expanding vocabulary. 4.1: Recognize, 2.13k and know that there Mini-Presentations understand, and national content and is a continuum the forms performance of knowledge of diversity that standards that relate and skills in exist in society to reading learning to read and their and that importance in students’ learning to read progress along and write. the continuum at [Reading a different rates specialists may and require have varied levels of responsibilities instructional for teaching intensity. students who know • struggle with state content and learning to read performance and must also standards in be able to reading support including TEKS teachers in and features of a their efforts to Research-Based provide Reading effective Program. instruction for know • all students.] the recursive relationship reading instruction, assessment, and instructional planning. know • the components of effective
expanding vocabulary. 4.1: Recognize, understand, and the forms of diversity that exist in society and their importance in learning to read and write. [Reading specialists may have responsibilities for teaching students who struggle with learning to read and must also be able to support teachers in their efforts to provide effective instruction for all students.] 2.13k and national content and performance standards that relate to reading know that there is a continuum of knowledge and skills in learning to read and that students’ progress along the continuum at a different rates and require varied levels of instructional intensity. • know state content and performance standards in reading including TEKS and features of a Research-Based Reading Program. • know the recursive relationship reading instruction, assessment, and instructional planning. • know the components of effective Mini-Presentations
ms_reading.docx