ICTS Reading Teacher 177 Teacher Certification 2nd Edition by Sharon Wynne, M S Southern Connecticut State University ISBN 9781607878223 by Sharon Wynne 9781607878223, 1607878224 instant download after payment.

ICTS Reading Teacher 177 Teacher Certification 2nd Edition by Sharon Wynne, M S Southern Connecticut State University - Ebook PDF Instant Download/Delivery: 9781607878223
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ISBN 13: 9781607878223
Author: Sharon Wynne, M S Southern Connecticut State University

The opinions expressed in this publication are the sole works of XAMonline and were created independently from the National Education Association, Educational Testing Service, or any State Department of Education, National Evaluation Systems or other testing affiliates. Between the time of publication and printing, state specific standards as well as testing formats and website information may change that is not included in part or in whole within this product. Sample test questions are developed by XAMonline and reflect similar content as on real tests; however, they are not former tests. XAMonline assembles content that aligns with state standards but makes no claims nor guarantees teacher candidates a passing score. Numerical scores are determined by testing companies such as NES or ETS and then are compared with individual state standards. A passing score varies from state to state. Printed in the United States of America

ICTS Reading Teacher 177 Teacher Certification 2nd Table of contents:

SUBAREA I: LANGUAGE, READING, AND LITERACY

COMPETENCY 1.0 – Understand the Nature of Language and Language Development

• Skill 1.1: Recognize that written language is a symbolic system

• Skill 1.2: Demonstrate knowledge of major theories of language development, cognition, and learning

• Skill 1.3: Demonstrate knowledge of the principles of new language acquisition

• Skill 1.4: Understand the phonemic, morphemic, semantic, syntactic, and pragmatic systems of language and their relation to reading and writing

COMPETENCY 2.0 – Understand the Development of Literacy

• Skill 2.1: Recognize the importance of literacy for personal and social growth

• Skill 2.2: Demonstrate knowledge of the interrelation of language and literacy acquisition

• Skill 2.3: Recognize students’ need to integrate literacy through reading, writing, listening, speaking, viewing, and visual representation

• Skill 2.4: Demonstrate knowledge of the importance of providing learning opportunities in all aspects of literacy

COMPETENCY 3.0 – Understand the History, Theoretical Models, and Philosophies of Reading Education

• Skill 3.1: Familiarity with research, philosophies, and theoretical models of reading education

• Skill 3.2: Knowledge of the history of reading education and contributions of literacy leaders

• Skill 3.3: Familiarity with relevant reading research and its influence on literacy education

• Skill 3.4: Knowledge of trends, controversies, and issues in reading education

• Skill 3.5: Recognize reading skills and strategies in reading development

• Skill 3.6: Recognize scope and sequences for reading instruction, Pre-K through grade 12

COMPETENCY 4.0 – Understand the Nature of Reading and the Language Arts

• Skill 4.1: Recognize reading as constructing meaning from text, context, and prior knowledge

• Skill 4.2: Demonstrate knowledge of emergent literacy and supporting experiences

• Skill 4.3: Understand the interrelation between reading/writing and listening/speaking

• Skill 4.4: Understand the role of metacognition in language arts

• Skill 4.5: Promote integration of language arts into all content areas

COMPETENCY 5.0 – Understand the Influence of Individual Differences and Diversity

• Skill 5.1: Understand the impact of physical, perceptual, emotional, social, cultural, environmental, and intellectual factors on learning

• Skill 5.2: Understand how school contextual factors influence student learning

• Skill 5.3: Adjust reading instruction for diverse learners and nonstandard dialect speakers

• Skill 5.4: Value cultural, linguistic, and ethnic diversity

SUBAREA II: READING INSTRUCTION

COMPETENCY 6.0 – Strategies for Promoting Students’ Interest in Reading

• Skill 6.1: Create a literate environment fostering literacy growth

• Skill 6.2: Use texts and trade books to stimulate interest and motivation

• Skill 6.3: Provide opportunities for selection, extended reading, and creative responses

• Skill 6.4: Model reading and writing as lifelong activities

• Skill 6.5: Use instructional technologies to support reading and writing

COMPETENCY 7.0 – Strategies for Promoting Word Identification, Spelling, Vocabulary, and Fluency

• Skill 7.1–7.7: Strategies for word identification, spelling development, phonics, context clues, spelling patterns, vocabulary acquisition, and fluency development

COMPETENCY 8.0 – Strategies for Promoting Reading Comprehension

• Skill 8.1–8.6: Explicit instruction, modeling, questioning, connecting prior knowledge, monitoring comprehension, text conventions

COMPETENCY 9.0 – Using Literature to Promote Literacy Skills

• Skill 9.1–9.3: Familiarity with classic and contemporary literature, locating and evaluating texts, readability assessment

COMPETENCY 10.0 – Promoting Study and Research Skills

• Skill 10.1–10.5: Strategies for locating resources, varying reading rates, time management, organizing information, test-taking

COMPETENCY 11.0 – Promoting Writing Skills

• Skill 11.1–11.3: Planning, drafting, revising, editing, publishing, and teaching conventions of standard written English

SUBAREA III: ASSESSMENT

COMPETENCY 12.0 – Purposes and Uses of Assessment

• Skill 12.1–12.4: Reading diagnosis models, uses and limitations of assessments, aligning instruction, screening procedures

COMPETENCY 13.0 – Characteristics and Construction of Assessments

• Skill 13.1–13.4: Assessing strengths/needs, multiple indicators of progress, using various assessment tools, constructing classroom tests

COMPETENCY 14.0 – Instructional Methods for Reading Difficulties

• Skill 14.1–14.5: Causes of difficulties, individualized/group interventions, designing/evaluating programs, reading diagnosis models, reporting

COMPETENCY 15.0 – Working with Students with Special Needs

• Skill 15.1–15.3: Instructional implications, interpreting diagnostic information, developing individualized education plans

SUBAREA IV: PROFESSIONAL ROLES AND RESPONSIBILITIES

COMPETENCY 16.0 – Implementing and Enhancing Reading Programs

• Skill 16.1–16.3: Communicating with students, differentiating instruction, implementing federally/state-supported programs

COMPETENCY 17.0 – Participating in Curriculum Development

• Skill 17.1–17.5: Knowledge of educational standards, evaluating materials, participating in school improvement, curriculum design, and instructional material selection

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