ELLs
to reflect how the variation in phonology
across languages affects ELLs reading
and writing. This includes opportunities for
writing,and reading aloud.
Assessment: Lesson plans will include
modifications and assessment to be sure that
ELLs are able to read and write English
with understanding.
RED 4325 Subject Area Reading 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).
Read Ch. 2.10 in Improving Reading by
Johns and Lenski, “Phonemic Awareness”.
Candidates will use Elkonian boxes
(sound boxes) to demonstrate the
phonemes in vocabulary from their field
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experience textbooks to write sentences
and read them orally. Assessment: Sound
boxes showing the phonemes in content
vocabulary.
RED 4325 Subject Area Reading 2.C.5 (3.2, 5.12) Recognize, describe, and
incorporate appropriate phonological
awareness assessments to guide instruction.
Read Ch. 2.10 in Improving Reading by
Johns and Lenski, “Phonemic Awareness”.
Sound Boxes for Segmenting Phonemes.
Candidates will select key vocabulary
from their field experience textbook and
ask their students to identify the phonemes.
Assessment: Lesson to teach how to use
phonemes to spell content words.
RED 4325 Subject Area Reading 2.D.1 Performance Indicator D: Phonics
(2.B was “identify) 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.
Read Ch. 3.1 in Improving Reading by
Johns and Lenski, “Phonics: Consonants”,
p. 188. using the strategy, Write It.
Candidates will write a lesson in which
they introduce vocabulary orally by first
asking students to write the word as they
think of the phonics components and
then they compare the words so they can
see the spelling of the words, working
from the phoneme-grapheme level through
the multi-syllabic word level.
Course
Number
Name of Course Indicator Code Specific Indicator Curriculum Study Assignment/ Formative
Assessment at
Indicator Level
Summative
Assessment at
Competency Level
RED 4325 Subject Area Reading 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.
Read Ch. 4. in Improving Reading by
Johns and Lenski, “Resources”, Taking
Account of Dialects, p. 322. Candidates
will create a lesson plan in which they
emphasize the phonics elements of
content vocabulary that are the same or
different from their native language.
Assessment: Lesson plan and reflections.
RED 4325 Subject Area Reading 2.D.3
Use oral/aural language and writing
experiences to enhance phonics instruction
(e.g., sentence strip words, phrases, and
pocket charts).
Read Ch. 3 in Improving Reading by
Johns and Lenski, “Phonics, Decoding
And Word Identification”, Making
Words pp. 198. Candidates will create a
lesson using a pocket chart to be able to
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move the letters and make words from
a key vocabulary word in their field
experience textbooks.
Assessment: lesson plan with examples
for the Making Words strategy.
RED 4325 Subject Area Reading 2.D.4 (3.2, 5.12) Recognize, describe, and
incorporate appropriate phonics assessments
to guide instruction.
Read in Improving Reading by
Johns and Lenski, pp. 277-278, The Nifty
Thrifty Fifty word list. Candidates will
assess students’ knowledge of the Nifty
Thrifty Fifty and the word affixes
associated with them. Assessment:
Lesson plan to teach unknown affixes.
RED 4325 Subject Area Reading 2.E.1
Performance Indicator E: Fluency
(2.C was “identify”) 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.).
Read Ch. 4 in Improving Reading by
Johns and Lenski, “fluency and Effective
Oral Reading”, pp. 282-283, 287
“Structured Repeated Readings”.
Candidates will create a structured
repeated reading lesson plan and do the
reading progress chart.
Assessment: Lesson plan and analysis of
chart.
RED 4325 Subject Area Reading 2.E.2
(3.2, 5.12) Use oral/aural language and
writing experiences to enhance fluency (e.g.
poetry chart, song lyrics)
Read Ch. 4 in Improving Reading by
Johns and Lenski, “Fluency and Effective
Oral Reading”. Candidates will model
phrasing as indicated on p. 290, #10, and
create a lesson using poetry or a song that’
is relevant to their field experience
textbook unit.
Assessment: Lesson plan to teach fluent
reading of a poem or song and reflection.
RED 4325 Subject Area Reading 2.E.3
(3.2., 5.12) Recognize, describe, and
incorporate appropriate fluency assessments
to guide instruction.
Read Ch.4 in Improving Reading by
Johns and Lenski, “Fluency and Effective
Oral Reading” pp.324, Recording a
Student’s Oral Reading Miscues” and
p. 332, Procedures for Determining
Words Per Minutes. Candidates will
Assess a student’s fluency and make a
plan to guide instruction.
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Course
Number
Name of Course Indicator Code Specific Indicator Curriculum Study Assignment/ Formative
Assessment at
Indicator Level
Summative
Assessment at
Competency Level
explicit, systematic instructional practices to
scaffold vocabulary and concept
development (e.g., shared reading, semantic
mapping, etc.).
RED 4325 Subject Area Reading 2.F.1 Performance Indicator F: Vocabulary
(2.D was “identify”) Apply intentional,
explicit, systematic instructional practices to
scaffold vocabulary and concept
development (e.g., shared reading, semantic
mapping, etc.).
Read Ch. 8 in Content Area Reading and
Literacy by Alvermann, Gillis, & Phelps
“Increasing Vocabulary and Conceptual
Growth” p. 251. Candidates will create a
lesson plan for semantic mapping and
implement it in class and in their field
experience classroom. Assessment:
Lesson plan and reflection.
RED 4325 Subject Area Reading 2.F.2
Provide for continual integration, repetition,
and meaningful use of domain specific
vocabulary to address the demands of
academic language.
Read Ch 8 in Content Area Reading and
Literacy by Alvermann, Gillis, & Phelps,
“Increasing Vocabulary and Conceptual
Growth”. Candidates will create lesson
plans for their field experience classroom
integrating vocabulary. Assessment:
Lesson plans and reflection.
RED 4325 Subject Area Reading 2.F.3
Incorporate vocabulary instruction through
analogies (e.g., cognates, Greek and Latin
roots).
Read Ch 8 in Content Area Reading and
Literacy by Alvermann, Gillis, & Phelps,
“Increasing Vocabulary and Conceptual
Growth” p. 273. Candidates will create
lesson plans for their field experience
classroom focused on analogies.
Assessment: Lesson plan and reflection.
RED 4325 Subject Area Reading 2.F.4 Provide an environment that supports wide
reading of print and digital texts, both
informational and literary, to enhance
vocabulary.
Read Ch 8 in Content Area Reading and
Literacy by Alvermann, Gillis, & Phelps,
“Increasing Vocabulary and Conceptual
Growth” p.262. Candidates will use print
and digital texts of informational and
literary text to enhance vocabulary in
their field experience classroom.
assessment: Lesson plan and reflection.
RED 4325 Subject Area Reading 2.F.5 *3.2.j Incorporate instructional practices that
develop authentic uses of English to assist
Read Ch 8 in Content Area Reading and
Literacy by Alvermann, Gillis, & Phelps,
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English language learners in learning
academic vocabulary and content.
“Increasing Vocabulary and Conceptual
Growth” p. 266. Candidates will create
lesson plans with modifications for
English Language Learners (ELLs).
Assessment: Lesson plan and reflection.
RED 4325 Subject Area Reading 2.F.6 Use oral/aural language and writing
experiences to enhance vocabulary (e.g.,
interactive word walls, word sorts, word
charts for secondary).
Read Ch 8 in Content Area Reading and
Literacy by Alvermann, Gillis, & Phelps,
“Increasing Vocabulary and Conceptual
Growth”. Candidates will create a lesson
plan using word sorts for their field
experience classroom.
Assessment: Lesson plan and reflection.
Course
Number
Name of Course Indicator Code Specific Indicator Curriculum Study Assignment/ Formative
Assessment at
Indicator Level
Summative
Assessment at
Competency Level
RED 4325 Subject Area Reading
2.F.7
Use multiple methods of vocabulary
instruction (e.g. multiple contexts, examples
and non-examples, elaborations, etc.).
Read Ch 8 in Content Area Reading and
Literacy by Alvermann, Gillis, & Phelps,
“Increasing Vocabulary and Conceptual
Growth” pp. 258. Candidates will create
lesson plans using the Frayer Model with
examples and non-examples of
vocabulary. Assessment: Lesson plan and
reflection.
RED 4325 Subject Area Reading 2.G.1
Performance Indicator G: Integration of
the Reading Components
(2.F.1, 2.F.2 was “identify”) Apply
comprehensive instructional practices,
including writing experiences, that integrate
the reading components.
Read Ch 10 in Content Area Reading and
Literacy by Alvermann, Gillis, & Phelps,
“Writing Across the Curriculum”.
Candidates will create a lesson plan using
The strategy, RAFT. Assessment: Lesson
Plan and reflection.
RED 4325 Subject Area Reading 2.G.2 Identify instructional practices to develop
students’ metacognitive skills in reading
(e.g., text coding such as INSERT, two
column notes).
Read Ch 11 in Content Area Reading and
Literacy by Alvermann, Gillis, & Phelps,
“Studying and Study Strategies”.
Candidates will create a lesson plan using
two-column notes. Assessment: Lesson
plan and reflection.
RED 4325 Subject Area Reading 2.G.3 (2.F.3 was “identify”) Use resources and
research-based practices that create
Read Ch 10 in Content Area Reading and
Literacy by Alvermann, Phelps & Gillis,
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information intensive environments (e.g.,
diverse classroom libraries, inquiry reading).
“Writing across the Curriculum”.
Candidates will create a lesson using I-
Charts., p. 355. Assessment: Lesson plan and
reflection.
RED 4325 Subject Area Reading
2.G.4
(2.F.4 was “identify”) 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).
Read Ch 12 in Content Area Reading and
Literacy by Alvermann, Gillis, & Phelps,
“Developing Lifetime Readers: Literature
In Content Area Classes. Candidates will
Create a lesson create a list of literature
and digital text appropriate to students’
age, interests and reading proficiency.
Assessment: Annotated list of books and
digital text with justification for use.
RED 4325 Subject Area Reading 2.G.5 Demonstrate understanding of similarities
and differences between home language and
second language reading development.
Read Ch 2 in Content Area Reading and
Literacy by Alvermann, Gillis, & Phelps,
“Language, Diversity and Culture”.
Candidates will discuss differences in
Home languages and second language
reading development. Assessment:
Lesson plan with accommodations for
ELLs.
RED 4325 Subject Area Reading 2.G.6 Triangulate data from appropriate reading
assessments to guide instruction.
Read Ch 5 in Content Area Reading and
Literacy by Alvermann, Gillis, & Phelps,
“Assessment of Students and Textbooks”’
Candidates will use data for a case study
on one student using the reading
components. Assessment: Case Study
with guidelines for instruction.