APPENDIX B
Core Curriculum Content
Florida Reading Endorsement Alignment Matrix
Middle School Education
MG English/MG Social Science 366
MG Math/MG English 373
MG General Science/MG English 375
Competency 1
The * designates which of the reading endorsement competencies are specific to the competencies for English to Speakers of
Languages (ESOL). The R designates which of the reading endorsement competencies are specific to the competencies for
Reading Certification. The E designates which of the reading endorsement competencies are specific to those for Exceptional
Student Education (ESE).
Text Rule:
Understanding reading as a process of student engagement in both fluent decoding of words and construction of
meaning.
Competency 1: Foundations in Language & Cognition
Has substantive knowledge of language structure and function and cognition for each of the five major
components of the reading process.
Course
Number
Topic of
Study
Early
Experience
s with
Language
RED 3310
Indicator code
Curriculum Study
Assignment(s)
Specific Indicator
Specific Indicator A:
Phonemic Awareness



1.A.1
Identify and apply basic
concepts of phonology as
they relate to language
development and reading
performance (e.g.,
phonological process,
inventory of phonemes,
phonemic awareness
skills, phonemic
analysis)*



Discussion – What do
you remember about
learning to read?
Read and discuss:
Reading and Learning
to Read by Vacca &
Vacca Chapters 3 & 4
Words Their Way
Spelling Assessment
and Diagnosis
Mini lessons for Early
Literacy
Discussion: Chart
stories, hands on
activities, books
appropriate for PK – 3,
scaffolding instruction
RED 3310
Early
Experience
s with
1.A.2

Language
 Big Book Activity
- Read a big book to
students making use of a
"Oral Cloze" and modeling
good reading behaviors.
Distinguish both
phonological and
phonemic differences in
language and their
applications in written
and oral discourse
patterns (e.g., language &
dialect differences)*
- Describe the activity,
student discovery and
phonological and PA
learning gains with this
activity.

Developing
Reading
RED 3310
1.B.1
Specific Indicator B: Phonics




Proficiency
RED 3310
Developing
Reading
Proficiency
1.B.2

Identify structural
patterns of words as they
relate to reading
development and reading
performance (e.g.,
inventory of orthographic
representations, syllable
conventions; spellings of
prefixes, root words,
affixes)*
Apply structural analysis
to words (e.g.,
orthographic analysis,
spelling morphologies,
advance phonics skills)




RED 3310
Developing
Reading
Proficiency
1.C.1
Specific Indicator C: Fluency



Identify the principles of
reading fluency as they
relate to reading
development



Review and summarize
online storybooks
Chapter 6 & 8 (Vacca &
Vacca)
Word Sorts
Discussion: Include
information concerning
structural patterns, syllable
conventions, prefixes, root
words, and affixes- class
discussion.
Words Their Way spelling
assessment and diagnosis
Phonics Lesson Plan –
mylabschool.com scenario
Design a phonics lesson
plan teaching a phonetic
element through a song or
chant (initial consonants,
medial vowels, short
vowels, or a morphemic
feature).
Mini lessons for word study
Read and discuss : Chapter
7 (Vacca & Vacca)
Discuss Rasinski article:
http://www.prel.org/produ
cts/re_/assessingfluency.htm
Mini lessons for Fluency
Readers Theatre
Develop a fluency
newsletter for parents
RED 3310
RED 3310
Developing
Reading
Proficiency
Vocabulary
/Tools of
Language
1.C.2

Understands the role of
reading fluency in
development of the
reading process
Specific Indicator D:
Vocabulary
1.D.1

Identify and apply
principles of English
morphology as they
relate to language
acquisition (e.g., identify
meanings of morphemes,
inflectional and
derivational morphemes,
morphemic analysis)

Fluency Activity. Develop
fluency activity that
showcases prosody,
accuracy, and automaticity
demonstrating the link
between fluency and
comprehension (suggested
activities: Reader’s Theater;
Choral Reading, Language
Experience Activity, etc.)
 Read and discuss: Vacca &
Vacca. Chapter 6:
 Vocabulary knowledge and
concept development
 Mini lesson activities for
Vocabulary
 Read and discuss activities
from:
- Teaching Vocabulary in all
Classrooms by Camille
Blachowicz and Peter Fisher
- Words, Words, Words:
Teaching Vocabulary in Grades 4
– 12 by Janet Allen
RED 3310
Vocabulary
/Tools of
Language
1.D.2

Identify principles of
semantics as they relate
to vocabulary
development (e.g.,
antonyms, synonyms,
figurative language, etc.)





RED 3310
Developing
Reading
Proficiency
1. E. 1
Specific Indicator E:
Comprehension

Identify principles of
syntactic function as they
relate to language
acquisition and reading
development (e.g.,


Mini lessons for Vocabulary
Etymology - Latin and Greek
origins
Jeopardy game – Latin and
Greek
Hands on activities for
vocabulary instruction
(parts of speech, synonyms,
antonyms, homophones,
definitions)
Introduction to dictionary
and different formats for a
thesaurus
 Lesson plan for
vocabulary/comprehen
sion mylabschool.com
scenario
Read and discuss Chapter 9
(Vacca & Vacca). Reading
Comprehension
Class presentations of
phrase structure, types of
sentences, sentence
manipulations)*



1. E. 2
RED 3310
Developing
Reading
Proficiency
1. E. 3

RED 3310
Developing
Reading
Proficiency
1. E. 4

RED 3310
Developing
Reading
Proficiency
Understands the impact
of variations in written
language of different text
structures on the
construction of meaning

Identify cognitive task
levels and the role of
cognitive development in
the construction of
meaning of a variety of
texts (e.g., knowledge,
comprehension,
application, analysis,
synthesis, evaluation)
Understands the
transactive nature of the
reading process in
constructing meaning
from a wide variety of
texts and for a variety of
purposes (e.g., text
connections: within texts,
across texts, from text to
self, from text to world)



Comprehension Strategy
Mini lessons for content
area and comprehension
Introduce graphic
organizers – online sites
and books designed for
educators
Read and Discuss Text
Structures
Using the Vacca & Vacca
textbook, provide
descriptions (with page
numbers) of chronological
order, description,
problem/solution,
cause/effect, point of view,
and compare/contrast
formats.
Read and discuss Chapter
11 (Vacca & Vacca):
Meeting the literacy needs
of diverse learners.
Cinderella stories - Adapt
for instruction
- identify readability of text
- synthesize text (using MS
tool) and identify
readability level
- Modify text for LEP
student and identify
readability level.

“But I say” strategy.
Students use popular
news item to debate:
- Text to text
(newspaper/print
perspectives)
- Text to Media (TV, WWW
perspective)
- Text to self (value
perspective)
RED 3310
Developing
Reading
Proficiency
Developing
Reading
Proficiency
Specific Indicator F:
Integration of the major
reading components
1.F.1

1.F.2

RED 3310
Identify language
characteristics related to
informal language and
cognitive academic
language.*
Identify phonemic,
semantic, and syntactic
variability between
English and other
languages.*





1.F.3
RED 3310
Matching
Reader and
Text
1.F.4
RED 3310
Developing
Reading
Proficiency
RED 3310
Developing
Reading &
Writing
Proficiency
1.F.5



Understands the
interdependence
between each of the
major reading
components and their
effect upon fluency in the
reading process (e.g.,
reading rate:
phonological processing
and construction of
meaning)
Understands the
interdependence
between each of the
major reading
components and their
affect upon
comprehension (e.g.,
construction of meaning:
vocabulary, fluency)
Understands the impact
of dialogue, writing to
learn, and print
environment upon
reading development
Five day plan for Basal or
Core Book
Read and discuss: Chapter
12 & 13 (Vacca & Vacca)
Read and discuss: Chapter
10 (Vacca & Vacca):
Meeting the Literacy needs
of Diverse Learners
Discuss strategies for ESOL
students
Context clues – different
types of examples – discuss,
small group project

Differentiated Instruction
model – discuss, small
group project with fairy
tales.

Discussion: Elementary
level scenario – classroom
teacher reading
lesson…positives and
negatives of the lesson
(comprehension or
vocabulary lesson).
Read and discuss: Chapter
15 (Vacca & Vacca)



Read and discuss: Chapter
11 (Vacca & Vacca):
Reading-Writing
Connections.
Describe the level of
learning involved in using



literacy (reading, writing,
listening, thinking, and
creating).
Six Traits
Writing Process
Theme or Author unit – 10
hands on activities
Florida Reading Endorsement Alignment Matrix
Competency 2
Text Rule:
Understanding reading as a process of student engagement in both fluent decoding of words and construction of
meaning.
COMPETENCY 2: Foundations of Research-Based Practices
Understands the principles of scientifically based reading research as the foundation of comprehensive instruction
that synchronizes and scaffolds each of the major components of the reading process
toward student mastery.
Course
Number
RED 3310
Topic of
Study
Indicator
code
Phonemic
Awareness
2.A
Specific Indicator
Curriculum Study Assignment
Specific Indicator
A: Phonemic
Awareness

• Identify explicit,
systematic
instructional plans
for scaffolding
development of
phonemic analysis
of the sounds of
words (e.g.,
phonemic blending,
segmentation,
etc.) *






Phonics
2.B
Specific Indicator
B: Phonics
• Identify
explicit, systematic



Read and discuss: Reading and Learning
to Read (Vacca & Vacca) Chapter 6
Phonics lesson plan – mylabschool.com
scenario
Experiment using the Elkonin boxes with
one, two, and three syllable words. Ask a
child, adolescent, and/or adult to
experiment with you.
Explain the purpose of using techniques
such as the Elkonin boxes.
Word Sorts
Introduction to Words Their Way (Bear,
Invernizzi, Templeton & Johnson)
Mini lessons for Word Study
Etymology – Greek and Latin origins
Jeopardy – Greek and Latin roots
Words Their Way – Chapters & formats
for instruction.
RED 3310
Fluency
2.C
instructional plans
for scaffolding
development from
emergent through
advanced phonics
with words from
both informal and
academic language
(e.g., orthographic
skills, phonetic and
structural analysis:
rules, patterns, and
generalizations)


Word Sorts
Develop a fluency newsletter for parents.
Specific Indicator
C: Fluency

Read and discusss: Chapter 7 (Vacca &
Vacca)
Read and discuss: Rasinski article:
RED 3310
• Identify explicit,
systematic
instructional plans
for scaffolding
fluency
development and
reading endurance
(e.g., rereading, selftiming, independent
reading material,
reader’s theater,
etc.)
RED 3310
Strengtheni
ng
Vocabulary
Developme
nt
2.D
Specific Indicator
D: Vocabulary
• Identify explicit,
systematic
instructional plans
for scaffolding
vocabulary and
concept
development (e.g.,
common
morphological roots,
morphemic analysis,
system of word
relationships,
semantic mapping,
semantic analysis,

http://www.prel.org/products/re_/assessingfluency.htm






Discuss different methods of Fluency
assessment.
Code passages for miscue analysis.
Mini lessons for fluency
Discuss this statement: Fluency is the
bridge between vocabulary and
comprehension. How does your
instruction and data support this
statement?
Read and discuss: Chapter 8 (Vacca &
Vacca)
Discussion:
Using the 3-2-1 Strategy, post your
response to the following:
3 - List 3 concepts you learned about
vocabulary
2 - List 2 instructional techniques you will
use
1- Write 1 question you have about
teaching vocabulary

Mini lessons for vocabulary
analogies, etc.)
Comprehe
nsion
2.E

Specific Indicator
E: Comprehension

RED 3310
•
Identify
explicit, systematic
instructional plans
for scaffolding
development of
comprehension
skills and cognition
(e.g., key
questioning
strategies such as
reciprocal teaching,
analysis of
relevance of details,
prediction; “thinkaloud” strategies,
sentence
manipulation,
paraphrasing, etc.)
RED 3310
Instruction
for Striving
Readers
2.F.1




Specific Indicator
F: Integration of
the major reading
components

Read and discuss Chapter 9 (Vacca &
Vacca)
Introduce Webquests (Santa Rosa County
site)
Small group presentation:
Comprehension strategies for small group
and whole class instruction.
Discuss use of graphic organizers for
comprehension
Mini lessons for comprehension
Read and discuss: Chapters 6 & 8 (Vacca
& Vacca)
Create a Word Study or Vocabulary
Lesson using specific strategies
mylabschool.com scenario
•
Identify
comprehensive
instructional plans
that synchronize the
major reading
components (e.g., a
lesson plan:
structural analysis,
morphemic analysis,
reciprocal teaching,
rereading, etc.)
RED 3310
Lesson 10:
Teaching
for
Understan
ding in the
Content
Areas
2.F.2
•
Identify
explicit, systematic
instructional plan
for scaffolding
content area
vocabulary
development and
reading skills (e.g.,
morphemic analysis,

Cinderella stories - Adapt for instruction
- identify readability of text
- synthesize text (using MS tool) and identify
readability level
- Modify text for LEP student and identify
readability level.

semantic analysis,
reciprocal teaching,
writing to learn,
etc.)
RED 3310
RED 3310
Lesson 4:
Language
and PrintRich
Environme
nts
Lesson 6:
Bringing
Students
and Text
Together
Lesson 12:
Instruction
for Striving
Readers
2.F.3
2.F.4
•
Identify
resources and
research-based
practices that create
both language-rich
and print-rich
environments (e.g.,
large and diverse
classroom libraries;
questioning the
author; interactive
response to
authentic reading
and writing tasks,
etc.)
Mini lessons for comprehension and
content area
Read and discuss: Chapter 11 & 12 (Vacca &
Vacca)

Identify
research-based
guidelines and
selection tools
for
choosing
literature and
expository text
appropriate to
students’ interests
and independent
reading proficiency
R





Discussion – What do you remember
about learning to read?
Read and discuss: Reading and Learning
to Read by Vacca & Vacca Chapters 3 & 4
Words Their Way Spelling Assessment
and Diagnosis
Mini lessons for Early Literacy
 Discussion: Chart stories, hands on
activities, books appropriate for PK –
3, scaffolding instruction
 Read and discuss chapter 9 and 14
(Vacca & Vacca)
 Mini lessons for content,
comprehension and literature
 Read and discuss text structures.
 Using the Vacca & Vacca textbook,
provide descriptions (with page
numbers) of chronological order,
description, problem/solution,
cause/effect, point of view, and
compare/contrast formats.
 “But I Say” Strategy
Readability measures
Select 2 children books or young adult novels
and conduct the following readability
measures on each of the books.

Fry Readability
- Conduct a read ability of the texts using the
Fry Readability method.
- Identify the readability level of the book.

FLIP
- Is the book Friendly?
- Does the book have appropriate Language?
- Is the book true to its Intent?
- Does the student have Prior Knowledge
concerning the topic?
Cinderella Stories
- Adapt for instruction
- identify readability of text
- synthesize text (using MS tool) and identify
readability level
- Modify text for LEP student and identify
readability level.
Students use popular news item or short story
to debate:
- Text to text (newspaper/print perspectives)
- Text to Media (TV, WWW perspective)
- Text to self (value perspective)
Florida Reading Endorsement Alignment Matrix
Competency #3
TEXT RULE: Administration and interpretation of instructional assessments to include screening, diagnosis,
and progress monitoring with purposes of prevention, identification, and remediation of reading difficulties.
COMPETENCY 3: Foundations of Assessment Understands the role of assessments in guiding reading
instruction and instructional decision making for reading progress of struggling readers.
Course
Number
RED 4542C
Topic of
Study
Types of
Reading
Assessments
Using Reading
Indicator
code
Specific Indicator
Specific Indicators
3.1
3.2
• Describe or recognize
appropriate test formats and
types of test items for
assessing the major elements
of reading growth: phonemic
awareness, phonics, fluency,
vocabulary, and reading
comprehension
•
Understands the role of
Curriculum Study Assignment
Read and discuss from: Jennings, J.,
Caldwell, J., Lerner, J. (2006) Reading
Problems: Assessment and teaching
strategies. Boston: Allyn and Bacon.
Chapter 7- Early Literacy, Chapter 8Improving Word Recognition
Accuracy, Chapter 9 - Improving
Reading Fluency, Chapter 10 Improving Vocabulary Development
and Listening Comprehension,
Chapter 11- Improving
Comprehension of Narrative Text,
Chapter 12- Improving
Comprehension of Informational
Text
Read and discuss from: Jennings, J.,
Assessments
to Guide
Instruction
assessment in planning
instruction to meet student
learning needs
Caldwell, J., Lerner, J. (2006) Reading
Problems: Assessment and teaching
strategies. Boston: Allyn and Bacon.
Chapter 6- Providing Instruction and
Intervention Strategies
Formal and
Informal
Assessments
3.3
• Interpret students’
formal and informal test
results. R , E
Read and Discuss From: Jennings, J.,
Caldwell, J., Lerner, J. (2006) Reading
Problems: Assessment and teaching
strategies. Boston: Allyn and Bacon.
Chapter 4- Informal Assessment
Procedures, Chapter 5- Assessing
Reading: Formal Measures
Collaboratively analyze and interpret
FCAT, DIEBELS, SORT-R, fluency
assessment, miscue analysis and IRI
data. Students prepare sample
reports.
Formal
Measures:
Norm and
CRT tests
3.4
•
Identify measurement
concepts and characteristics
and uses of norm-referenced
and criterion-referenced
tests. R
Read and Discuss From: Jennings, J.,
Caldwell, J., Lerner, J. (2006) Reading
Problems: Assessment and teaching
strategies. Boston: Allyn and Bacon.
Chapter 5- Assessing Reading:
Formal Measures
Students will interpret GatesMacGinitie reports- discuss termsstandard scores, GE, PR, NCE Scores
and Stanines
Instructional
AssessmentFormal
Measures:
Norm and
CRT tests
3.5
• Understand the meaning
of test reliability and validity,
and describe major types of
derived scores from
standardized tests
Read and Discuss From: Jennings, J.,
Caldwell, J., Lerner, J. (2006) Reading
Problems: Assessment and teaching
strategies. Boston: Allyn and Bacon.
Chapter 5- Assessing Reading:
Formal Measures
Students develop letters to parents
explaining key terms for interpreting
test scores- including validity and
reliability, standard scores, GE, PR,
NCE Scores and Stanines
Administering
and Analyzing
Reading
Assessments
3.6
• Demonstrate knowledge
of the characteristics,
administration, and
interpretation of both
quantitative and qualitative
instructional assessments (to
include each of the
following: screening,
diagnosis, progress
monitoring, and outcome
measures).
Administer and analyze a battery of
assessments including, but not
limited to: Primary/ Elementary
Spelling Inventory, SORT- R, IRI,
miscue analysis, ERAS with one
elementary student selected by
classroom teacher
Students will start “Case Study”collecting all data from these
assessments
Using
Assessments
To Guide
Instruction
3.7
• Analyze data to identify
trends that indicate adequate
progress in student reading
development. E
Review the data collected after each
assessment is administered; meet
with course instructor and student’s
teacher to develop an instructional
plan which meets the needs of the
child based on data collected.
Using
Assessment
To Guide
Instruction
3.8
•
Understand how to use
data to differentiate
instruction (grouping
strategies, intensity of
instruction: ii vs. iii) E
Read and Discuss research article
outlining Differentiated InstructionWehrmann, K. (2000). Baby steps: A
beginner’s guide. Educational
Leadership, 58, 1.
Collaborative class projectDifferentiated Instructional Projectstudents will share data collected on
their student within case study- this
information will assist class in
grouping the students according to
their ability and needs levels. As a
small group- students will develop a
differentiated instructional plan for
the small group.
Using
Assessment
To Guide
Instruction
3.9
•
Understand how to
interpret data with
application of instruction
that matches students with
appropriate level of intensity
of intervention (in whole
class, small group, one-toone), with appropriate
curricular materials, and
Continued use of case study data to
develop instructional interventiondescribe the instructional rationale,
plan of instruction, instructional
strategies, materials and on- going
assessment for the student including
whole class, small group and
individual instruction.
with appropriate strategies.
Using
Portfolio
Assessments
3.10

ESOL and
Special Ed.
Needs
3.11

Identify appropriate
criteria for selecting
materials to include in
portfolios for monitoring
student progress over
time. R, E
Identify interpretive
issues that may arise
when English language
tests are used to assess
reading growth in LEP
students*
Class Discussions/ Examples
provided- different types of
portfolios and how to use themdemonstration by instructor
Read and Discuss From: Jennings, J.,
Caldwell, J., Lerner, J. (2006) Reading
Problems: Assessment and teaching
strategies. Boston: Allyn and Bacon.
Chapter 14- Literacy Instruction for
Diverse Populations: English
Language Learners, Adolescents, and
Adults With reading Problems
Chapter 15- Literacy Instruction For
Children With Special Needs
Collaborative Project- T- Chart
describing the problems and
solutions regarding assessment
interpretive issues (communication
styles, syntax and phonology, and
verbal and non- verbal knowledge)
of ESOL and Special needs studentsprovide specific examples
ESOL and
Special Ed.
Needs
3.12

Identify reading
assessment techniques
appropriate for
diagnosing and
monitoring reading
progress of LEP students
and students with
disabilities in the area of
reading. * E
Read and Discuss From: Jennings, J.,
Caldwell, J., Lerner, J. (2006) Reading
Problems: Assessment and teaching
strategies. Boston: Allyn and Bacon.
Chapter 14- Literacy Instruction for
Diverse Populations: English
Language Learners, Adolescents, and
Adults With reading Problems
Chapter 15- Literacy Instruction For
Children With Special Needs
Collaborative Class project- create a
chart outlining the following
information:
1.
traditional classroom
assessment methods for the
major components of
reading
classroom- based
assessment
accommodations that could
be made within each of
these areas
2.
Florida Reading Endorsement Alignment Matrix
Competency#4
TEXT RULE: Understanding how to prescribe, differentiate instruction, and utilize appropriate strategies and
materials based upon scientifically based reading research in order to address the prevention, identification, and
remediation of reading difficulties in order to increase reading performance.
COMPETENCY 4: Foundations of Differentiation Has a broad knowledge of students from differing profiles,
including students with disabilities and students from diverse populations.
Course
Number
RED
4542Cc
Topic of
Study
Overview of
Reading and
Reading
Problems and
Factors
Associated
With Reading
Disability
Factors
Associated
With Reading
Disability
Indicator
code
Specific Indicator

4.1
4.2

Curriculum Study Assignment
Identify the
characteristics of both
language and
cognitive development
and their impact on
reading proficiency.
Read and Discuss From: Jennings, J.,
Caldwell, J., Lerner, J. (2006) Reading
Problems: Assessment and teaching
strategies. Boston: Allyn and Bacon.
Compare language,
cognitive, and reading
acquisition of different
age groups (primary,
intermediate,
secondary levels) and
abilities. *
Read and Discuss From: Jennings, J.,
Caldwell, J., Lerner, J. (2006) Reading
Problems: Assessment and teaching
strategies. Boston: Allyn and Bacon.
Chapter 1- Overview of Reading and
Reading Problems, Chapter 2- Factors
Associated With Reading Disability
Chapter 2- Factors Associated With
Reading Disability
Students Provide Oral Examples of
students they have worked with who
have the following factors: speech and
language disorders, nonstandard
dialects, ELLs, and receptive/ expressive
disorders. Group collaboration projectcompare and contrast strategies used for
different disorders within various age
groups.
ESOL and
Special Ed.
Needs
4.3

Identify language
acquisition
characteristics of
learners from
mainstream, students
with exceptional
needs, and diverse
populations. *
Read and Discuss From: Jennings, J.,
Caldwell, J., Lerner, J. (2006) Reading
Problems: Assessment and teaching
strategies. Boston: Allyn and Bacon.
Chapter 14- Literacy Instruction for
Diverse Populations: English Language
Learners, Adolescents, and Adults With
reading Problems
Chapter 15- Literacy Instruction For
Children With Special Needs
Students list language acquisition
characteristics of students they have
worked with who have exceptional needs
or come from diverse populations.
ESOL and
Special Ed.
Needs
4.4

Identify stages of
reading development
for diverse learners,
including mainstream
students, LEP
students, and students
with disabilities in
reading.
Read and Discuss From: Jennings, J.,
Caldwell, J., Lerner, J. (2006) Reading
Problems: Assessment and teaching
strategies. Boston: Allyn and Bacon.
Chapter 14- Literacy Instruction for
Diverse Populations: English Language
Learners, Adolescents, and Adults With
reading Problems
Chapter 15- Literacy Instruction For
Children With Special Needs
Students will develop a chart identifying
characteristics and strategies to assist
with children with special needs.
Five Major
Reading
Components
4.5

Identify common
difficulties in
development of each
of the major reading
components.
Read and discuss from: Jennings, J.,
Caldwell, J., Lerner, J. (2006) Reading
Problems: Assessment and teaching
strategies. Boston: Allyn and Bacon.
Chapter 7- Early Literacy, Chapter 8Improving Word Recognition Accuracy,
Chapter 9 - Improving Reading Fluency,
Chapter 10 - Improving Vocabulary
Development and Listening
Comprehension, Chapter 11- Improving
Comprehension of Narrative Text,
Chapter 12- Improving Comprehension of
Informational Text
Collaboratively chart common difficulties
within each of the five major reading
components.
ESOL and
Special Ed.
Needs
4.6

Understands specific
appropriate reading
instructional
accommodations for
students with
exceptional needs and
LEP students. E
Read and Discuss From: Jennings, J.,
Caldwell, J., Lerner, J. (2006) Reading
Problems: Assessment and teaching
strategies. Boston: Allyn and Bacon.
Chapter 14- Literacy Instruction for
Diverse Populations: English Language
Learners, Adolescents, and Adults With
reading Problems
Chapter 15- Literacy Instruction For
Children With Special Needs
Collaborative Class project- create a chart
outlining the following information:
- classroom- based instructional
accommodations that could be made for
these students
Differentiating
Instruction
Word
Recognition/
Comprehesion
4.7
4.8


Identify principles of
differentiating
instruction for all
students in mainstream
classes, including
students with
disabilities in reading,
and LEP students. *
Read and Discuss research article
outlining Differentiated InstructionWehrmann, K. (2000). Baby steps: A
beginner’s guide. Educational Leadership,
58, 1.
Identify strategies
effective and more
skilled readers use for
word recognition and
comprehension in
Read and discuss from: Jennings, J.,
Caldwell, J., Lerner, J. (2006) Reading
Problems: Assessment and teaching
Brainstorm ways that these steps can be
implemented specifically with ELL or
Special needs students.
ESOL and
Special Ed.
Needs
4.9

contrast to those
strategies used by
beginning and/or
struggling readers. R
strategies. Boston: Allyn and Bacon.
Select appropriate
materials that address
cultural and linguistic
differences. * E
Read and Discuss From: Jennings, J.,
Caldwell, J., Lerner, J. (2006) Reading
Problems: Assessment and teaching
strategies. Boston: Allyn and Bacon.
Chapter 8- Improving Word Recognition
Accuracy, Chapter 11- Improving
Comprehension of Narrative Text,
Chapter 12- Improving Comprehension of
Informational Text
Chapter 14- Literacy Instruction for
Diverse Populations: English Language
Learners, Adolescents, and Adults With
Reading Problems
Providing
Instruction
and
Intervention
Strategies
4.10

Identify structures and
procedures for
monitoring student
reading progress
Read and Discuss From: Jennings, J.,
Caldwell, J., Lerner, J. (2006) Reading
Problems: Assessment and teaching
strategies. Boston: Allyn and Bacon.
Chapter 6- Read and Discuss From:
Jennings, J., Caldwell, J., Lerner, J. (2006)
Reading Problems: Assessment and
teaching strategies. Boston: Allyn and
Bacon.
Students will chart progress monitoring
techniques and discuss how to use them
within case study.
Florida Reading Endorsement Alignment Matrix
Competency#5
TEXT RULE: Understanding how to prescribe, differentiate instruction, and utilize appropriate strategies and
materials based upon scientifically based reading research in order to address the prevention, identification, and
remediation of reading difficulties in order to increase reading performance.
COMPETENCY 5: Application of Differentiated Instruction Has knowledge of effective, research-based instructional
methodology to prevent reading difficulties and promote acceleration of reading progress for struggling students,
including students with disabilities and from diverse populations.
Course
Number
RED 4542C
Topic of Study
Administering
and Analyzing
Reading
Assessments
Using
Assessments To
Guide
Indicator
code
5.1
5.2
Specific Indicator


Curriculum Study Assignment
Apply knowledge of
scientifically based
reading research in each
of the major reading
components as it applies
to reading instruction
(phonemic awareness,
phonics, vocabulary,
fluency, comprehension).
Administer and analyze a battery of
assessments including, but not limited
to: Primary/ Elementary Spelling
Inventory, SORT- R, IRI, miscue
analysis, ERAS with one elementary
student selected by classroom teacher
Apply research-based
practices and materials
for preventing and
accelerating both
Students will continue “Case Study”collecting and analyzing all data from
these assessments to develop lessons
Students will continue “Case Study”collecting and analyzing all data from
these assessments to develop lessons
applying instruction within all five
reading components
Instruction
Using
Assessments To
Guide
Instruction
5.3

language and literacy
development. R
and materials applying instruction
within all five reading components.
Identify techniques for
scaffolding instruction for
children having difficulty
in each of the five major
components of reading
growth
Students will continue “Case Study”collecting and analyzing all data from
these assessments to develop lessons
and materials applying instruction
within all five reading components.
Students will meet with course
instructor to discuss ways in which
scaffolding is being provided for their
elementary student.
Phonemic
Awareness
5.4

Apply research-based
instructional practices for
developing students’
phonemic awareness.
Read and discuss: Bear, D., Invernizzi,
M., Templeton, S., and Johnston, F.
(2003). Words their way: Word study
for phonics, vocabulary, and spelling
instruction. UpperSadlle River, NJ:
Merrill.
Chapter 1- Word Study and
Development of Orthographic
Knowledge, Chapter 2- Getting Started:
the Assessment of Orthographic
development, Chapter 3- Organizing
For Word Study: Principles and
Practices, Chapter 4- Word Study for
Learners in the Emergent Stage
Read and discuss from: Jennings, J.,
Caldwell, J., Lerner, J. (2006) Reading
Problems: Assessment and teaching
strategies. Boston: Allyn and Bacon.
Chapter 7- Early Literacy
Administer and Interpret date from
Primary/ Elementary Spelling Inventory
Emergent
Literacy
Assessments
5.5

Apply research-based
instructional practices for
developing students’
phonics skills and word
recognition. R
Read and discuss: Bear, D., Invernizzi,
M., Templeton, S., and Johnston, F.
(2003). Words their way: Word study
for phonics, vocabulary, and spelling
instruction. UpperSadlle River, NJ:
Merrill.
Chapter 1- Word Study and
Development of Orthographic
Knowledge, Chapter 2- Getting Started:
the Assessment of Orthographic
development, Chapter 3- Organizing
For Word Study: Principles and
Practices, Chapter 4- Word Study for
Learners in the Emergent Stage,
Chapter 5- Word Study for beginners in
the Letter Name- Alphabetic Stage
Read and discuss from: Jennings, J.,
Caldwell, J., Lerner, J. (2006) Reading
Problems: Assessment and teaching
strategies. Boston: Allyn and Bacon.
, Chapter 8- Improving Word
Recognition Accuracy
Administer and Interpret date from
Primary/ Elementary Spelling Inventory
and SORT- R
IRIs
5.6

Apply research-based
instructional practices for
developing students’
reading fluency,
automaticity, and reading
endurance.
Read and discuss from: Jennings, J.,
Caldwell, J., Lerner, J. (2006) Reading
Problems: Assessment and teaching
strategies. Boston: Allyn and Bacon.
Chapter 9 - Improving Reading Fluency
Administer and Interpret Data from an
IRI Fluency Assessment
Vocabulary
Instruction
5.7

Apply research-based
instructional practices for
developing both general
and specialized content
area vocabulary . R
Read and discuss from: Jennings, J.,
Caldwell, J., Lerner, J. (2006) Reading
Problems: Assessment and teaching
strategies. Boston: Allyn and Bacon.
Chapter 10- Improving Vocabulary
Development and Listening
Comprehension
Develop grade- appropriate vocabulary
lesson using ability- appropriate
literature
Comprehension
of Narrative
5.8

Apply research-based
instructional practices for
developing students’
Read and discuss from: Jennings, J.,
Caldwell, J., Lerner, J. (2006) Reading
Text
critical thinking skills R
Problems: Assessment and teaching
strategies. Boston: Allyn and Bacon.
Chapter 11- Comprehension of
Narrative Text
Develop appropriate research- based
lesson based on data collected from IRI
related to higher- level thinking skill so
f case study student.
Comprehension
of Narrative
and
Informational
Text
5.9

Apply research-based
instructional practices for
facilitating reading
comprehension R
Reading Problems: Assessment and
teaching strategies. Boston: Allyn and
Bacon.
Chapter 11- Comprehension of
Narrative Text
Chapter 12- Improving Comprehension
of Informational Texts
Develop appropriate research- based
lesson based on data collected from
comprehension subtest of IRI.
ESOL and
Special Ed.
Needs
5.10

Apply knowledge of
language to instruction in
working with LEP
students that are at
different levels of oral
proficiency. *
Read and Discuss From: Jennings, J.,
Caldwell, J., Lerner, J. (2006) Reading
Problems: Assessment and teaching
strategies. Boston: Allyn and Bacon.
Chapter 14- Literacy Instruction for
Diverse Populations: English Language
Learners, Adolescents, and Adults With
reading Problems
Chapter 15- Literacy Instruction For
Children With Special Needs
Class Discussion- have students
working with LEP students discuss
progress and problems which arisehave class brainstorm ideas to assist
with instruction based on class
reading.
Comprehension
of Narrative
and
Informational
5.11

Identify instructional
strategies to facilitate
students’ metacognitive
skills in reading. R, E
Reading Problems: Assessment and
teaching strategies. Boston: Allyn and
Bacon.
Chapter 11- Comprehension of
Narrative Text
Text
Chapter 12- Improving Comprehension
of Informational Texts
Develop appropriate research- based
lesson based on data collected from
comprehension subtest of IRI and
recognized patterns throughout data
collection.
Administering
and Analyzing
Reading
Assessments
5.12

Identify reliable and valid
assessment procedures to
validate instructional
applications. E
Final Exam- students will identify a
variety of assessment used in class and
discuss what makes them valid and
reliable including their own use of each
within this course.
Using
Assessments To
Guide
Instruction
5.13

Identify and set goals for
instruction and student
learning based on
assessment results to
monitor student progress
Throughout the case study- students
will meet with course instructor and
with classmates to discuss instructional
goals which are developed based on
data collected during assessments. A
report will be written as part of the
case study which identifies these goals
and how instruction matched.
Florida Reading Endorsement Alignment Matrix
Competency 6
TEXT RULE: Supervised practicum to obtain practical experience in increasing the reading performance of
a student(s) with the prescription and utilization of appropriate strategies and materials based upon
scientifically based reading research to address the prevention, identification, and remediation of
reading difficulties.
COMPETENCY 6: Demonstration of Accomplishment Applies knowledge of reading development to
reading instruction with sufficient evidence of increased student reading proficiency for struggling
students, including students with disabilities and students from diverse populations.
Course
Number
Topic of
Study
Indicator
code
Specific Indicator
Curriculum Study Assignment
EDG
4940
Components
of Reading
Instruction
6.1
Specific Indicators:
Classroom Description - Compose a
narrative “snapshot” of you and your
students. Describe your background,
student demographics, diverse student
needs, physical classroom, etc.
EDG
4940
Phonics
Instruction
6.2
Applies knowledge of
language development,
literacy development,
and assessment to
instructional practices.
Demonstrate
knowledge of researchbased instructional
practices for
developing students’
phonemic awareness.
Reading Unit Plan
Develop, teach, and assess
instructional plan that addresses
phonemic awareness curriculum for
students.
EDG
4940
Word Study
EDG
4940
Fluency
EDG
4940
Vocabulary
EDG
4940
Comprehensi
on
6.6
EDG
4940
Comprehensi
on
6.7
6.3
6.4
6.5
Demonstrate
knowledge of researchbased instructional
practices for
developing phonics
skills and word
recognition. R
Reading Unit Plan
Develop, teach, and assess instructional
plan that addresses phonics skills and
word recognition for students.
Demonstrate
knowledge of researchbased instructional
practices for
developing reading
fluency, automaticity,
and reading
endurance.
Reading Unit Plan
Demonstrate
knowledge of researchbased practices for
developing both
general and specialized
content area
vocabulary. R
Reading Unit Plan
Demonstrate
knowledge of researchbased instructional
practices for facilitating
reading comprehension
R
Reading Unit Plan
Demonstrate
knowledge of
instruction to facilitate
students’
metacognitive
efficiency in reading. R,
Develop, teach, and assess
instructional plan that addresses
fluency, automaticity, and reading
endurance for students. Analyze
learning gains demonstrated by
students.
Develop, teach, and assess
instructional plan that addresses high
frequency and content specific
vocabulary.
Develop, teach, and assess
instructional plan that addresses
comprehension; demonstrate
effective instructional practices that
lead to students’ self-regulating
reading/learning and development of
critical thinking skills
E
EDG
4940
Comprehensi
on
6.8
Demonstrate
knowledge of researchbased instructional
practices for
developing critical
thinking and content
area reading skills R
EDG
4940
Monitoring
Progress
6.9
Demonstrate
knowledge of goal
setting and monitoring
of student progress
with appropriate
instructional
application that
promotes increases in
student learning trends
in reading over time. E
Reading Unit Plan
EDG
4940
Learning
Success for
all students
6.10
Demonstrate
knowledge of
differentiating
instruction for all
students in mainstream
classes, including
students with
disabilities in reading,
and LEP students. *
Reading Unit Plan
Demonstrate
instructional skill in
working with LEP
students that are at
different levels of oral
proficiency. *
Reading Unit Plan
Demonstrate
knowledge of creating
both language-rich and
Classroom Description: Explain how your
classroom promotes a language-rich and
EDG
4940
EDG
Learning
Success for
all students
Creating an
Successful
Learning
6.11
6.12
Implement assessment plan within the
Reading Unit Plan. Include evidence of
screening, progress monitoring, and
diagnostic assessments that chart
student’s growth throughout the
implementation of the unit.
Implement differentiated reading
instructional strategies used in the
Reading Unit Plan.
Reflection Question: In what ways did
you provide instruction so that all
students could learn?
Implement differentiated reading
instructional strategies used in the
Reading Unit Plan.
Reflection Question: In what ways did
you provide instruction so that all
students could learn?
4940
Environment
print-rich
environments.
print-rich environment.
Why is the environment important to
learning?