Current through Register Vol. 50, No. 9, September 20, 2024
A. The teacher candidate applies knowledge of
the theoretical and evidence-based foundations of reading and writing processes
and specific disciplinary literacy expectations as described in academic
standards to select or design and implement an integrated and comprehensive
curriculum that develops students' understanding of content.
1. The teacher candidate explains the
research and theory of disciplinary literacy and demonstrates
disciplinespecific reading and writing skills.
2. The teacher candidate explains how
disciplinary literacy skills are necessary for learning content and expressing
understanding of content through writing and speaking based on the academic
standards for certification content area.
3. The teacher candidate selects or designs
and implements discipline-specific curriculum and instructional materials which
incorporate technology to support instructional goals and objectives for the
disciplinary literacy demands of the certification content area and
differentiates the materials for the range of literacy needs of adolescent
readers.
4. The teacher candidate
selects, assesses the accuracy and credibility of, and uses a range and volume
of print, digital, visual, and oral discipline-specific texts including primary
and secondary sources in social studies or current research, informational
journals, experimental data, and results in science as instructional
tools.
B. The teacher
candidate applies knowledge of disciplinary literacy to select and use
appropriate and varied instructional approaches to build all student ability to
understand and express understanding of discipline specific content through
reading, writing, speaking, and language.
1.
The teacher candidate provides opportunities for students to learn and use
vocabulary and language specific to the certification content area, practice
discipline-specific reading and writing strategies, and gain and express
understanding of content by exploring key questions through grade-level print,
digital, visual, and oral discipline specific texts.
C. The teacher candidate applies knowledge of
disciplinary literacy to select or design and use a range of ongoing classroom
assessments for diagnostic, formal and informal, formative and summative, oral
and written use which measure student mastery of grade-level standards in order
to inform and adjust planning and instruction.
1. The teacher candidate assesses student
ability to understand and use discipline-specific vocabulary and language, gain
knowledge and understanding of content through grade-level, discipline-specific
texts, and express knowledge and understanding through speaking and
writing.
2. The teacher candidate
uses trends in assessment results to plan lessons, make adjustments to
instruction, and provide remediation and enrichment opportunities for
students.
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.
17:391.1-391.10, and
R.S.
17:411.
