Reading Competency 5: Demonstration of Accomplishment (693)

Through a culminating practicum, demonstrate knowledge of the reading components as well as assessments and data analysis to implement a comprehensive evidence-based reading plan of instruction for all students. Engage in a systematic problem-solving process to identify characteristics of conditions such as dyslexia, provide approved interventions and conduct effective progress monitoring. Participants must have completed Reading Competencies 1-4 before beginning this course. Reading Competency 4 must have been completed with Beacon.

Reading Competency 5: Demonstration of Accomplishment

• 5.1 Demonstrate ability to administer and integrate assessment, instruction, intervention and differentiation across the components in reading in a comprehensive instructional program.  
• 5.2 Use assessment and data analysis to monitor student progress and inform instruction over time to ensure an increase in learning for all students, including students with identified reading deficiencies and those with characteristics of dyslexia.
• 5.3 Demonstrate evidence-based practices for developing oral/aural language development for all students, including students with identified reading deficiencies and those with characteristics of dyslexia.
• 5.4 Demonstrate evidence-based practices for developing students’ phonological awareness and phonemic awareness for all students, including students with identified reading deficiencies and those with characteristics of dyslexia.  
• 5.5 Demonstrate evidence-based practices for developing phonics skills and word recognition for all students, including students with identified reading deficiencies and those with characteristics of dyslexia.  
• 5.6 Demonstrate evidence-based practices for developing reading fluency and reading endurance for all students, including students identified with reading deficiencies and those with characteristics of dyslexia.
• 5.7 Demonstrate evidence-based practices for developing both academic and domain-specific vocabulary for all students, including students with identified reading deficiencies and those with characteristics of dyslexia.
• 5.8 Demonstrate evidence-based practices for facilitating reading comprehension for all students, including students with identified reading deficiencies and those with characteristics of dyslexia.  
• 5.9 Demonstrate evidence-based comprehension practices for developing students’ higher order thinking to enhance comprehension for all students, including students with identified reading deficiencies and those with characteristics of dyslexia.
• 5.10 Demonstrate evidence-based practices to facilitate students’ monitoring and self-correcting in reading for all students, including students with identified reading deficiencies and those with characteristics of dyslexia.
• 5.11 Demonstrate evidence-based practices for developing all students’ background knowledge to enhance the ability to read critically, including students with characteristics of reading difficulties and dyslexia.
• 5.12 Demonstrate differentiation of instruction for all students utilizing increasingly complex text.  
• 5.13 Demonstrate skill in utilizing assessment data and instruction with English learners from diverse backgrounds and at varying English proficiency levels.
• 5.14 Create an information intensive environment that includes print, non-print, multimedia and digital texts.
• 5.15 Use a variety of instructional practices to provide relevant and purposeful instruction to students in reading.
• 5.16 Demonstrate the ability to engage and support caregivers and families in their children and adolescents’ reading development.
• 5.17 Demonstrate the ability to communicate (orally and in writing) the meaning of reading assessment data with students, caregivers, teachers and teacher leaders.  
• 5.18 Demonstrate intentional explicit, systematic and sequential writing instruction to improve decoding skills.

• Use assessment and data analysis to monitor student progress and guide instruction over time to ensure an increase in student learning. 
• Demonstrate research-based instructional practices for facilitating reading comprehension. Demonstrate research-based instructional practices for developing oral/aural language development. 
• Demonstrate research-based instructional practices for developing students’ phonological awareness. 
• Demonstrate research-based instructional practices for developing phonics skills and word recognition. 
• Demonstrate research-based instructional practices for developing reading fluency and reading endurance. 
• Demonstrate research-based instructional practices for developing both academic and domain specific vocabulary. 
• Demonstrate research-based instructional practices to facilitate students’ monitoring and self-correcting in reading. 
• Demonstrate research-based comprehension instructional practices for developing students’ higher order thinking to enhance comprehension. 
• Demonstrate research-based instructional practices for developing students’ ability to read critically. 
• Demonstrate differentiation of instruction for all students utilizing increasingly complex print and digital text. 
• Demonstrate skill in assessment and instruction with English language learners from diverse backgrounds and at varying English proficiency levels. 
• Create an information intensive environment that includes print and digital text. 
• Use a variety of instructional practices to motivate and engage students in reading. 
• Demonstrate intentional, explicit, systematic writing instruction as it relates to the ability to read written language. 
• Design instructional plans that include explicit, systematic, and sequential instruction and incorporate multisensory intervention. 
• Implement instruction appropriate for a student with dyslexia (or the characteristics of dyslexia).