Florida Uniform Core Curriculum Matrix Reading Education ...education.ufl.edu/wp-content/uploads/2010/12/FUCCM_Read.pdf · Florida Uniform Core Curriculum Matrix ... well-established

Florida Uniform Core Curriculum Matrix

Reading Education (DOE Code 212)

University of FloridaEffective Fall Semester 2008

X = Covered and Assessed

C = Covered

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Florida Educator Accomplished Practices

Assessment (1) The preprofessional teacher collects and uses data gathered from a variety of sources. These

sources include both traditional and alternate assessment strategies. Furthermore, the teacher can

identify and match the students' instructional plans with their cognitive, social, linguistic, cultural,

emotional, and physical needs.

1.1 Demonstrates knowledge of traditional and non-traditional assessment strategies appropriate

to all students. X

1.2 Employs a variety of assessment strategies congruent with instructional goals to determine PK-

12 students' learning. X

1.3 Interprets data from various traditional and non-traditional assessments, including FCAT

results. X

1.4 Modifies instruction based on assessed student characteristics or abilities in relation to

student’s needs. X

Communication (2) The preprofessional teacher recognizes the need for effective communication in the classroom and

the processes of acquiring techniques that s/he will use in the classroom.

2.1 Knows and identifies varied communication techniques for use with PK-12 students, including

students whose home language is not standard English. X

2.2 Demonstrates communication techniques that promote PK-12 student learning. X

2.3 Communicates high expectations for all PK-12 student learning. X

Continuous Improvement

(3)

The preprofessional teacher realizes that s/he is in the initial stages of a life-long learning process

and that self reflection is a key component of that process. While her/his concentration is, of

necessity, inward and personal, the role of colleagues and school-based improvement activities

increases as time passes. The teacher's continued professional improvement is characterized by

self-reflection, work with colleagues and teammates, and meeting the goals of a personal

professional development plan.

3.1 Can explain why reflection is important to continuous professional improvement. X

3.2 Improves practice through collaborating, reflecting and goal setting. X

3.3 Knows where to find resources for continuous professional development. X

3.4 Uses student data to inform continuous improvement. X

Uniform Core Curriculum (UCC) Elements Program Requirements

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C = Covered

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Critical Thinking (4) The preprofessional teacher is acquiring assessment techniques and strategies that measure higher-

order thinking skills in students and is building a repertoire of realistic projects and problem-

solving activities designed to assist all students in demonstrating their ability to think creatively.

4.1 Knows and identifies strategies, materials, and technologies to develop all PK-12 students’

creative and critical thinking. X

4.2 Designs activities that develop all PK-12 students’ critical and creative thinking. X

4.3 Alters/varies activities to accommodate students’ cognitive, social, linguistic, cultural,

emotional and/or physical needs. X

Diversity (5) The preprofessional teacher establishes a comfortable environment, which accepts and fosters

diversity. The teacher must demonstrate knowledge and awareness of varied cultures and

linguistic backgrounds. The teacher creates a climate of openness, inquiry, and support by

practicing strategies such as acceptance, tolerance, resolution, and mediation.

5.1 Knows how race, ethnicity, gender, socio-economic status, language, and special need

variables affect all PK-12 students’ learning.X

5.2 Demonstrates a repertoire of teaching techniques and strategies, including materials selection,

to effectively instruct all PK-12 students.X

5.3 Shows sensitivity, acceptance, and valuing of all PK-12 students, including those from diverse

backgrounds based on race, ethnicity, gender, socio-economic status, language, and special need. X

Ethics (6) The preprofessional teacher adheres to the Code of Ethics and to the Principles of Professional

Conduct of the Education Profession in Florida.

6.1 Knows the applicable Codes of Ethics and Principles of Professional Conduct of the Education

Profession in Florida. X

6.2 Demonstrates professional behavior consistent with applicable Codes of Ethics and the

Principles of Professional Conduct of the Education Profession in Florida. X

Human Development and

Learning (7)

The preprofessional teacher plans instructional activities that draw upon well-established human

development/learning theories and concepts and a variety of information about students.

7.1 Knows established human development/learning theories and concepts (including first and

second language acquisition). X

7.2 Bases instruction on established human development/learning theories and concepts.

X

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C = Covered

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Knowledge of Subject

Matter (8)

The preprofessional teacher has a basic understanding of the subject field and is beginning to

understand that the subject is linked to other disciplines and can be applied to real-world,

integrated settings. The teacher's repertoire of teaching skills includes a variety of means to assist

student acquisition of new knowledge and skills using that knowledge.

8.1 Knows and understands subject matter sufficient to meet state and national standards. X

8.2 Facilitates student acquisition of subject matter knowledge through appropriate and engaging

lessons. X

8.3 Connects subject matter to students' background knowledge and what students are learning in

other courses/disciplines. X

8.4 Expands knowledge of subject matter by actively seeking resources to support content. X

Learning Environments

(9)

The preprofessional teacher understands the importance of setting up effective learning

environments and has techniques and strategies to use to do so, including some that provide

opportunities for student input into the processes. The teacher understands that s/he will need a

variety of techniques to increase his/her knowledge and skills.

9.1 Knows the principles governing effective learning environments including classroom

management, individual and group motivation, and goal setting.X

9.2 Establishes learning environments characterized by equity and mutual respect and democratic

values that include and engage all students.X

Planning (10) Recognizing the importance of setting high expectations for all students, the preprofessional

teacher works with other professions to design learning experiences that meet students' needs and

interests. The teacher candidate continually seeks advice/information, from appropriate resources

(including feedback), interprets the information, and modifies her/his plans appropriately. Planned

instruction incorporates a creative environment and utilizes varied and motivational strategies and

multiple resources for providing comprehensible instruction for all students. Upon reflection, the

teacher continuously refines outcome assessment and learning experiences.

10.1 Knows the principles for developing effective lesson plans that meet PK-12 students' diverse

needs. X

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10.2 Develops engaging lesson plans that address state and national content standards and grade-

level expectations. X

10.3 Includes multiple resources and strategies in planning comprehensible instruction that meet

PK-12 students' diverse needs. X

Role of the Teacher (11) The preprofessional teacher communicates and works cooperatively with families and colleagues

to improve educational experiences at the school.

11.1 Knows the laws and court decrees that address the rights and obligations of students, parents,

and educators. X

11.2 Uses effective and democratic communication and student service(s) techniques with

colleagues, school or community specialists, administrators, and families, including families whose

home language is not English. X

Technology (12) The preprofessional teacher uses technology as available at the school site and as appropriate to

the learner. S/he provides students with opportunities to actively use technology and facilitates

access to the electronic resources. The teacher also uses technology to manage, evaluate, and

improve instruction.

12.1 Knows how to use a variety of technologies and the principles that guide the effective use of

those technologies to enhance instruction and increase learning for all PK-12 students. X

12.2 Uses a variety of technologies to enhance instruction and increase learning for all PK-12

students. X

Competencies and Skills for Teacher Certification

General KnowledgeX

Professional Education

(PE) Competencies

X

PE items (1) through (12)

PE (13) (13) Knowledge of the history of education and its philosophical and sociological foundations

(Foundations of Education) X

PE (14) (14) Knowledge of specific approaches, methods, and strategies appropriate for students with

limited English proficiency (ESOL) Covered under ESOL Performance Standards

Items (1) through (12) covered and assessed under Florida Educator

Accomplished Practices (FEAPs)

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C = Covered

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Florida Subject Area

CompetenciesReading Educator

1. Knowledge of the theories and underlying assumptions of reading processes C

2. Knowledge of emergent literacy C

3. Knowledge of decoding, encoding, and related reading processes C

4. Knowledge of reading fluency development C

5. Knowledge of reading comprehension C C C

6. Knowledge of content area reading and learning C C

7. Knowledge of literary genres, elements, and interpretations C

8. Knowledge of diverse learners C C C

9. Knowledge of reading assessments C C

10. Knowledge of print and nonprint media C

11. Knowledge of classroom environments that support reading C C

12. Knowledge of research C

13. Knowledge of reading program supervision and administration C C

Scientifically Based Reading Instruction (Reading Competencies)

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.

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 processing, inventory of phonemes, phonemic

awareness skills, phonemic analysis)X X

(1.A.2) Distinguish both phonological and phonemic differences in language and their applications

in written and oral discourse patterns (e.g., language & dialect differences)

X X

Specific Indicator B: Phonics

(1.B.1) 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).

X X

Covered and assessed under Florida Educator Accomplished Practices (8) -

Knowledge of Subject Matter and Subject Area Exam of FTCE

"C" below indicates where content is covered through coursework

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C = Covered

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(1.B.2) Apply structural analysis to words (e.g., orthographic analysis, spelling morphologies,

advanced phonics skills).

X X

Specific Indicator C: Fluency

(1.C.1) Identify the principles of reading fluency as they relate to reading development.

X X

(1.C.2) Understands the role of reading fluency in development of the reading process.

X X

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)X X

(1.D.2) Identify principles of semantics as they relate to vocabulary development (e.g., antonyms,

synonyms, figurative language, etc.)

X X

Specific Indicator E: Comprehension

(1.E.1) Identify principles of syntactic function as they relate to language acquisition and reading

development (e.g., phrase structure, types of sentences, sentence manipulations)

X X

(1.E.2) Understands the impact of variations in written language of different text structures on the

construction of meaningX X

(1.E.3) 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)X X

(1.E.4) Understands the transactive nature of the reading process in constructing meaning fro 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)X X

Specific Indicator F: Integration of the major reading components

(1.F.1) Identify language characteristics related to informal language and cognitive academic

language X X

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C = Covered

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(1.F.2) Identify phonemic, semantic, and syntactic variability between English and other

languages. X X

(1.F.3) 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) X X

(1.F.4) Understands the interdependence between each of the major reading components and their

effect upon comprehension (e.g., construction of meaning: vocabulary, fluency) X X

(1.F.5) Understands the impact of dialogue, writing to learn, and print environment upon reading

development. X X

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.

Specific Indicator A: Phonemic Awareness

(2.A) Identify explicit, systematic instructional plans for scaffolding development of phonemic

analysis of the sounds of words (e.g., phonemic blending, segmentation, etc.)

X X

Specific Indicator B: Phonics

(2.B) Identify explicit, systematic 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, pattern, and generalizations.)

X X

Specific Indicator C: Fluency

(2.C) Identify explicit, systematic instructional plans for scaffolding fluency development and

reading endurance (e.g., rereading, self-timing, independent reading material, reader's theater, etc.)

X X

Specific Indicator D: Vocabulary

(2.D) 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, analogies, etc)

X X

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C = Covered

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Specific Indicator E: Comprehension

(2.E) 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; "think-aloud" strategies, sentence manipulation,

paraphrasing, etc.)

X X

Specific Indicator F: Integration of the major reading components

(2.F.1) Identify comprehensive instructional plans that synchronize the major reading components

(e.g., a lesson plan: structural analysis, morphemic analysis, reciprocal teaching, rereading, etc.) X X

(2.F.2) Identify explicit, systematic instructional plan for scaffolding content area vocabulary

development and reading skills (e.g., morphemic analysis, semantic analysis, reciprocal teaching,

writing to learn, etc.) X X

(2.F.3) 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.) X X

(2.F.4) Identify research-based guidelines and selection tools for choosing literature and expository

text appropriate to students' interests and independent reading proficiency. X X

Competency 3: Foundations of Assessment Understands the role of assessments in guiding

reading instruction and instructional decision making for reading progress of struggling readers.

(3.1) 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.X

(3.2) Understands the role of assessment in planning instruction to meet student learning needs.

X

(3.3) Interpret students’ formal and informal test results. X

(3.4) Identify measurement concepts and characteristics and uses of norm-referenced and criterion-

referenced tests.X

(3.5) Understand the meaning of test reliability and validity, and describe major types of derived

scores from standardized testsX

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C = Covered

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(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).

X

(3.7) Analyze data to identify trends that indicate adequate progress in student reading

development.

X

(3.8) Understand how to use data to differentiate instruction (grouping strategies, intensity of

instruction: ii vs. iii)X

(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-to-one), with

appropriate curricular materials, and with appropriate strategies.

X

(3.10) Identify appropriate criteria for selecting materials to include in portfolios for monitoring

student progress over time.X

(3.11) Identify interpretive issues that may arise when English language tests are used to assess

reading growth in LEP studentsX

(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.

X

Competency 4: Foundations of Differentiation Has a broad knowledge of students from differing

profiles, including students with disabilities and students from diverse populations.

(4.1) Identify the characteristics of both language and cognitive development and their impact on

reading proficiency. X

(4.2) Compare language, cognitive, and reading acquisition of different age groups (primary,

intermediate, secondary levels) and abilities.X

(4.3) Identify language acquisition characteristics of learners from mainstream, students with

exceptional needs, and diverse populations. X

(4.4) Identify stages of reading development for diverse learners, including mainstream students,

LEP students, and students with disabilities in reading. X

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C = Covered

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(F

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(4.5) Identify common difficulties in development of each of the major reading components. X

(4.6) Understands specific appropriate reading instructional accommodations for students with

exceptional needs and LEP students. X

(4.7) Identify principles of differentiating instruction for all students in mainstream classes,

including students with disabilities in reading, and LEP students. X

(4.8) Identify strategies effective and more skilled readers use for word recognition and

comprehension in contrast to those strategies used by beginning and/or struggling readers. X

(4.9) Select appropriate materials that address cultural and linguistic differences. X

(4.10) Identify structures and procedures for monitoring student reading progress.

X

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.(5.1) 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). X

(5.2) Apply research-based practices and materials for preventing and accelerating both language

and literacy development. X

(5.3) Identify techniques for scaffolding instruction for children having difficulty in each of the

five major components of reading growth X

(5.4) Apply research-based instructional practices for developing students’ phonemic awareness. X

(5.5) Apply research-based instructional practices for developing students’ phonics skills and word

recognition. X

(5.6) Apply research-based instructional practices for developing students’ reading fluency,

automaticity, and reading endurance. X

(5.7) Apply research-based instructional practices for developing both general and specialized

content area vocabulary . X

(5.8) Apply research-based instructional practices for developing students’ critical thinking skills X

(5.9) Apply research-based instructional practices for facilitating reading comprehension.

X

(5.10) Apply knowledge of language to instruction in working with LEP students that are at

different levels of oral proficiency. X

3/3/09 10





C = Covered

RE

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(5.11) Identify instructional strategies to facilitate students’ metacognitive skills in reading.

X

(5.12) Identify reliable and valid assessment procedures to validate instructional applications. X

(5.13) Identify and set goals for instruction and student learning based on assessment results to

monitor student progress X

ESOL Performance Standards

3 Semester hours ESOL survey course covering 25 ESOL standards X

1. Conduct ESOL programs within the parameters, goals, and stipulations of the Florida Consent

Decree. (ESOL Comp. #11:

Knowledge of federal and state policies and mandates. )2. Recognize the major differences and similarities among the different cultural groups in the

United States.

3. Identify, expose, and reexamine cultural stereotypes relating to LEP/ELL students.

4. Use knowledge of the cultural characteristics of Florida's LEP/ELL population to enhance

instruction.

5. Determine and use appropriate instructional methods and strategies for individuals and groups,

using knowledge of first and second language acquisition processes.

(ESOL Comp. #6: Knowledge of instructional methods and strategies.)6. Apply current and effective ESOL teaching methodologies in planning and delivering

instruction to LEP/ELL students.

7. Locate and acquire relevant resources in ESOL methodologies. (ESOL

Comp. #4: Knowledge of curriculum, curriculum materials, and resources.)

8. Select and develop appropriate ESOL content according to student levels of proficiency in

listening, speaking, reading, and writing, taking into account: (1) basic interpersonal

communicative skills (BICS), and (2) cognitive academic language proficiency skills (CALPS) as

they apply to the ESOL curriculum.

(ESOL Comp. #2: Knowledge of first and second language acquisition theories and classroom

application )9. Develop experiential and interactive literacy activities for LEP/EEL students, using current

information on linguistic and cognitive processes. (ESOL

Comp. #8: Knowledge of literacy development and classroom application.)10. Analyze student language and determine appropriate instructional strategies, using knowledge

of phonology, morphology, syntax semantics, and discourse.

(ESOL Comp. #1: Knowledge of language principles.)

3/3/09 11





C = Covered

RE

D 5

355 T

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11. Apply essential strategies for developing and integrating the four language skills of listening

composition, oral communication, reading, and writing.

12. Apply content-based ESOL approaches to instruction.

13. Evaluate, design and employ instructional methods and techniques appropriate to learners'

socialization and communication needs, based on knowledge of language as a social phenomenon.

(ESOL Comp. #3: Knowledge of sociolinguistic, cultural, ethnic, and sociopolitical issues.)14. Plan and evaluate instructional outcomes, recognizing the effects of race, gender, ethnicity,

socioeconomic status, and religion on the results.

15. Evaluate, select, and employ appropriate instructional materials, media, and technology for

ESOL at elementary, middle, and high school levels.

(ESOL Comp. #7: Knowledge of instructional technology.)16. Design and implement effective unit plans and daily lesson plans, which meet the needs of

ESOL students within the context of the regular classroom.

17. Evaluate, adapt and employ appropriate instructional materials, media, and technology for

ESOL in the content areas at elementary, middle and high school levels.

18. Create a positive classroom environment to accommodate the various learning styles and

cultural backgrounds of students.

19. Consider current trends and issues related to the testing of linguistic and culturally diverse

students when using testing instruments and techniques.

20. Administer tests and interpret test results, applying basic measurement concepts.

21. Use formal and alternative methods of assessment/evaluation of LEP/ELL students, including

measurement of language, literacy and academic content metacognition.

(ESOL Comp. #9: Knowledge of assessment)22. Develop and implement strategies for using school, neighborhood, and home resources in the

ESOL curriculum.

23. Identify major attitudes of local target groups toward school, teachers, discipline, and

education in general that may lead to misinterpretation by school personnel; reduce cross-cultural

barriers between students, parents, and the school setting.24. Develop, implement, and evaluate instructional programs in ESOL, based on current trends in

research and practice. (ESOL Comp.

#5: Knowledge of instructional delivery models.)25. Recognize indicators of learning disabilities, especially hearing and language impairment, and

limited English proficiency.

(ESOL Comp. #10: Knowledge of ELL exceptionality issues.)

Additional Core Curricular Requirements

3/3/09 12





C = Covered

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D 5

355 T

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Educational Law

Reading, interpretation, and use of data for student achievement

Technology appropriate for the grade

Teaching strategies to meet the needs of diverse student populations

Classroom Management

Professional Ethics

Higher-level mathematics concepts (Elementary Education, Middle Grades Mathematics, and

Secondary Mathematics)

Math computational skills acquisition and measures to improve P-12 computational performance X

Sunshine State Standards content measured by FCAT X

Information on the State system of school improvement and accountability X

School Safety X

Covered under Accomplished Practice 11






Not Applicable

3/3/09 13

Documents

Florida Uniform Core Curriculum Matrix Reading Education ...education.ufl.edu/wp-content/uploads/2010/12/FUCCM_Read.pdf · Florida Uniform Core Curriculum Matrix ... well-established