Louisiana Administrative Code
Title 28 - EDUCATION
Part CXXXI - Bulletin 746-Louisiana Standards for State Certification of School Personnel
Chapter 3 - Initial Teacher Certification
Subchapter E - English Language Arts and Literacy Teacher Competencies
Section CXXXI-325 - English Language Arts Content Pedagogy Competencies
Universal Citation: LA Admin Code CXXXI-325
Current through Register Vol. 50, No. 9, September 20, 2024
A. The teacher candidate applies knowledge of the relationships among speaking and listening, language, reading, and writing to use writing and speaking and listening experiences in conjunction with language and reading instruction to enhance student reading and writing development.
1. The teacher candidate for B-K,
PK-3, and 1-5 uses knowledge of the progression of phonological awareness
skills to select or design and implement sequenced lessons and units that
scaffold student development of phonological awareness and enhance reading and
writing development through the use of a variety of intentional, explicit, and
systematic instructional practices embedded in a range of continuous
texts.
2. The teacher candidate for
grades 1-5, 4-8, and 6-12 uses knowledge of the progression of language,
reading, and writing skills to select or design and implement lesson sequences
that scaffold and enhance early adolescent and adolescent student reading and
writing development through the use of a variety of intentional, explicit, and
systematic instructional practices embedded in a range of continuous texts for
small-group instruction or intervention in addition to whole-class instruction
with grade-level standards.
3. The
teacher candidate uses knowledge of the relationship between phonemes and
graphemes to plan writing experiences in conjunction with phonological
instruction to enhance student reading and writing development.
4. The teacher candidate selects and uses
various strategies to develop student reading fluency, including guiding
student awareness of syntax and discourse.
5. The teacher candidate selects or designs
and implements lessons and unit sequences which provide opportunities for all
students to read a wide range and volume of texts for various purposes of
understanding, pleasure, and research, and make connections among texts based
on the language, craft, topics, themes, and/or ideas.
6. When appropriate and based on age- or
grade-level standards, the teacher candidate supports student selection of
texts and assessment of the credibility and usability of texts for different
purposes.
7. The teacher candidate
schedules and coordinates instructional time to make content connections with
science, social studies, and the arts to ensure students build a wide
vocabulary and knowledge of the world.
B. The teacher candidate selects or designs and implements instruction that provides opportunities for students at various stages of language, reading, and writing development to accurately and fluently read, understand, and express understanding of a range of complex grade-level texts, as determined by age- or grade-level standards.
1. The teacher candidate selects a volume of
appropriately complex texts about similar topics, themes, and/or ideas that
present opportunities for instruction and assessment of age- or grade-level
standards.
2. The teacher candidate
selects and uses multiple academic standards for instruction with selected
complex texts about similar topics, themes, or ideas to identify sections for
rereading through interactive read aloud, read along, pair or group reading,
and/or independent reading, and creates and sequences questions and
tasks.
3. The teacher candidate
anticipates student misconceptions or challenges and identifies a variety of
grade-level appropriate instructional strategies to scaffold instruction and
provide all students with opportunities to read, understand, and express
understanding through conversations and writing using grade-level appropriate
language, conventions, spelling, and structure.
4. The teacher candidate fluently applies
principles of explicit and direct teaching: modeling, leading, giving, guided
practice, and reviewing.
5. The
teacher candidate implements multisensory and multimodal techniques to enhance
instruction.
6. The teacher
candidate designs and teaches routines to support a complete lesson format,
from the introduction of a word recognition concept to fluent application in
meaningful reading and writing.
C. The teacher candidate selects or designs and implements instructional materials that develops student ability to meet the age- or grade-level standards for reading, writing, speaking and listening, and language by composing a range of oral, written, and visual texts using formal and informal, process and on-demand, and different genres for a variety of purposes and audiences).
1. The teacher
candidate selects and uses multiple academic standards for instruction with
selected complex texts about similar topics, themes, and ideas to select or
design composition tasks that explain, analyze, challenge, or extend the
language, craft, topics, themes, and ideas of the texts.
2. The teacher candidate locates models of
writing in complex texts to illustrate word choice, syntax, sentence variety,
fluency, text structure, and style and selects or designs and implements
instruction that develops student ability to use the models to advance
language, structure, and style in personal writing.
3. The teacher candidate facilitates
classroom discussions based on the age- or grade-level standards for speaking
and listening that allow students to refine thinking about the language, craft,
topics, themes, and/or ideas in complex texts in preparation for writing, when
appropriate, as indicated by academic standards.
4. The teacher candidate develops, based on
academic standards, student ability to create an organizing idea or thesis
statement, effectively organize and develop a written, oral, or visual
response, and, when appropriate, develop a topic or support an opinion or claim
about the language, craft, topics, themes, and/or ideas in complex texts using
relevant evidence.
5. The teacher
candidate provides opportunities incorporating technology for students to plan,
draft, revise, edit, and publish written, oral, visual, and digital texts,
individually and collaboratively through shared and small-group writing and
peer editing to communicate knowledge, ideas, understandings, insights, and
experiences.
6. The teacher
candidate anticipates how students may use non-standard language orally and in
writing and selects or designs and implements instruction based on age- or
grade-level standards to develop student ability to use language conventions of
grammar, usage, and mechanics accurately and strategically in writing for
different audiences and purposes.
7. The teacher candidate selects or designs
and implements tasks for all students, as indicated by academic standards for
reading, writing, speaking and listening, and language that require research of
a topic, theme, or idea presented in complex texts and communication of
findings orally and in writing.
8.
The teacher candidate designs and implements research-based adaptations of
instruction for students with advanced literacy skills and for students with
weaknesses in working memory, attention, executive function, or processing
speed.
D. The teacher candidate applies knowledge of language, reading, and writing development to select or design and use a range of ongoing classroom assessments including diagnostic, formal and informal, formative and summative, oral, and written which measure students' ability to read, understand, and demonstrate understanding of a range of grade-level complex texts to inform and adjust planning and instruction.
1. The teacher
candidate selects or designs a range of ongoing assessments including formal
and informal, formative and summative, oral, and written to measure student
ability to use knowledge of language, print concepts, phonological awareness,
phonics, and word recognition to accurately and fluently read, understand, and
express understanding of a range of continuous texts.
2. The teacher candidate applies knowledge of
reading, writing, and language development to identify trends in student
reading foundational skills, writing, and language development and identify
students who are in need of additional support with decoding, fluency,
vocabulary development, speaking and listening, writing, and grammar.
3. The teacher candidate assesses specific
reading behaviors often associated with fluency problems such as lack of
automaticity, substitution, omissions, repetitions, inappropriate reading
rates, and inaccuracy and recognizes atypical developmental patterns, and
collaborates with colleagues and specialists to plan and implement appropriate
instructional support(s) that address individual needs without replacing
regular classroom instruction.
4.
The teacher candidate assesses student written expression skills of handwriting
for elements of legibility, such as letter formation, size and proportion, and
spacing, and keyboarding for proper technique and style, such as adequate rate
and accuracy, appropriate spacing, and proficiency with word processing
programs, identifies elements that need improvement, and designs instructional
supports that support student mastery.
5. The teacher candidate uses assessment
trends to make adjustments to instructional plans through re-teaching, targeted
mini-lessons, individualized or small-group remediation, or extension and
identifies differentiated instructional supports that provide all students with
opportunities to read, understand, and express understanding of complex texts,
as determined by age- or grade-level standards.
6. The teacher candidate uses assessment
trends to form flexible groups of students and select or design and implement
small-group instruction to improve student ability to read independently a
range of continuous texts and write in response using age- or grade-level
appropriate conventions, spelling, language, and structure.
7. The teacher candidate understands and
explains types of assessments specific to early literacy skills, along with
their purposes, strengths, and limitations, as well as national norms
associated with literacy skills.
8.
The teacher candidate administers and interprets both print and electronic
early literacy assessment for purposes including but not limited to formative
or summative assessment, diagnostic purposes, and progress
monitoring.
AUTHORITY NOTE: Promulgated in accordance with R.S. 17:6(A)(10), (11), and (15), R.S. 17:7(6), R.S. 17:10, R.S. 17:22(6), R.S.17:24.9, R.S. 17:391.1-391.10, and R.S. 17:411.
Disclaimer: These regulations may not be the most recent version. Louisiana may have more current or accurate information. We make no warranties or guarantees about the accuracy, completeness, or adequacy of the information contained on this site or the information linked to on the state site. Please check official sources.
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