2.1: Use foundational knowledge to design or implement an integrated, comprehensive, and balanced curriculum. [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.] Demonstrate an understanding of the research and literature that undergirds the reading and writing curriculum instruction for all pre-K–12 students. Develop and implement the curriculum to meet the specific needs of students who struggle with reading. Support teachers and other personnel in the design, implementation, and evaluation of the reading and writing curriculum for all students. Work with teachers and other personnel in developing a literacy curriculum that has vertical and horizontal alignment across pre-K–12. 2.2: Use appropriate and varied instructional approaches, including those that develop word recognition, language comprehension, strategic knowledge, and reading–writing connections. [McKenna and Stahl (2009) define reading as including word recognition, language comprehension, and strategic knowledge] Use instructional approaches supported by literature and research for the following areas: concepts of print, phonemic awareness, phonics, vocabulary, comprehension, fluency, critical thinking, motivation, and writing. Provide appropriate in-depth instruction for all readers and writers, especially those who struggle with reading and writing. Support classroom teachers and education support personnel to implement instructional approaches for all students. As needed, adapt instructional materials and approaches to meet the language-proficiency needs of English learners and students who struggle to learn to read and write. 2.3: Use a wide range of texts (e.g., narrative, expository, and poetry) from traditional print, digital, and online resources. Demonstrate knowledge of and a critical stance toward a wide variety of quality traditional print, digital, and online resources. Support classroom teachers in building and using a quality, accessible classroom library and materials collection that
2.1: Use foundational knowledge to design or implement an integrated, comprehensive, and balanced curriculum. [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.] Demonstrate an understanding of the research and literature that undergirds the reading and writing curriculum instruction for all pre-K–12 students. Develop and implement the curriculum to meet the specific needs of students who struggle with reading. Support teachers and other personnel in the design, implementation, and evaluation of the reading and writing curriculum for all students. Work with teachers and other personnel in developing a literacy curriculum that has vertical and horizontal alignment across pre-K–12. 2.2: Use appropriate and varied instructional approaches, including those that develop word recognition, language comprehension, strategic knowledge, and reading–writing connections. [McKenna and Stahl (2009) define reading as including word recognition, language comprehension, and strategic knowledge] Use instructional approaches supported by literature and research for the following areas: concepts of print, phonemic awareness, phonics, vocabulary, comprehension, fluency, critical thinking, motivation, and writing. Provide appropriate in-depth instruction for all readers and writers, especially those who struggle with reading and writing. Support classroom teachers and education support personnel to implement instructional approaches for all students. As needed, adapt instructional materials and approaches to meet the language-proficiency needs of English learners and students who struggle to learn to read and write. 2.3: Use a wide range of texts (e.g., narrative, expository, and poetry) from traditional print, digital, and online resources. Demonstrate knowledge of and a critical stance toward a wide variety of quality traditional print, digital, and online resources. Support classroom teachers in building and using a quality, accessible classroom library and materials collection that
RdgSpecPPA-Addendum4.docx