230:115 Methods of Teaching Early Literacy

Alignment with INTASC Professional Standards

Principle #1: CONTENT KNOWLEDGE--The candidate understands the central concepts, tools of inquiry, and structures of the discipline(s) he or she teaches and can create learning experiences that make these aspects of subject matter meaningful for students.
  1. Show an understanding of literacy theories and the developmental process of language/literacy learning, the continuum of reading and writing growth, and the conditions which impact favorably on them.
  2. Demonstrate an understanding of semantic, syntactic, pragmatic, phonemic, and morphemic systems of language and their relation to the reading and writing process.

Principle #2: LEARNING AND DEVELOPMENT--The candidate understands how children learn and develop, and can provide learning opportunities that support their intellectual, social and personal development.
  1. Show an understanding of literacy theories and the developmental process of language/literacy learning, the continuum of reading and writing growth, and the conditions which impact favorably on them.

Principle #3: DIVERSE LEARNERS--The candidate understands how students differ in their approaches to learning and creates instructional opportunities that are adapted to diverse learners.
  1. Select methods and materials that effectively embrace and accept diversity.

Principle #4: INSTRUCTIONAL STRATEGIES--The candidate understands and uses a variety of instructional strategies to encourage students' development of critical thinking, problem solving, and performance skills.
  1. Articulate an understanding of current instructional practices for promoting literacy development of beginning readers and writers.
  2. Design engaging and appropriate instruction and literacy experiences for beginning readers and writers.
  3. Select proper literacy materials for beginning readers and writers.
  4. Select methods and materials that effectively embrace and accept diversity.
  5. Use, interpret and report on results of authentic assessments that provide insights into a child’s literacy development and inform instruction.

Principle #5: CLASSROOM MANAGEMENT--The candidate uses an understanding of individual and group motivation and behavior to create a learning environment that encourages positive social interaction, active engagement in learning, and self-motivation.
  1. Design engaging and appropriate instruction and literacy experiences for beginning readers and writers.

Principle #6: COMMUNICATION--The candidate uses knowledge of effective verbal, nonverbal, and media communication techniques to foster active inquiry, collaboration, and supportive interaction in the classroom.
  1. Display positive dispositions and conduct related to literacy and the teaching of literacy.

Principle #7: PLANNING INSTRUCTION--The candidate plans instruction based upon knowledge of subject matter, students, the community, and curriculum goals.
  1. Articulate an understanding of current instructional practices for promoting literacy development of beginning readers and writers.
  2. Design engaging and appropriate instruction and literacy experiences for beginning readers and writers.
  3. Select proper literacy materials for beginning readers and writers.
  4. Select methods and materials that effectively embrace and accept diversity.
  5. Use, interpret and report on results of authentic assessments that provide insights into a child’s literacy development and inform instruction.
  6. Reflect on one’s practice, utilizing a problem-solving cycle, by identifying students’ needs, responding with appropriate instruction and assessing the results.

Principle #8: ASSESSMENT--The candidate understands and uses formal and informal assessment strategies to evaluate and ensure the continuous intellectual, social and physical development of the learner.
  1. Use, interpret and report on results of authentic assessments that provide insights into a child’s literacy development and inform instruction.

Principle #9: REFLECTION AND PROFESSIONAL DEVELOPMENT--The candidate is a reflective practitioner who continually evaluates the effects of his/her choices and actions on others (students, parents, and other professionals in the learning community) and who actively seeks out opportunities to grow professionally.
  1. Reflect on one’s practice, utilizing a problem-solving cycle, by identifying students’ needs, responding with appropriate instruction and assessing the results.
  2. Engage with peers through regular conversations, discussions, and consultations about learners, literacy theory, and assessment and instruction.

Principle #10: SCHOOL-COMMUNITY RELATIONS--The candidate fosters relationships with school colleagues, parents, and agencies in the larger community to support students' learning and well-being.
  1. Engage with peers through regular conversations, discussions, and consultations about learners, literacy theory, and assessment and instruction.
  2. Develop an appreciation of effective strategies to include parents/caregivers as partners in the literacy development of their children.

Principle #11: USE OF TECHNOLOGY--The candidate integrates the computer and other high and low technology into classroom teaching activities, assessment and/or documentation.
  1. Understand the value of instructional and information technologies to support literacy learning.