Required ILA Elements Identify the assessment. Link the Examples of POSSIBLE indicators to Reading (Middle and High School Content assessment title to the relevant syllabus for demonstrate competence. The bulleted Classroom Teachers) the course of which it is a part. items below may include but not limited to Identify the course name and number where each element is assessed. Standard 1: Foundational Knowledge – Candidates understand the theoretical and evidence-based foundations of reading and writing processes and instruction. 1.1: Understand major theories and empirical MSUTeach Recognize major theories and research research that describe the cognitive, linguistic, UTCH 200 Syllabus evidence of reading and writing processes motivational, and sociocultural foundations of and development in adolescence, including UTCH 200 Clinical Interview I / novice – reading and writing development, processes, first and second literacy acquisition and the expert analysis and components, including word recognition, role of native language in learning to read and UTCH 200 Clinical Interview II / language comprehension, strategic knowledge, write in a second language. assessment design and testing and reading–writing connections. Identify and explain the specific reading and UTCH 350 PBI Discussion Leader Rubric writing expectations of their content areas as UTCH 350 Project-based Instruction Final described in national and state standards. Project and Rubric Explain the research and theory of learning environments that support individual motivation to read and write. Value the scholarship of the reading profession and seek to understand the theoretical knowledge base in relation to their disciplinary areas. Understand the process of identifying and differentiating the range of literacy needs of adolescent readers. 1.3: Understand the role of professional MSUTeach Show fair-mindedness, empathy, and ethical judgment and practical knowledge for UTCH 200 Syllabus behavior when teaching students and improving all students’ reading development working with other professionals. UTCH 200 Clinical Interview I / novice – and achievement. expert analysis Use multiple sources of information to guide instructional planning to improve reading UTCH 200 Clinical Interview II / achievement of all students. assessment design and testing UTCH 350 Project-based Instruction Final Project and Rubric
Required ILA Elements Reading (Middle and High School Content Classroom Teachers) Identify the assessment. Link the assessment title to the relevant syllabus for the course of which it is a part. Identify the course name and number where each element is assessed. Examples of POSSIBLE indicators to demonstrate competence. The bulleted items below may include but not limited to Standard 1: Foundational Knowledge – Candidates understand the theoretical and evidence-based foundations of reading and writing processes and instruction. 1.1: Understand major theories and empirical research that describe the cognitive, linguistic, motivational, and sociocultural foundations of reading and writing development, processes, and components, including word recognition, language comprehension, strategic knowledge, and reading–writing connections. MSUTeach UTCH 200 Syllabus UTCH 200 Clinical Interview I / novice – expert analysis UTCH 200 Clinical Interview II / assessment design and testing UTCH 350 PBI Discussion Leader Rubric UTCH 350 Project-based Instruction Final Project and Rubric Recognize major theories and research evidence of reading and writing processes and development in adolescence, including first and second literacy acquisition and the role of native language in learning to read and write in a second language. Identify and explain the specific reading and writing expectations of their content areas as described in national and state standards. Explain the research and theory of learning environments that support individual motivation to read and write. Value the scholarship of the reading profession and seek to understand the theoretical knowledge base in relation to their disciplinary areas. Understand the process of identifying and differentiating the range of literacy needs of adolescent readers. 1.3: Understand the role of professional judgment and practical knowledge for improving all students’ reading development and achievement. MSUTeach UTCH 200 Syllabus UTCH 200 Clinical Interview I / novice – expert analysis UTCH 200 Clinical Interview II / assessment design and testing UTCH 350 Project-based Instruction Final Project and Rubric Show fair-mindedness, empathy, and ethical behavior when teaching students and working with other professionals. Use multiple sources of information to guide instructional planning to improve reading achievement of all students.