Literacy Strategies for Content Learning

Standard 1: Literacy and Learning Content  

Candidates apply the literacy demands of the content they teach, including the unique academic language and the oral and written discourse structures that underlie the content, in instructional planning, delivery and assessment.

Standard 2: Foundational Knowledge about Literacy

Candidates use major theories and empirical research that describe the cognitive, linguistic, motivational, and sociocultural foundations of reading and writing development, processes, and components, including word recognition, language comprehension, strategic knowledge, writing, and reading–writing connections, to plan effective literacy instruction in content learning..

Standard 3: Instructional Strategies, Materials and Effective Practices   

Candidates design and implement appropriate classroom structures that demonstrate effective literacy strategies, materials and practices using collaborative and cooperative approaches to learning, effective grouping options, and best uses of time to facilitate deep understanding of content.  Candidates demonstrate a wide variety of reading, writing, listening and speaking strategies to maximize subject-matter understanding through student engagement in discussion and in reading and writing a variety of diverse content-specific text, including print, nonprint, digital and technological media.

Standard 4: Assessment and Evaluation

Candidates use a variety of assessment tools and practices to better understand the literacy competencies of students (reading, writing, listening and speaking) and to evaluate the literacy demands of content-specific text.

Standard 5: Diversity

Candidates use knowledge of the abilities, interests, and cultural backgrounds of students in the classroom to plan literacy learning opportunities that address the needs of diverse student groups.