Florida Reading Endorsement Alignment Matrix
Competency 1
Reading Endorsement Guiding Principle: Teachers will understand and teach reading as an ongoing strategic process resulting in
students comprehending diverse text. Teachers will understand how writing, listening, and speaking support the teaching of reading,
and how family involvement supports student achievement in reading. Teachers will understand that all students have instructional
needs and apply the systematic problem solving process: use data to accurately identify a problem, analyze the problem to determine
why it is occurring, design and implement instruction/interventions, and evaluate the effectiveness of instruction/interventions.
Teachers will understand that the problem solving process is recursive and ongoing, utilized for effective instructional decision
making.
Competency 1: Foundations of Reading Instruction
Teachers will develop substantive understanding of six components of reading as a process: comprehension, oral language, phonological
awareness, phonics, fluency, and vocabulary.
Course
Number
RED 550
RED 550
Name of Course
Indicator
Code
Foundations of
1.A.1
Reading: for Content
Area
Teachers
Foundations of
1.A.2
Reading: for Content
Area
Teachers
Specific Indicator
Performance
Indicator A:
Comprehension
Understand that
building oral and
written language
facilitates
comprehension. 
(1.E.1, 1.E.2) *2.1.b.
Understand the
importance of learning
syntax, semantics,
pragmatics,
vocabulary, and text
structures required for
comprehension of
formal written
language of school,
often called “academic
Curriculum Study Assignment at Indicator Level &
Formative Assessment
Read pgs. 21-57 of Put Reading First, class discussion
(or online discussion board prompt) on oral language
development and the functions of language.
Assessment: Class discussion and written notes
Summative Assessment at
Competency Level
Assignment #1: Research Building
Blocks
Download Reading First: The
Research Building Blocks for
Teaching Children to Read at
http://www.nationalreadingpanel.org/p
ublications/researchread.htm (This
Read pgs. 21-57 of Put Reading First, Identify strategies to guide was developed by the Center
for the Improvement of Early
directly instruct vocabulary in the content Areas.
Reading Achievement (CIERA) and
Assessment: Class notes and Research Building Blocks
was funded by the National Institute
Assignment
for Literacy (NIFL). It is useful for
all educators who teach students to
read. This guide, designed by teachers
for teachers, summarizes what
researchers have discovered about
how to successfully teach children to
read. It describes the findings of the
Nova Southeastern University – Reading Competencies 1 and 2 Matrix (M.S.) – May 2012 – Page 1 of 27
Course
Number
RED 550
RED 550
Name of Course
Indicator Specific Indicator
Curriculum Study Assignment at Indicator Level &
Code
Formative Assessment
language.”
Foundations of
1.A.3
(1.E.2) Understand the Read Chapters 3 & 4 of Fisher & Frey. Examine ways
Reading: for
impact of text upon reading
of assessing text difficulty, including Fry’s Readability
Content Area
comprehension (e.g.,
Graph and various leveling methods (Fountas & Pinnell,
Teachers
genre, readability,
DRA, etc.). Assessment: Class discussion and written
coherence,
notes.
text structure, and text
complexity).
Foundations of
1.A.4
Understand how the
Define “digital natives” and discuss strategies to
Reading: for Content
interaction of reader
motivate and engage struggling readers with technology
Area
characteristics,
(blogs, wikis, webquests) or other forms of digital
Teachers
motivation, purpose of literacies.
reading, and text
(a) Compare and contrasting in-school and out-ofelements impacts
school literacies transformed the way we read
comprehension and
and write.
student engagement.
(b) Cite research-based strategies for addressing

the way teaching and learning has changed to
accommodate new literacies in the classroom.
Assessment: Class discussion and written notes.
Summative Assessment at
Competency Level
National Reading Panel Report and
provides analysis and discussion in
five areas of reading instruction:
phonemic awareness, phonics,
fluency, vocabulary, and text
comprehension. Each section defines
the skill, reviews the evidence from
research, suggests implications for
classroom instruction, describes
proven strategies for teaching reading
skills, and addresses frequently raised
questions.)
Directions:
1. Read the Notional Reading
Panel’s Put Reading First: The
Research Building Blocks for
Teaching Children to Read, 3rd
edition, so you are able to
describe each of the five major
areas of reading instruction:
phonemic awareness, phonics,
vocabulary, fluency, and
comprehension.
2. Assume that you are interviewing
for a secondary teaching position.
You are asked the following
question: “If you have students in
your classes who are reading
BELOW GRADE LEVEL, what
would you do to increase EACH
of the five areas so that they will
move towards reading ON grade
level and feel successful as
readers?”
3. Your answer (at least two
paragraphs PER area) must be
supported by evidence from the
Reading First guide. Note: Please
Nova Southeastern University – Reading Competencies 1 and 2 Matrix (M.S.) – May 2012 – Page 2 of 27
Course
Number
Name of Course
Indicator Specific Indicator
Code
Curriculum Study Assignment at Indicator Level &
Formative Assessment
RED 550
Foundations of
Reading: for
Content Area
Teachers
1.A.5
RED 550
Foundations of
Reading: for
Content Area
Teachers
1.A.6
RED 550
Foundations of
Reading: for
Content Area
Teachers
1.A.7
Understand the
reading demands
posed by domain
specific texts. 
Define content area reading. Discuss the nature of
reading in the content areas and how it differs from a
reading classroom. Assessment: Class discussion
RED 550
Foundations of
Reading: for
Content Area
1.A.8
Understand that
effective
comprehension
Read The Kingdom of Kay Oss and replace the letters
with correct ones. What does this activity teach the
student about being a strategic reader? Assessment:
(1.E.3) Identify cognitive Read Chapter 5 in Fisher & Frey. Discuss the ways
targets (e.g., locate/recall;content-area teachers can effectively use new
integrate/interpret;
technologies to engage struggling readers with
critique/evaluate) and the informational texts. Assessment: Class discussion and
role of cognitive
notes
development in the
construction of meaning of
literary and informational
texts.
(1.E.4)Understand
View this video from PBS Frontline: Prensky, M
reading as a process of (2010). Discuss the ways that meaning is constructed
constructing meaning
as digital natives manipulate both print and digital texts.
from a wide variety of http://www.pbs.org/wgbh/pages/frontline/digitalnation/li
print and digital texts
ving-faster/digital-natives/what-makes-a-digitaland for a variety of
native.html?play
purposes.
Assessment: Class discussion and notes
Summative Assessment at
Competency Level
do not ‘list’ quotations from the
guide unless you clearly
describe WHY you are using it
to support your responses to
improving phonemic awareness,
phonics, fluency, vocabulary,
and text comprehension.
4. Submit your written responses
and then practice describing at
least three techniques for
improving skills and strategies in
each of the five areas, for belowlevel secondary readers.
Assignment #1: Research Building
Blocks
Download Reading First: The
Research Building Blocks for
Teaching Children to Read at
http://www.nationalreadingpanel.org/p
ublications/researchread.htm (This
guide was developed by the Center
for the Improvement of Early
Reading Achievement (CIERA) and
was funded by the National Institute
for Literacy (NIFL). It is useful for
all educators who teach students to
read. This guide, designed by teachers
for teachers, summarizes what
researchers have discovered about
how to successfully teach children to
read. It describes the findings of the
National Reading Panel Report and
provides analysis and discussion in
five areas of reading instruction:
phonemic awareness, phonics,
fluency, vocabulary, and text
comprehension. Each section defines
Nova Southeastern University – Reading Competencies 1 and 2 Matrix (M.S.) – May 2012 – Page 3 of 27
Course
Number
Name of Course
Teachers
RED 550
Foundations of
Reading: for
Content Area
Teachers
RED 550
Foundations of
Reading: for
Content Area
Teachers
Indicator Specific Indicator
Code
processes rely on welldeveloped language,
strong inference
making, background
knowledge,
comprehension
monitoring and selfcorrecting. 
1.A.9
Understand how
English language
learners’ linguistic and
cultural background
will influence their
comprehension. 
1.A.10
(3.2) Understand the
role of formal and
informal assessment of
comprehension in
making instructional
decisions to meet
individual student
needs.
Curriculum Study Assignment at Indicator Level &
Formative Assessment
Class discussion and notes
Read pgs. 1-19 of Put Reading First. Discuss what the
National Reading Panel says about ELLs and learning to
read. For example, should ELL students should receive
the same Phonemic Awareness instruction as all other
students? Assessment: written notes and discussion
Read Chapter 9 in Fisher and Frey. Discuss the
advantages of informal assessment techniques such as
checklists and interviews, as well as the importance of
using rubrics and self-assessments. Assessment: class
discussion and notes
Summative Assessment at
Competency Level
the skill, reviews the evidence from
research, suggests implications for
classroom instruction, describes
proven strategies for teaching reading
skills, and addresses frequently raised
questions.)
Directions:
1. Read the Notional Reading
Panel’s Put Reading First: The
Research Building Blocks for
Teaching Children to Read, 3rd
edition, so you are able to
describe each of the five major
areas of reading instruction:
phonemic awareness, phonics,
vocabulary, fluency, and
comprehension.
2. Assume that you are interviewing
for a secondary teaching position.
You are asked the following
question: “If you have students in
your classes who are reading
BELOW GRADE LEVEL, what
would you do to increase EACH
of the five areas so that they will
move towards reading ON grade
level and feel successful as
readers?”
3. Your answer (at least two
paragraphs PER area) must be
supported by evidence from the
Reading First guide. Note: Please
do not ‘list’ quotations from the
guide unless you clearly
describe WHY you are using it
to support your responses to
improving phonemic awareness,
phonics, fluency, vocabulary,
Nova Southeastern University – Reading Competencies 1 and 2 Matrix (M.S.) – May 2012 – Page 4 of 27
Course
Number
Name of Course
Indicator Specific Indicator
Code
Curriculum Study Assignment at Indicator Level &
Formative Assessment
RED 550
Foundations of
Reading: for
Content Area
Teachers
1.B.1
Read Chapter 2 of Fisher and Frey.
Performance
Indicator B: Oral
Language
Understand how the
students’ development
of phonology, syntax,
semantics, and
pragmatics relates to
comprehending
written language. 
RED 550
Foundations of
Reading: for
Content Area
Teachers
1.B.2
Understand the
differences between
social and academic
language. 
RED 550
Foundations of
Reading: for
Content Area
Teachers
1.B.3
Understand that
writing enhances the
development of oral
language. 
Each student should complete a TORP assessment and
be grouped by their results.
Discuss the approaches to phonics instruction based on
the candidate’s TORP results, including
 Synthetic phonics
 Analytic phonics
 Analogy-based phonics
 Phonics through spelling
 Embedded phonics
 Onset and rime
Assessment: TORP results
Read Chapter 3 of Fisher and Frey. Based on a
discussion of Halliday’s Functions of Language,
describe how social and academic language differ for
English Language Learners. Assessment: class
discussion
Read Chapter 3 of Fisher and Frey. Show examples of
Read-Alouds and Shared Reading to promote fluency
and comprehension. Discuss how oral language
develops and the importance of reading aloud with
struggling readers and the important of writing in the
development of oral language.
Assessment: class discussion and written notes.
Summative Assessment at
Competency Level
and text comprehension.
4. Submit your written responses
and then practice describing at
least three techniques for
improving skills and strategies in
each of the five areas, for belowlevel secondary readers
Assignment #5: Observations of
Children (Field Experience)
Select three children at random, who
are between the ages of two and five.
Be sure to include at least two
children who are ESOL learners.
Observe each child for five to ten
minutes as each engages in any
activity that is considered a literacy
event. Examples of literacy events
include:
 Daily living routines
 Entertainment (reading, Watching
TV)
 School related activities (Children
playing school)
 Communication (writes or reads
letter)
 Story book time (reading bedtime
stories)
 Collect the data on a chart
provided in the appendix
The observation should be
unobtrusive. The observer should not
interact with the student compare the
children’s use of vocabulary, ability to
speak in complete sentences, and the
ability to obtain a dialogue.
Nova Southeastern University – Reading Competencies 1 and 2 Matrix (M.S.) – May 2012 – Page 5 of 27
Course
Number
Name of Course
Indicator Specific Indicator
Code
Curriculum Study Assignment at Indicator Level &
Formative Assessment
Summative Assessment at
Competency Level
Identify statements that reflect the
various language functions giving
specific examples. Record exactly
what is observed, and more
importantly, what each of the three
children say. Write an analysis of the
observation using theories of language
development to support your response.
Indicate why oral language
development is an important
foundation of reading ability.
RED 550
Foundations of
Reading: for
Content Area
Teachers
1.B.4
RED 550
Foundations of
Reading: for
Content Area
Teachers
1.B.5
RED 550
Foundations of
Reading: for
Content Area
1.B.6
Understand that the
variation in students’
oral language
exposure and
development requires
differentiated
instruction. 
Recognize the
importance of English
language learners’
home languages, and
their significance for
learning to read
English. 
(3.2) Understand the
role of formal and
informal oral language
Read Chapter 3 of Fisher and Frey. Based on a discussion of
Assignment #5: Observations of
Halliday’s Functions of Language, describe how social and Children (Field Experience)
academic language differ for English Language Learners.
Assessment: class discussion
Select three children at random, who
are between the ages of two and five.
Be sure to include at least two
children who are ESOL learners.
Observe each child for five to ten
Read Chapter 3 of Fisher and Frey.
minutes as each engages in any
activity that is considered a literacy
Each student should complete a TORP assessment and
event. Examples of literacy events
be grouped by their results.
include:
Discuss the approaches to phonics instruction based on
the candidate’s TORP results, including
 Daily living routines
 Synthetic phonics
 Entertainment (reading, Watching
TV)
 Analytic phonics
 School related activities (Children
 Analogy-based phonics
playing school)
 Phonics through spelling
 Communication (writes or reads
 Embedded phonics
letter)
 Onset and rime
 Story book time (reading bedtime
stories)
Assessment: TORP results
 Collect the data on a chart
Read Chapter 9 in Fisher and Frey. Discuss the
provided in the appendix
advantages of informal assessment techniques such as
checklists and interviews, as well as the importance of
Nova Southeastern University – Reading Competencies 1 and 2 Matrix (M.S.) – May 2012 – Page 6 of 27
Course
Number
Name of Course
Teachers
RED 550
RED 550
RED 550
Foundations of
Reading: for
Content Area
Teachers
Foundations of
Reading: for
Content Area
Teachers
Foundations of
Indicator Specific Indicator
Code
assessment to make
instructional decisions
to meet individual
student needs.
1.C.1
Performance
Indicator C:
Phonological
Awareness
(1.A.1) Understand
phonology as it relates
to language
development and
reading achievement
(e.g., phonological
processing, phonemic
awareness skills,
phonemic analysis and
synthesis).
1.C.2
1.C.3
Recognize the
phonological
continuum beginning
with sensitivity to
large and concrete
units of sound (i.e.,
words & syllables) and
progressing to small
and abstract units of
sound (onset-rimes
and phonemes). 
Understand that
Curriculum Study Assignment at Indicator Level &
Formative Assessment
using rubrics and self-assessments.
Assessment: class discussion and notes
Read Chapter 2 of Fisher and Frey
Discuss the following statements:
o Phonemic Awareness instruction in middle and
secondary schools is unnecessary.
o Phonology is closely linked to language
development. Content area teachers should
expect students to read their textbooks.
o ELL and Special Needs students should receive
the same Phonemic Awareness instruction as
all other students.
o Content area teachers should expect students to
read their textbooks.
o Content area teachers should teach their
students how to study.
o The primary role of the content area teacher is
to teach subject matter.
Are these true? Why or why not?
Assessment: class discussion and notes
Read Chapter 2 of Fisher and Frey. Each student should
complete a TORP assessment and be grouped by their
results.
Summative Assessment at
Competency Level
The observation should be
unobtrusive. The observer should not
interact with the student compare the
children’s use of vocabulary, ability to
speak in complete sentences, and the
ability to obtain a dialogue.
Identify statements that reflect the
various language functions giving
specific examples. Record exactly
what is observed, and more
importantly, what each of the three
children say. Write an analysis of the
observation using theories of language
development to support your response.
Indicate why oral language
development is an important
foundation of reading ability.
Discuss the approaches to phonics instruction based on
the candidate’s TORP results, including
 Synthetic phonics
 Analytic phonics
 Analogy-based phonics
 Phonics through spelling
 Embedded phonics
 Onset and rime
Assessment: TORP results
Read Chapter 8 of Fisher and Frey. Why is writing
Nova Southeastern University – Reading Competencies 1 and 2 Matrix (M.S.) – May 2012 – Page 7 of 27
Course
Number
Name of Course
Reading: for
Content Area
Teachers
RED 550
Foundations of
Reading: for
Content Area
Teachers
RED 550
Foundations of
Reading: for
Content Area
Teachers
RED 550
Foundations of
Reading: for
Content Area
Indicator Specific Indicator
Code
writing, in conjunction
with phonological
awareness, enhances
reading development.

1.C.4
(1.A.2.,
5.10)Distinguish both
phonological and
phonemic differences
in language and their
applications in written
and oral discourse
patterns (e.g.,
language & dialect
differences).
1.C.5
1.C.6
Understand how
similarities and
differences in sound
production between
English and other
languages affect
English language
learners’ reading
development in
English. 
(3.2) Understand the
role of formal and
informal phonological
Curriculum Study Assignment at Indicator Level &
Formative Assessment
often neglected in the content areas? Discuss writing
strategies for the content area as well as ways to assess
writing
Assessment: class discussion
Read pgs. 21-57 of Put Reading First
Based on the candidate’s results on the TORP, which of
these statements to they most agree with?
 Teach phonics explicitly and systematically
 Teach pattern recognition, not rule
memorization
 Encourage active, constructive exploration of
words
 Anticipate, prevent, and correct confusions in
context
Assessment: class discussion of the reading, TOPR results,
written notes.
Discuss the following statements:
o Phonemic Awareness instruction in middle and
secondary schools is unnecessary.
o Phonology is closely linked to language
development. Content area teachers should
expect students to read their textbooks.
o ELL and Special Needs students should receive
the same Phonemic Awareness instruction as
all other students.
o Content area teachers should expect students to
read their textbooks.
o Content area teachers should teach their
students how to study.
o The primary role of the content area teacher is
to teach subject matter.
Are these true? Why or why not?
Assessment: class discussion and notes
Read Chapter 9 in Fisher and Frey. Discuss the
advantages of informal assessment techniques such as
checklists and interviews, as well as the importance of
Summative Assessment at
Competency Level
Assignment #5: Observations of
Children (Field Experience)
Select three children at random, who
are between the ages of two and five.
Be sure to include at least two
children who are ESOL learners.
Observe each child for five to ten
minutes as each engages in any
activity that is considered a literacy
event. Examples of literacy events
include:
 Daily living routines
 Entertainment (reading, Watching
TV)
 School related activities (Children
playing school)
 Communication (writes or reads
letter)
Nova Southeastern University – Reading Competencies 1 and 2 Matrix (M.S.) – May 2012 – Page 8 of 27
Course
Number
Name of Course
Teachers
RED 550
Foundations of
Reading: for
Content Area
Teachers
Indicator Specific Indicator
Code
awareness assessment
to make instructional
decisions to meet
individual student
needs.
1.D.1
Performance
Indicator D: Phonics
(1.B.1) Understand
that phonological units
(words, syllables,
onset-rimes, and
phonemes) map onto
orthographic units
(words, rimes, letters)
in alphabetic
languages.
RED 550
Foundations of
Reading: for
Content Area
Teachers
1.D.2
Understand soundspelling patterns and
phonics (graphemephoneme
correspondence rules).

RED 550
Foundations of
Reading: for
Content Area
Teachers
Foundations of
Reading: for
Content Area
Teachers
1.D.3
(1.D.3 was “apply)
Understand structural
analysis of words.
1.D.4
Understand that both
oral language and
writing can be used to
enhance phonics
instruction. 
RED 550
Curriculum Study Assignment at Indicator Level &
Formative Assessment
using rubrics and self-assessments.
Assessment: class discussion, Assignment #5
Summative Assessment at
Competency Level
 Story book time (reading bedtime
stories)
 Collect the data on a chart
provided in the appendix
Read Chapter 2 of Fisher and Frey
The observation should be
unobtrusive. The observer should not
interact with the student compare the
children’s use of vocabulary, ability to
speak in complete sentences, and the
ability to obtain a dialogue.
Each student should complete a TORP assessment and
be grouped by their results.
Discuss the approaches to phonics instruction based on
the candidate’s TORP results, including
 Synthetic phonics
 Analytic phonics
 Analogy-based phonics
 Phonics through spelling
 Embedded phonics
 Onset and rime
Review the stages of reading development and the role
of the grapheme-phoneme correspondence in reading
development:
 Logographic Stage
 Early Alphabetic Stage
 Mature Alphabetic Stage
 Orthographic Stage
Assessment: written notes
Discuss appropriate vocabulary strategies in the content
areas and the importance of word knowledge, word
structure, and text structure.
Assessment: class discussion and notes
Read pgs. 21-57 of Put Reading First, class discussion (or
online discussion board prompt) on oral language
development and the functions of language. Assessment:
Class discussion and written notes
Identify statements that reflect the
various language functions giving
specific examples. Record exactly
what is observed, and more
importantly, what each of the three
children say. Write an analysis of the
observation using theories of language
development to support your response.
Indicate why oral language
development is an important
foundation of reading ability.
Nova Southeastern University – Reading Competencies 1 and 2 Matrix (M.S.) – May 2012 – Page 9 of 27
Course
Number
RED 550
Name of Course
RED 550
Foundations of
Reading: for
Content Area
Teachers
RED 550
Foundations of
Reading: for
Content Area
Teachers
Indicator Specific Indicator
Code
1.D.5
Understand the role of
formal and informal
phonics assessment to
make instructional
decisions to meet
individual student
needs. 
1.E.1
Performance
Indicator E: Fluency
(1.C.1, 1.C.2)
Understand that the
components of reading
fluency are accuracy,
expression, and rate
which impact reading
endurance and
comprehension.
1.E.2
Understand that
effective readers
demonstrate flexibility
by adjusting their
reading rate to
accommodate the
kinds of texts they are
reading in order to
facilitate
comprehension. 
1.E.3
Understand the
relationships among
fluency, word
recognition, and
comprehension.
1.E.4
Understand that both
oral language and
writing enhance
fluency instruction. 
RED 550
Foundations of
Reading: for
Content Area
Teachers
RED 550
Foundations of
1.E.5
RED 550
Foundations of
Reading: for
Content Area
Teachers
Foundations of
Reading: for
Content Area
Teachers
(3.2)Understand the
Curriculum Study Assignment at Indicator Level &
Formative Assessment
Read Chapter 9 in Fisher and Frey. Discuss the
advantages of informal assessment techniques such as
checklists and interviews, as well as the importance of
using rubrics and self-assessments. Assessment: class
discussion and notes
Summative Assessment at
Competency Level
Define the term fluency - www.nifl.gov and read the
findings of the National Reading Panel regarding
fluency
Assessment: class discussion
Assignment #4: Content Area
Comprehension Lesson
Discuss the qualities of fluent readers, prosody, and
examples that model fluent reading, including ways to
assess fluency Discuss the relationships among fluency,
vocabulary, and comprehension. Assessment: class
discussion and written notes
Select a narrative, informational, or
digital text appropriate for use in a
content area classroom. Develop a
comprehension lesson, using the
DRTA model. Your lesson must
include pre-reading, during reading,
and post-reading strategies appropriate
for middle school students, as well as
a cumulative assessment.
Part 1: Pre-Reading
Your pre-reading strategy must
include a visual component, such as a
graphic organizer, to assist in
activating student’s schema.
Part 2: During Reading
Select an oral or silent reading
strategy appropriate for your lesson.
Your during reading strategy should
provide opportunities for students to
adjust their reading rate depending on
Read pgs. 21-57 of Put Reading First, class discussion (or the readability and content of the text
and their own level of fluency.
online discussion board prompt) on oral language
development and the functions of language. Assessment:
Part 3: Post-Reading
Class discussion and written notes
In the post-reading phase of the
lesson, select a collaborative strategy
Read Chapter 9 in Fisher and Frey. Discuss the
that encourages students to engage in
Read The Kingdom of Kay Oss and replace the letters
with correct ones. What does this activity teach the
student about being a strategic reader? Assessment:
Class discussion and notes
Nova Southeastern University – Reading Competencies 1 and 2 Matrix (M.S.) – May 2012 – Page 10 of 27
Course
Number
Name of Course
Reading: for
Content Area
Teachers
Indicator Specific Indicator
Code
role of formal and
informal fluency
assessment to make
instructional decisions
to meet individual
student needs.
RED 550
Foundations of
Reading: for
Content Area
Teachers
1.F.1
RED 550
Foundations of
Reading: for
Content Area
Teachers
1.F.2
RED 550
Foundations of
Reading: for
Content Area
1.F.3
Performance
Indicator F:
Vocabulary
Understand the goal of
receptive and
expressive vocabulary
instruction is the
application of a
student’s
understanding of word
meanings to multiple
oral and written
contexts. 
(1.D.1) Understand
morphology as it
relates to vocabulary
development (e.g.,
morphemes,
inflectional and
derivational
morphemes,
morphemic analysis).
(1.D.2) Identify
principles of semantics
as they relate to
Curriculum Study Assignment at Indicator Level &
Formative Assessment
advantages of informal assessment techniques such as
checklists and interviews, as well as the importance of
using rubrics and self-assessments. Assessment: class
discussion
Summative Assessment at
Competency Level
higher-order questioning skills with
each other to promote engagement and
motivation.
Part 4: Assessment & Rubric
In part 4, develop a writing
assessment to conclude this lesson and
monitor student comprehension.
Provide a rubric for grading.
Part 5: Conclusion
How you will engage in modeling
each of the strategies you have chosen
and scaffolding student discussions?
Read pgs. 21-57 of Put Reading First, Identify strategies to Assignment #3: Vocabulary
directly instruct vocabulary in the content Areas.
PowerPoint and Lesson
Assessment: Class notes and Research Building Blocks
Assignment
Part 1: Vocabulary PowerPoint
Choose a content area in middle or
high school. Select 15 contentspecific vocabulary words. Create a
PowerPoint presentation (or Prezi) in
which you will directly instruct each
vocabulary word. Define each of the
15 vocabulary words you have chosen,
one per slide. Each slide must also
include an image or media artifact
related to the vocabulary word. (For
Read Chapter 3 of Fisher and Frey. Discuss semantics
example, if you were teaching a lesson
and morphology and how they relate to the teaching of
on ancient Egypt, you could choose
content-specific vocabulary words. (e.g. morphemic
the word “archeologist” as a
analysis, Greek and Latin root words, synonyms, and
vocabulary word, then define the term
antonyms)
and choose an image and that you will
Assessment: class discussion and notes
use on the slide). Provide a reference
list of sources used to gather the
information.
Discuss semantics and morphology and how they relate
The words you choose must follow
to the teaching of content-specific vocabulary words.
these parameters:
(e.g. morphemic analysis, Greek and Latin root words,
Nova Southeastern University – Reading Competencies 1 and 2 Matrix (M.S.) – May 2012 – Page 11 of 27
Course
Number
Name of Course
Teachers
Indicator Specific Indicator
Code
vocabulary
development (e.g.,
antonyms, synonyms,
figurative language,
etc.).
1.F.4
Understand the
domain specific
vocabulary demands
of academic language.

1.F.5
Understand that
writing can be used to
enhance vocabulary
instruction. 
RED 550
Foundations of
Reading: for
Content Area
Teachers
RED 550
Foundations of
Reading: for
Content Area
Teachers
RED 550
Foundations of
Reading: for
Content Area
Teachers
1.F.6
(3.2) Understand the
role of formal and
informal vocabulary
assessment to make
instructional decisions
to meet individual
student needs.
RED 550
Foundations of
Reading: for
Content Area
Teachers
1.G.1
RED 550
Foundations of
1.G.2
Performance
Indicator G:
Integration of the
Reading Components
(1.F.1) Identify
language
characteristics related
to social and academic
language
(1.F.2) Identify
Curriculum Study Assignment at Indicator Level &
Formative Assessment
synonyms, and antonyms)
Assessment: class discussion and notes
Summative Assessment at
Competency Level
1. At least two vocabulary words
must be synonyms or antonyms
2. At least two vocabulary words
must share the same morphology
(e.g. archeology, archeologist)
3. At least two vocabulary words
Read Chapter 3 of Fisher and Frey.
must have etymologies in a
Based on a discussion of Halliday’s Functions of Language,
language other than English
describe how social and academic language differ for
English Language Learners. Assessment: class discussion
Part 2: Vocabulary Lesson
Create a lesson plan in which you
Read Chapter 4 of Fisher and Frey.
Discuss how oral language develops and the importance utilize the PowerPoint you’ve create
to directly instruction the 15
of reading aloud with struggling readers and the
vocabulary words you’ve chose.
important of writing in the development of oral
language.
The lesson plan must include:
Assessment: class discussion and written notes.
1. Explain the role of formal and
Read Chapter 9 in Fisher and Frey. Discuss the
informal language in the
advantages of informal assessment techniques such as
classroom, including the
checklists and interviews, as well as the importance of
differences between social and
using rubrics and self-assessments.
academic language.
Assessment: class discussion
2. Provide an opportunity for
students to engage in some kind
of graphic organizer (e.g.
semantic mapping, word walls)
3. Conclude with an informal
writing assessment where
students must use their newlylearned vocabulary words.
Read Chapter 3 of Fisher and Frey.
Assignment #3: Vocabulary
Based on a discussion of Halliday’s Functions of Language,PowerPoint and Lesson
describe how social and academic language differ for
English Language Learners. Assessment: class discussion Part 1: Vocabulary PowerPoint
Choose a content area in middle or
high school. Select 15 contentspecific vocabulary words. Create a
PowerPoint presentation (or Prezi) in
which you will directly instruct each
vocabulary word. Define each of the
Discuss semantics and morphology and how they relate
Nova Southeastern University – Reading Competencies 1 and 2 Matrix (M.S.) – May 2012 – Page 12 of 27
Course
Number
Name of Course
Reading: for
Content Area
Teachers
RED 550
Foundations of
Reading: for
Content Area
Teachers
RED 550
Foundations of
Reading: for
Content Area
Teachers
RED 550
Foundations of
Reading: for
Content Area
Teachers
RED 550
Foundations of
Reading: for
Content Area
Teachers
Indicator Specific Indicator
Code
phonemic, semantic,
and syntactic
variability between
English and other
languages.
1.G.3
(1.F.3., 1.F.4)
Understand the
interdependence
between each of the
reading components
and their effect upon
reading as a process
for native speakers of
English and English
language learners.
1.G.4
(1.F.5)Understand the
impact of oral
language, writing, and
an information
intensive environment
upon reading
development.
1.G.5
Understand the
importance of
comprehension
monitoring and selfcorrecting to increase
reading proficiency. 
1.G.6
(3.2) Understand the
role of formal and
informal reading
assessment to make
instructional decisions
to meet individual
student needs.
Curriculum Study Assignment at Indicator Level &
Formative Assessment
to the teaching of content-specific vocabulary words.
(e.g. morphemic analysis, Greek and Latin root words,
synonyms, and antonyms)
Assessment: class discussion and notes
Read pgs. 1-19 of Put Reading First. Discuss what the
National Reading Panel says about ELLs and learning to
read. For example, should ELL students should receive
the same instruction as all other students? Assessment:
written notes and discussion
Discuss how oral language develops and the importance
of reading aloud with struggling readers and the
important of writing in the development of oral
language.
Assessment: class discussion and written notes.
Read Chapters 1 & 2 of Fisher & Frey
Discuss research-based comprehension strategies to
negotiating difficult expository texts. Assessment: class
discussion
Read Chapter 9 in Fisher and Frey. Discuss the
advantages of informal assessment techniques such as
checklists and interviews, as well as the importance of
using rubrics and self-assessments.
Assessment: class discussion
Summative Assessment at
Competency Level
15 vocabulary words you have chosen,
one per slide. Each slide must also
include an image or media artifact
related to the vocabulary word. (For
example, if you were teaching a lesson
on ancient Egypt, you could choose
the word “archeologist” as a
vocabulary word, then define the term
and choose an image and that you will
use on the slide). Provide a reference
list of sources used to gather the
information.
The words you choose must follow
these parameters:
1. At least two vocabulary words
must be synonyms or antonyms
2. At least two vocabulary words
must share the same morphology
(e.g. archeology, archeologist)
3. At least two vocabulary words
must have etymologies in a
language other than English
Part 2: Vocabulary Lesson
Create a lesson plan in which you
utilize the PowerPoint you’ve create
to directly instruction the 15
vocabulary words you’ve chose.
The lesson plan must include:
1. Explain the role of formal and
informal language in the
classroom, including the
differences between social and
academic language.
2. Provide an opportunity for
students to engage in some kind
of graphic organizer (e.g.
Nova Southeastern University – Reading Competencies 1 and 2 Matrix (M.S.) – May 2012 – Page 13 of 27
Course
Number
Name of Course
Indicator Specific Indicator
Code
Curriculum Study Assignment at Indicator Level &
Formative Assessment
Summative Assessment at
Competency Level
semantic mapping, word walls)
3. Conclude with an informal
writing assessment where
students must use their newlylearned vocabulary words.
Nova Southeastern University – Reading Competencies 1 and 2 Matrix (M.S.) – May 2012 – Page 14 of 27
Florida Reading Endorsement Alignment Matrix
Competency #2
Competency 2: Application of Research-Based Instructional Practices
Teachers will scaffold student learning by applying the principles of research-based reading instruction and integrating the six
components of reading. Teachers will engage in the systematic problem solving process.
Course Name of Course
Number
RED 550 Foundations of
Reading: for
Content Area
Teachers
Indicator Specific Indicator
Code
2.A.1
Performance Indicator A:
Comprehension
(2.E) Apply intentional,
explicit, and systematic
instructional practices for
scaffolding development of
higher order thinking,
comprehension skills,
comprehension monitoring
and self-correcting (e.g.,
reciprocal teaching, “think
aloud,” etc.).
RED 550 Foundations of
Reading: for
Content Area
Teachers
2.A.2
RED 550 Foundations of
Reading: for
Content Area
Teachers
2.A.3
Use both oral language and
writing experiences to enhance
comprehension. 
Apply appropriate
instructional practices
determined by the student’s
strengths and needs, text
structure, and the reading
demands of domain specific
text. 
Curriculum Study Assignment at Indicator Level &
Formative Assessment
Read Chapter 5 of Fisher and Frey.
Show examples and discuss in detail the following strategies
for the content areas
 Reciprocal Teaching
 SQ3R
 SQ4R
 SQRQCQ
 QAR
 ReQuest
 Questioning the Author
 DR-TA
 Think Alouds
 Anticipation Guides
Assessment: Class discussion and notes
Read Chapter 4 of Fisher and Frey.
Show examples of Read-Alouds and Shared Reading to
promote fluency and comprehension. Discuss how oral
language develops and the importance of reading aloud with
struggling readers. Assessment: class discussion
Read Chapter 5 of Fisher and Frey.
Describe how following strategies can be used for domain
specific texts:
 Reciprocal Teaching
 SQ3R
 SQ4R
 SQRQCQ
 QAR
 ReQuest
 Questioning the Author
Nova Southeastern University – Reading Competencies 1 and 2 Matrix (M.S.) – May 2012 – Page 15 of 27
Summative Assessment at
Competency Level
Assignment #4: Content
Area Comprehension
Lesson
Select a narrative,
informational, or digital text
appropriate for use in a
content area classroom.
Develop a comprehension
lesson, using the DRTA
model. Your lesson must
include pre-reading, during
reading, and post-reading
strategies appropriate for
middle school students, as
well as a cumulative
assessment.
Part 1: Pre-Reading
Your pre-reading strategy
must include a visual
component, such as a graphic
organizer, to assist in
activating student’s schema.
Part 2: During Reading
Select an oral or silent
reading strategy appropriate
for your lesson. Your during
reading strategy should
Course Name of Course
Number
Indicator Specific Indicator
Code
RED 550 Foundations of
Reading: for
Content Area
Teachers
2.A.4
RED 550 Foundations of
Reading: for
Content Area
Teachers
2.A.5
RED 550 Foundations of
Reading: for
Content Area
Teachers
2.A.6
Provide opportunities for
student extended text
discussion to enhance
comprehension, promote
motivation and student
engagement.
Select narrative or
informational print or digital
texts that are appropriate to the
comprehension instruction to
be provided. 
Provide comprehension
instruction that supports
students’ ability to read
multiple print and digital texts
and to synthesize information
Curriculum Study Assignment at Indicator Level &
Formative Assessment
 DR-TA
 Think Alouds
 Anticipation Guides
Assessment: Class discussion and notes
Define “digital natives” and discuss strategies to motivate
and engage struggling readers with technology (blogs, wikis,
webquests) or other forms of digital literacies.
(a) Compare and contrasting in-school and out-ofschool literacies transformed the way we read and
write.
(b) Cite research-based strategies for addressing the
way teaching and learning has changed to
accommodate new literacies in the classroom.
Assessment: Class discussion and written notes.
Assignment #2: Literacy Wiki
In this assignment, you will be applying your knowledge of
the major aspects of oral, written, and visual literacy and
how each literacy can be successfully used in a content area
classroom.
Log on to the class wiki page: http://red550.wikispaces.com.
Choose a content area from the right-hand menu. Post a
resource to the content area wikispace that combines
elements of oral, written, and visual literacy. For example,
you may choose to upload a video on the Water Cycle, or a
hypertext of the Declaration of Independence. Provide the
appropriate grade level and content topic for your posted
resources (e.g. 7th grade Civics, 9th grade Physical Science).
Include a short rationale of how this resource can be
successfully used in a content area classroom. Provide a
reference for the resource (in other words, where did you get
it) in APA style.
View this video from PBS Frontline: Prensky, M (2010).
Discuss the ways that meaning is constructed as digital
natives manipulate both print and digital texts.
http://www.pbs.org/wgbh/pages/frontline/digitalnation/living
-faster/digital-natives/what-makes-a-digital-native.html?play
Nova Southeastern University – Reading Competencies 1 and 2 Matrix (M.S.) – May 2012 – Page 16 of 27
Summative Assessment at
Competency Level
provide opportunities for
students to adjust their
reading rate depending on the
readability and content of the
text and their own level of
fluency.
Part 3: Post-Reading
In the post-reading phase of
the lesson, select a
collaborative strategy that
encourages students to
engage in higher-order
questioning skills with each
other to promote engagement
and motivation.
Part 4: Assessment &
Rubric
In part 4, develop a writing
assessment to conclude this
lesson and monitor student
comprehension. Provide a
rubric for grading.
Part 5: Conclusion
How you will engage in
modeling each of the
strategies you have chosen
and scaffolding student
discussions?
Assignment #4: Content
Area Comprehension
Lesson
Select a narrative,
Course Name of Course
Number
RED 550 Foundations of
Reading: for
Content Area
Teachers
RED 550 Foundations of
Reading: for
Content Area
Teachers
RED 550 Foundations of
Reading: for
Content Area
Teachers
Indicator Specific Indicator
Code
within, across and beyond
those texts. 
2.A.7
Scaffold discussions to
facilitate the comprehension of
text and higher order thinking
skills for students with varying
English proficiency levels. 
2.A.8
Model a variety of strategic
activities students can use to
foster comprehension
monitoring and selfcorrecting. 
2.A.9
(3.2., 5.12) Recognize,
describe, and incorporate
appropriate comprehension
assessments to guide
instruction.
Curriculum Study Assignment at Indicator Level &
Formative Assessment
Assessment: Class discussion and notes
Review Bloom’s Taxonomy and explain its importance in
cognitive development. Assessment: class discussion and
written notes
Read Chapter 5 of Fisher and Frey.
Show examples and discuss in detail the following strategies
for the content areas and how following strategies can be
used for domain specific texts:
 Reciprocal Teaching
 SQ3R
 SQ4R
 SQRQCQ
 QAR
 ReQuest
 Questioning the Author
 DR-TA
 Think Alouds
 Anticipation Guides
Discuss ways of using new literacies to develop studentgenerated questioning techniques. Assessment: class
discussion and notes
Read Chapter 5 of Fisher and Frey.
Show examples and discuss in detail the following strategies
for the content areas and how following strategies can be
used for domain specific texts:
 Reciprocal Teaching
 SQ3R
 SQ4R
 SQRQCQ
 QAR
 ReQuest
 Questioning the Author
 DR-TA
Nova Southeastern University – Reading Competencies 1 and 2 Matrix (M.S.) – May 2012 – Page 17 of 27
Summative Assessment at
Competency Level
informational, or digital text
appropriate for use in a
content area classroom.
Develop a comprehension
lesson, using the DRTA
model. Your lesson must
include pre-reading, during
reading, and post-reading
strategies appropriate for
middle school students, as
well as a cumulative
assessment.
Part 1: Pre-Reading
Your pre-reading strategy
must include a visual
component, such as a graphic
organizer, to assist in
activating student’s schema.
Part 2: During Reading
Select an oral or silent
reading strategy appropriate
for your lesson. Your during
reading strategy should
provide opportunities for
students to adjust their
reading rate depending on the
readability and content of the
text and their own level of
fluency.
Part 3: Post-Reading
In the post-reading phase of
the lesson, select a
collaborative strategy that
encourages students to
engage in higher-order
questioning skills with each
Course Name of Course
Number
Indicator Specific Indicator
Code
RED 550 Foundations of
Reading: for
Content Area
Teachers
2.B.1
RED 550 Foundations of
Reading: for
Content Area
Teachers
2.B.2
Performance Indicator B:
Oral Language
Apply intentional, explicit,
and systematic instructional
practices for scaffolding
development of oral/aural
language skills (e.g., language
experience approach, Socratic
questioning). 
Create an environment where
students practice appropriate
social and academic language
to discuss diverse texts. 
Curriculum Study Assignment at Indicator Level &
Formative Assessment
 Think Alouds
 Anticipation Guides
Summative Assessment at
Competency Level
other to promote engagement
and motivation.
Discuss ways of using new literacies to develop studentgenerated questioning techniques. Assessment: class
discussion and notes.
Part 4: Assessment &
Rubric
In part 4, develop a writing
assessment to conclude this
lesson and monitor student
comprehension. Provide a
rubric for grading.
Part 5: Conclusion
How you will engage in
modeling each of the
strategies you have chosen
and scaffolding student
discussions?
Read Chapter 8 of Fisher and Frey, discuss applications of LEA,Assignment #4: Content
power writing, and generative sentences in the content areas andArea Comprehension
how they can be used in comprehension assessments.
Lesson
Assessment: class discussion, notes, Assignment #4
Select a narrative,
informational, or digital text
appropriate for use in a
content area classroom.
Develop a comprehension
lesson, using the DRTA
Read Chapter 3 of Fisher and Frey.
model. Your lesson must
Based on a discussion of Halliday’s Functions of Language,
describe how social and academic language differ for English include pre-reading, during
reading, and post-reading
Language Learners. Assessment: class discussion
strategies appropriate for
middle school students, as
well as a cumulative
assessment.
Part 1: Pre-Reading
Your pre-reading strategy
must include a visual
component, such as a graphic
Nova Southeastern University – Reading Competencies 1 and 2 Matrix (M.S.) – May 2012 – Page 18 of 27
Course Name of Course
Number
Indicator Specific Indicator
Code
Curriculum Study Assignment at Indicator Level &
Formative Assessment
Summative Assessment at
Competency Level
organizer, to assist in
activating student’s schema.
Part 2: During Reading
Select an oral or silent
reading strategy appropriate
for your lesson. Your during
reading strategy should
provide opportunities for
students to adjust their
reading rate depending on the
readability and content of the
text and their own level of
fluency.
Part 3: Post-Reading
In the post-reading phase of
the lesson, select a
collaborative strategy that
encourages students to
engage in higher-order
questioning skills with each
other to promote engagement
and motivation.
Part 4: Assessment &
Rubric
In part 4, develop a writing
assessment to conclude this
lesson and monitor student
comprehension. Provide a
rubric for grading.
Part 5: Conclusion
How you will engage in
modeling each of the
strategies you have chosen
and scaffolding student
discussions?
Nova Southeastern University – Reading Competencies 1 and 2 Matrix (M.S.) – May 2012 – Page 19 of 27
Course Name of Course
Number
RED 550 Foundations of
Reading: for
Content Area
Teachers
Indicator Specific Indicator
Code
2.B.3
*2.2.b. Recognize and apply
an English language learner’s
home language proficiency as
a foundation and strength to
support the development of
oral language in English. 
Curriculum Study Assignment at Indicator Level &
Formative Assessment
Read Chapter 3 of Fisher and Frey.
Based on a discussion of Halliday’s Functions of Language,
describe how social and academic language differ for English
Language Learners. Assessment: class discussion
Summative Assessment at
Competency Level
Assignment #5:
Observations of Children
(Field Experience)
Select three children at
random, who are between the
ages of two and five. Be sure
to include at least two
children who are ESOL
learners. Observe each child
for five to ten minutes as
each engages in any activity
that is considered a literacy
event. Examples of literacy
events include:
 Daily living routines
 Entertainment (reading,
Watching TV)
 School related activities
(Children playing
school)
 Communication (writes
or reads letter)
 Story book time (reading
bedtime stories)
 Collect the data on a
chart provided in the
appendix
The observation should be
unobtrusive. The observer
should not interact with the
student compare the
children’s use of vocabulary,
ability to speak in complete
sentences, and the ability to
obtain a dialogue.
Nova Southeastern University – Reading Competencies 1 and 2 Matrix (M.S.) – May 2012 – Page 20 of 27
Course Name of Course
Number
RED
550
Indicator Specific Indicator
Code
Foundations of
Reading: for
Content Area
Teachers
Foundations of
Reading: for
Content Area
Teachers
2.B.4
RED
550
Foundations of
Reading: for
Content Area
Teachers
2.C.1
RED
550
Foundations of
Reading: for
Content Area
Teachers
2.C.2
RED
550
2.B.5
Use writing experiences to
enhance oral language (e.g.,
interactive writing, student to
teacher sentence dictation). 
(3.2., 5.12) Recognize,
describe, and incorporate
appropriate oral language
assessments to guide
instruction.
Performance Indicator C:
Phonological Awareness
(2.A was “identify” Apply
intentional, explicit,
systematic instructional
practices to scaffold
development of phonological
awareness. (e.g., blending and
segmenting syllables, onsetrimes, and phonemes).
Provide opportunities for
students to use oral/aural
language to enhance
phonological awareness (e.g.,
Curriculum Study Assignment at Indicator Level &
Formative Assessment
Summative Assessment at
Competency Level
Identify statements that
reflect the various language
functions giving specific
examples. Record exactly
what is observed, and more
importantly, what each of the
three children say. Write an
analysis of the observation
using theories of language
development to support your
response. Indicate why oral
language development is an
important foundation of
reading ability.
Read Chapter 8 of Fisher and Frey, discuss applications of LEA,Assignment #5:
power writing, and generative sentences in the content areas andObservations of Children
how they can be used in comprehension assessments.
(Field Experience)
Assessment: class discussion, notes
Read pgs. 21-57 of Put Reading First, class discussion (or onlineSelect three children at
discussion board prompt) on oral language development and therandom, who are between the
functions of language. Assessment: Class discussion and writtenages of two and five. Be sure
to include at least two
notes
children who are ESOL
learners. Observe each child
Read pgs. 21-57 of Put Reading First
for five to ten minutes as
Based on the candidate’s results on the TORP, which of
each engages in any activity
these statements to they most agree with?
that is considered a literacy
 Teach phonics explicitly and systematically
event. Examples of literacy
 Teach pattern recognition, not rule memorization
 Encourage active, constructive exploration of words events include:
 Anticipate, prevent, and correct confusions in
 Daily living routines
context
 Entertainment (reading,
Assessment: class discussion of the reading, TOPR results,
Watching TV)
written notes.

School related activities
Each student should complete a TORP assessment and be
(Children playing
grouped by their results.
school)
 Communication (writes
Discuss the approaches to phonics instruction based on the
Nova Southeastern University – Reading Competencies 1 and 2 Matrix (M.S.) – May 2012 – Page 21 of 27
Course Name of Course
Number
Indicator Specific Indicator
Code
rhyming and alliteration).
RED
550
2.C.3
RED
550
RED
550
Foundations of
Reading: for
Content Area
Teachers
Foundations of
Reading: for
Content Area
Teachers
2.C.4
Foundations of
Reading: for
Content Area
2.C.5
Understand and apply
knowledge of how variations
in phonology across languages
affect English language
learners’ reading and writing
development. 
Use writing experiences, in
conjunction with phonological
instruction, to enhance reading
achievement (e.g., Elkonin
boxes or magnetic letters,
individual response
whiteboards). 
(3.2, 5.12) Recognize,
describe, and incorporate
appropriate phonological
Curriculum Study Assignment at Indicator Level &
Formative Assessment
candidate’s TORP results, including
 Synthetic phonics
 Analytic phonics
 Analogy-based phonics
 Phonics through spelling
 Embedded phonics
 Onset and rime
Discuss the following statements:
o Phonemic Awareness instruction in middle and
secondary schools is unnecessary.
o Phonology is closely linked to language
development. Content area teachers should expect
students to read their textbooks.
o ELL and Special Needs students should receive the
same Phonemic Awareness instruction as all other
students.
o Content area teachers should expect students to read
their textbooks.
o Content area teachers should teach their students
how to study.
o The primary role of the content area teacher is to
teach subject matter.
Are these true? Why or why not?
Assessment: class discussion and notes
Each student should complete a TORP assessment and be
grouped by their results.
Discuss the approaches to phonics instruction based on the
candidate’s TORP results, including
 Synthetic phonics
 Analytic phonics
 Analogy-based phonics
 Phonics through spelling
 Embedded phonics
 Onset and rime
Read Chapter 9 in Fisher and Frey. Discuss the advantages
of informal assessment techniques such as checklists and
interviews, as well as the importance of using rubrics and
Nova Southeastern University – Reading Competencies 1 and 2 Matrix (M.S.) – May 2012 – Page 22 of 27
Summative Assessment at
Competency Level
or reads letter)
 Story book time (reading
bedtime stories)
 Collect the data on a
chart provided in the
appendix
The observation should be
unobtrusive. The observer
should not interact with the
student compare the
children’s use of vocabulary,
ability to speak in complete
sentences, and the ability to
obtain a dialogue.
Identify statements that
reflect the various language
functions giving specific
examples. Record exactly
what is observed, and more
importantly, what each of the
three children say. Write an
analysis of the observation
using theories of language
development to support your
response. Indicate why oral
language development is an
important foundation of
reading ability.
Course Name of Course
Number
Teachers
Indicator Specific Indicator
Code
awareness assessments to
guide instruction.
2.D.1
Performance Indicator D:
Phonics
(2.B was “identify) Apply
intentional, explicit,
systematic instructional
practices for scaffolding
phonics development on a
continuum from the individual
phoneme-grapheme level
through the multi-syllabic
word level.
2.D.2
Recognize and apply an
English language learner’s
home language as a
foundation and strength to
support the development of
phonics in English. 
Curriculum Study Assignment at Indicator Level &
Formative Assessment
self-assessments.
Assessment: class discussion
Read pgs. 21-57 of Put Reading First
Based on the candidate’s results on the TORP, which of
these statements to they most agree with?
 Teach phonics explicitly and systematically
 Teach pattern recognition, not rule memorization
 Encourage active, constructive exploration of words
 Anticipate, prevent, and correct confusions in
context
Assessment: class discussion of the reading, TOPR results,
written notes.
Read pgs. 21-57 of Put Reading First, class discussion (or online
discussion board prompt) on oral language development and the
functions of language. Assessment: Class discussion and written
notes
RED
550
Foundations of
Reading: for
Content Area
Teachers
RED
550
Foundations of
Reading: for
Content Area
Teachers
RED
550
Foundations of
Reading: for
Content Area
Teachers
2.D.3
RED
550
Foundations of
Reading: for
Content Area
2.D.4
Use oral/aural language and
writing experiences to enhance
phonics instruction (e.g.,
sentence strip words, phrases,
and pocket charts). 
(3.2, 5.12) Recognize,
describe, and incorporate
appropriate phonics
Summative Assessment at
Competency Level
Discuss the following statements:
o Phonemic Awareness instruction in middle and
secondary schools is unnecessary.
o Phonology is closely linked to language
development. Content area teachers should expect
students to read their textbooks.
o ELL and Special Needs students should receive the
same Phonemic Awareness instruction as all other
students.
o Content area teachers should expect students to read
their textbooks.
o Content area teachers should teach their students
how to study.
o The primary role of the content area teacher is to
teach subject matter.
Are these true? Why or why not?
Assessment: class discussion and notes
Discuss the advantages of informal assessment techniques
such as checklists and interviews, as well as the importance
of using rubrics and self-assessments.
Nova Southeastern University – Reading Competencies 1 and 2 Matrix (M.S.) – May 2012 – Page 23 of 27
Course Name of Course
Number
Teachers
RED
550
Foundations of
Reading: for
Content Area
Teachers
RED
550
Foundations of
Reading: for
Content Area
Teachers
Foundations of
Reading: for
Content Area
Teachers
RED
550
RED
550
RED
550
Foundations of
Reading: for
Content Area
Teachers
Foundations of
Reading: for
Indicator Specific Indicator
Code
assessments to guide
instruction.
2.E.1
Performance Indicator E:
Fluency
(2.C was “identify”) Apply
intentional, explicit,
systematic instructional
practices to scaffold accuracy,
expression, rate, and reading
endurance (e.g., paired
reading, repeated reading,
echo reading, reader’s theater,
etc.).
2.E.2
Use oral/aural language and
writing experiences to enhance
fluency (e.g., poetry charts,
song lyrics). 
2.E.3
(3.2., 5.12) Recognize,
describe, and incorporate
appropriate fluency
assessments to guide
instruction.
2.F.1
(2.D)Apply intentional,
explicit, systematic
instructional practices to
scaffold vocabulary and
concept development (e.g.,
shared reading, semantic
mapping, etc.).
2.F.2
Provide for continual
integration, repetition, and
Curriculum Study Assignment at Indicator Level &
Formative Assessment
Assessment: class discussion
Summative Assessment at
Competency Level
Read Chapter 4 of Fisher and Frey. Show examples of
Read-Alouds and Shared Reading to promote fluency and
comprehension. Discuss how oral language develops and
the importance of reading aloud with struggling readers and
the important of writing in the development of oral language.
Assignment #4: Content
Area Comprehension
Lesson
Read pgs. 21-57 of Put Reading First, class discussion (or online
discussion board prompt) on oral language development and the
functions of language. Assessment: Class discussion and written
notes
Define the term fluency - www.nifl.gov and read the
findings of the National Reading Panel regarding fluency
Assessment: class discussion
Read Chapters 6 and 7 of Fisher and Frey
Provide examples of graphic organizers and detail how they
can be used in both vocabulary instruction and
comprehension strategies with domain-specific content area
texts:
 Matricies
 Grammar charts
 Flow diagrams
 Story maps
 Concept webs
 Compare/Contrast chart
 Word sorts
 Herringbone organizers
Assessment: Class discussion and notes taking
Read Chapter 3 of Fisher and Frey.
Based on a discussion of Halliday’s Functions of Language,
Nova Southeastern University – Reading Competencies 1 and 2 Matrix (M.S.) – May 2012 – Page 24 of 27
Assignment #3: Vocabulary
PowerPoint and Lesson
Part 1: Vocabulary
PowerPoint
Choose a content area in
middle or high school.
Select 15 content-specific
vocabulary words. Create a
PowerPoint presentation (or
Prezi) in which you will
directly instruct each
vocabulary word. Define
each of the 15 vocabulary
words you have chosen, one
per slide. Each slide must
Course Name of Course
Number
Content Area
Teachers
RED
550
Foundations of
Reading: for
Content Area
Teachers
RED
550
Foundations of
Reading: for
Content Area
Teachers
Indicator Specific Indicator
Code
meaningful use of domain
specific vocabulary to address
the demands of academic
language. 
2.F.3
Incorporate vocabulary
instruction through analogies
(e.g., cognates, Greek and
Latin roots). 
2.F.4
RED
550
Foundations of
Reading: for
Content Area
Teachers
2.F.5
RED
550
Foundations of
Reading: for
Content Area
Teachers
2.F.6
Provide an environment that
supports wide reading of print
and digital texts, both
informational and literary, to
enhance vocabulary. 
*3.2.j Incorporate instructional
practices that develop
authentic uses of English to
assist English language
learners in learning academic
vocabulary and content. 
Use oral/aural language and
writing experiences to enhance
vocabulary (e.g., interactive
word walls, word sorts, word
charts for secondary). 
Curriculum Study Assignment at Indicator Level &
Formative Assessment
describe how social and academic language differ for English
Language Learners. Assessment: class discussion
Discuss semantics and morphology and how they relate to
the teaching of content-specific vocabulary words. (e.g.
morphemic analysis, Greek and Latin root words, synonyms,
and antonyms)
Assessment: class discussion and notes
Assignment #2: Literacy Wiki
In this assignment, you will be applying your knowledge of
the major aspects of oral, written, and visual literacy and
how each literacy can be successfully used in a content area
classroom.
Summative Assessment at
Competency Level
also include an image or
media artifact related to the
vocabulary word. (For
example, if you were
teaching a lesson on ancient
Egypt, you could choose the
word “archeologist” as a
vocabulary word, then define
the term and choose an image
and that you will use on the
slide). Provide a reference list
of sources used to gather the
information.
The words you choose must
follow these parameters:
Log on to the class wiki page: http://red550.wikispaces.com. 1. At least two vocabulary
words must be synonyms
Choose a content area from the right-hand menu. Post a resource
or antonyms
to the content area wikispace that combines elements of oral,
written, and visual literacy. For example, you may choose to 2. At least two vocabulary
words must share the
upload a video on the Water Cycle, or a hypertext of the
same morphology (e.g.
Declaration of Independence. Provide the appropriate grade
archeology,
level and content topic for your posted resources (e.g. 7 th grade
archeologist)
Civics, 9th grade Physical Science). Include a short rationale of
3. At least two vocabulary
how this resource can be successfully used in a content area
words must have
classroom. Provide a reference for the resource (in other words,
etymologies in a
where did you get it) in APA style.
language other than
Read Chapter 3 of Fisher and Frey.
English
Based on a discussion of Halliday’s Functions of Language,
describe how social and academic language differ for English
Part 2: Vocabulary Lesson
Language Learners. Assessment: class discussion
Create a lesson plan in which
you utilize the PowerPoint
Read pgs. 21-57 of Put Reading First, class discussion (or onlineyou’ve create to directly
discussion board prompt) on oral language development and theinstruction the 15 vocabulary
functions of language. Assessment: Class discussion and writtenwords you’ve chose.
notes
The lesson plan must include:
Nova Southeastern University – Reading Competencies 1 and 2 Matrix (M.S.) – May 2012 – Page 25 of 27
Course Name of Course
Number
RED
Foundations of
550
Reading: for
Content Area
Teachers
RED
550
Foundations of
Reading: for
Content Area
Teachers
RED
550
Foundations of
Reading: for
Content Area
Teachers
RED
550
Foundations of
Reading: for
Content Area
Teachers
RED
550
Foundations of
Reading: for
Content Area
Indicator Specific Indicator
Curriculum Study Assignment at Indicator Level &
Summative Assessment at
Code
Formative Assessment
Competency Level
2.F.7
Use multiple methods of
Discuss semantics and morphology and how they relate to
1. Explain the role of
vocabulary instruction (e.g.
the teaching of content-specific vocabulary words. (e.g.
formal and informal
multiple contexts, examples
morphemic analysis, Greek and Latin root words, synonyms,
language in the
and non-examples,
and antonyms)
classroom, including the
elaborations, etc.). 
Assessment: class discussion and notes
differences between
social and academic
2.F.8
(3.2, 5.12) Recognize,
Discuss the advantages of informal assessment techniques
language.
describe, and incorporate
such as checklists and interviews, as well as the importance
2. Provide an opportunity
appropriate vocabulary
of using rubrics and self-assessments.
for students to engage in
assessments to guide
Assessment: class discussion
some kind of graphic
instruction.
organizer (e.g. semantic
2.G.1
Performance Indicator G:
Assignment #2: Literacy Wiki
mapping, word walls)
Integration of the Reading
3.
Conclude with an
In this assignment, you will be applying your knowledge of
Components
informal writing
(2.F.1, 2.F.2 was “identify”)
the major aspects of oral, written, and visual literacy and
assessment where
Apply comprehensive instructional
how each literacy can be successfully used in a content area
students must use their
practices, including writing
classroom.
newly-learned
experiences, that integrate the
vocabulary words.
reading components.
Log on to the class wiki page: http://red550.wikispaces.com.
Choose a content area from the right-hand menu. Post a resource
to the content area wikispace that combines elements of oral,
written, and visual literacy. For example, you may choose to
upload a video on the Water Cycle, or a hypertext of the
Declaration of Independence. Provide the appropriate grade
level and content topic for your posted resources (e.g. 7 th grade
Civics, 9th grade Physical Science). Include a short rationale of
how this resource can be successfully used in a content area
classroom. Provide a reference for the resource (in other words,
where did you get it) in APA style.
2.G.2
Identify instructional practices Setting up students for successful notetaking and using
to develop students’
appropriate note-taking strategies:
metacognitive skills in reading
 Cornell
(e.g., text coding such as
 T-charts
INSERT, two column notes).
 N.O.T.E.S.

 Research grids
Assessment: class discussion
2.G.3
(2.F.3 was “identify”) Use
Evaluating note-taking using Format, Organization, and
resources and research-based
Meaning criteria. Assessment: written notes
practices that create
Nova Southeastern University – Reading Competencies 1 and 2 Matrix (M.S.) – May 2012 – Page 26 of 27
Course Name of Course
Number
Teachers
RED
550
Foundations of
Reading: for
Content Area
Teachers
Indicator Specific Indicator
Code
information intensive
environments (e.g., diverse
classroom libraries, inquiry
reading).
2.G.4
(2.F.4 was “identify”) Use
research-based guidelines for
selecting literature and domain
specific print and digital text
appropriate to students’ age,
interests and reading
proficiency (e.g., young adult
literature, informational texts).
RED
550
Foundations of
Reading: for
Content Area
Teachers
2.G.5
RED
550
Foundations of
Reading: for
Content Area
Teachers
2.G.6
Demonstrate understanding of
similarities and differences
between home language and
second language reading
development. 
Triangulate data from
appropriate reading
assessments to guide
instruction. 
Curriculum Study Assignment at Indicator Level &
Formative Assessment
Summative Assessment at
Competency Level
Assignment #2: Literacy Wiki
In this assignment, you will be applying your knowledge of
the major aspects of oral, written, and visual literacy and
how each literacy can be successfully used in a content area
classroom.
Log on to the class wiki page: http://red550.wikispaces.com.
Choose a content area from the right-hand menu. Post a
resource to the content area wikispace that combines
elements of oral, written, and visual literacy. For example,
you may choose to upload a video on the Water Cycle, or a
hypertext of the Declaration of Independence. Provide the
appropriate grade level and content topic for your posted
resources (e.g. 7th grade Civics, 9th grade Physical Science).
Include a short rationale of how this resource can be
successfully used in a content area classroom. Provide a
reference for the resource (in other words, where did you get
it) in APA style.
Read Chapter 3 of Fisher and Frey.
Based on a discussion of Halliday’s Functions of Language,
describe how social and academic language differ for English
Language Learners. Assessment: class discussion
Read Chapter 9 in Fisher and Frey. Assessment: class discussion
and Assignment #5
Nova Southeastern University – Reading Competencies 1 and 2 Matrix (M.S.) – May 2012 – Page 27 of 27