BED 3345 Biliteracy Development
Develops an understanding of first and second language acquisition, its stages, and conventions. Integrates this knowledge base and applications in the interrelated components of reading and writing across all developmental stages. In addition, develops a knowledge base of the principles, components and stages of reading development for children who develop literacy in two languages. Integrates strategies to build on the linguistic knowledge that children bring in their first language in order to teach them a concept not yet developed.
Course is taught in Spanish.

El curso abordará las teorías, enfoques y líneas de investigación relevantes al tema de la enseñanza y aprendizaje de la lectura y la escritura en español e inglés en el aula bilingüe. El curso estará organizado alrededor de temas que están relacionados con los factores socioculturales, cognitivos y lingüísticos que intervienen en el desarrollo de la biliteracidad. Este curso tiene el propósito de apoyar a los estudiantes que serán maestro/as a desarrollar los conocimientos, habilidades y estrategias metodológicas que necesitarán para enseñar a leer y escribir en dos idiomas. Pondremos énfasis en las estrategias que aprovechan los conocimientos lingüísticos y conceptuales del niño en su lengua materna para la enseñanza de y en la segunda lengua. Asimismo, el curso dará oportunidades a los estudiantes para desarrollar la ortografía y gramática de la lengua española. 

LITERACY CAMP
This section incorporates a LITERACY CAMP that will require you to work with an elementary student, one on one, on reading.  You will conduct an assessment; plan activities based on that assessment; and use those activities with your student during class time.  You we also keep a journal of all work done with your student.
Maintain ALL dated class notes, articles, handouts, and all presentations.
You will submit a CD Portfolio with ALL organized information abovementioned at the end of the semester. 

Students will:

• Know the relationship between oral language development and the development and of reading skills, expected stages and milestones in acquiring oral language, implications of individual variations in oral language development for reading, and ways to use the cultural, linguistic, and home backgrounds of students and others to enhance students’ oral language.
• Know expected stages and patterns in the development of phonological, phonemic awareness, implications of individual variations in the development of these stages.
• Know instructional sequences that develop and accelerate
  students’ application of the alphabetic principle to beginning decoding and are based on a convergence of research evidence.
• Know when student delays or differences in developing an understanding of an ability to apply the alphabetic principle warrant in depth evaluation and additional help or intervention.
• Understand and know strategies for confirming word pronunciation and/ or meaning when reading words in context.
• Know expected patterns of development in the use of word analysis strategies, implications of individual variations in development in this area, and instructional sequences that develop and accelerate students’ in word analysis and are based on a convergence of research evidence.
• Understand and know expected patterns of development in reading fluency (including benchmarks for fluency for typical students at each developmental stage), implications of individual variations in the development of fluency, and instructional sequences that develop and accelerate students’ fluency and are based on a convergence of research evidence.

Standards
Standard II. The bilingual education teacher has knowledge of the foundations of
bilingual education and the concepts of bilingualism and biculturalism.
Standard III. The bilingual education teacher knows the process of first- and second-language acquisition and development.
Standard IV. The bilingual education teacher has a comprehensive knowledge of the development and assessment of literacy in the primary language.
Standard V. The bilingual education teacher has a comprehensive knowledge of the development and assessment of biliteracy.
Standard VI. The bilingual education teacher has a comprehensive knowledge of content-area instruction in L1 and L2.

TExES
Domain II English Language Arts and Reading: Approximately 25% of the TExES Standards Assessed:

English Language Arts and Reading (EC-4) Standards I–X:
Oral Language:
Teachers of young children understand the importance of oral language, know the developmental processes of oral language, and provide a variety of instructional opportunities for young children to develop listening and speaking skills.

Phonological and Phonemic Awareness:
Teachers of young children understand the components of phonological and phonemic awareness and utilize a variety of approaches to help young children develop this awareness and its relationship to written language.

Alphabetic Principle:
Teachers of young children understand the importance of the alphabetic principle to reading English, know the elements of the alphabetic principle, and provide instruction that helps children understand that printed words consist of graphic representations that relate to the sounds of spoken language in conventional and intentional ways.

Literacy Development and Practice:
Teachers of young children understand that literacy develops over time and progresses from emergent to proficient stages. Teachers use a variety of contexts to support the development of young children's literacy.

Word Analysis and Decoding:
Teachers understand the importance of word analysis and decoding to reading and provide many opportunities for children to improve their word analysis and decoding abilities.

Reading Fluency:
Teachers understand the importance of fluency to reading comprehension and provide many opportunities for children to improve their reading fluency.

Reading Comprehension:
Teachers understand the importance of reading for understanding, know the components of comprehension, and teach young children strategies for improving their comprehension.

Development of Written Communication:

Teachers understand that writing to communicate is a developmental process and provide instruction that helps young children develop competence in written communication.

Writing Conventions:
Teachers understand how young children use writing conventions and how to help children develop those conventions.

Assessment and Instruction of Developing Literacy:
Teachers understand the basic principles of assessment and use a variety of literacy assessment practices to plan and implement literacy instruction for young children.

• WEBCT: Hybrid

• Comprar un libro de literatura y presentarlo

http://ritter.tea.state.tx.us/curriculum/biling/tearesources.html

Recursos adicionales:

• Texas Prekindergarten Guidelines

• Texas Essential Knowledge and Skills – TEKS

• Chapter 110. English Language Arts and Reading

• Texas Essential Knowledge and Skills by Grade Level (Elementary)

Please visit the TEKS by Chapter to view all Texas Essential Knowledge and Skills.

• Kindergarten (PDF)
• Grade 1 (PDF)
• Grade 2 (PDF)
• Grade 3 (PDF)
• Grade 4 (PDF)
• Grade 5 (PDF)

TEKS Spanish Version

Information regarding English language arts and reading TEKS to be implemented beginning with school year 2009-2010

Information regarding Spanish language arts and reading TEKS to be implemented beginning with school year 2009-2010

• LEER MAS I & II

State Board of Education
www.sbec.state.tx.us/sbeconline/standtest/standards/ec4biling.pdf
http://www.sbec.state.tx.us/SBECOnline/standtest/texes/ec4bilinggen.pdf

TEST FRAMEWORK FOR FIELD 103: BILINGUAL EDUCATION\GENERALIST EC–4
Domain I Bilingual Education (approximately 37.5% of the test)
Standards Assessed: Bilingual Standards II–VI:
•    The bilingual education teacher has knowledge of the foundations of bilingual education and the concepts of bilingualism and biculturalism.
•    The bilingual education teacher knows the process of first- and second-language acquisition and development.
•    The bilingual education teacher has a comprehensive knowledge of the development and assessment of literacy in the primary language.
•    The bilingual education teacher has a comprehensive knowledge of the development and assessment of biliteracy.
•    The bilingual education teacher has a comprehensive knowledge of content-area instruction in L1 and L2.

Domain II English Language Arts and Reading (approximately 25% of the test) Standards Assessed: English Language Arts and Reading (EC-4) Standards I–X:
Oral Language: Teachers of young children understand the importance of oral language, know the developmental processes of oral language, and provide a variety of instructional opportunities for young children to develop listening and speaking skills.

Phonological and Phonemic Awareness: Teachers of young children understand the components of phonological and phonemic awareness and utilize a variety of approaches to help young children develop this awareness and its relationship to written language.

Alphabetic Principle: Teachers of young children understand the importance of the alphabetic principle to reading English, know the elements of the alphabetic principle, and provide instruction that helps children understand that printed words consist of graphic representations that relate to the sounds of spoken language in conventional and intentional ways.

Literacy Development and Practice: Teachers of young children understand that literacy develops over time and progresses from emergent to proficient stages. Teachers use a variety of contexts to support the development of young children's literacy.

Word Analysis and Decoding: Teachers understand the importance of word analysis and decoding to reading and provide many opportunities for children to improve their word analysis and decoding abilities.

Reading Fluency: Teachers understand the importance of fluency to reading comprehension and provide many opportunities for children to improve their reading fluency.

Reading Comprehension: Teachers understand the importance of reading for understanding, know the components of comprehension, and teach young children strategies for improving their comprehension.
Development of Written Communication: Teachers understand that writing to communicate is a developmental process and provide instruction that helps young children develop competence in written communication.

Writing Conventions: Teachers understand how young children use writing conventions and how to help children develop those conventions.

Assessment and Instruction of Developing Literacy: Teachers understand the basic principles of assessment and use a variety of literacy assessment practices to plan and implement literacy instruction for young children.

TExES Texas Examinations of Educator Standards
Field 103: Bilingual Education\Generalist EC–4 Test Framework

DOMAIN I—BILINGUAL EDUCATION
Competency 001
The bilingual education teacher understands the foundations of bilingual education and the concepts of bilingualism and biculturalism and applies this knowledge to create an effective learning environment for students in the bilingual education program.

The beginning bilingual education teacher:

• Understands the historical background of bilingual education in the United States, including pertinent federal and state legislation, significant court cases related to bilingual education, and the effects of demographic changes on bilingual education.

• Understands procedures (e.g., Language Proficiency Assessment Committee) for the identification, assessment, and instructional placement of English Language Learners.

• Demonstrates an awareness of global issues and perspectives related to bilingual education, including how bilingual education and bilingualism are perceived throughout the world.

• Understands the importance of creating an additive educational program that reinforces a bicultural identity, including understanding the differences between acculturation and assimilation.

• Uses knowledge of the historical, legal, legislative, and global contexts of bilingual education to be an effective advocate for the bilingual education program and to advocate equity for bilingual students.

• Understands convergent research related to bilingual education (e.g., best instructional practices as determined by student achievement) and applies convergent research when making instructional decisions.

• Knows models of bilingual education, including characteristics and goals of various types of bilingual education programs, research findings on the effectiveness of various models of bilingual education, and factors that determine the nature of a bilingual program on a particular campus.

• Uses knowledge of various bilingual education models to make appropriate instructional decisions based on program model and design, and selects appropriate instructional strategies and materials in relation to specific program models.

• Knows how to create an effective bilingual and multicultural learning environment (e.g., by demonstrating sensitivity to students' diverse cultural backgrounds and generational/acculturation differences, showing respect for regional language differences, incorporating the diversity of the home into the classroom setting, applying strategies to bridge the home and school cultural environments).

• Knows how to create a learning environment that addresses bilingual students' affective, linguistic, and cognitive needs (e.g., by emphasizing the benefits of bilingualism and biculturalism, selecting linguistically and culturally appropriate instructional materials and methodologies).

• Understands basic linguistic concepts in L1 and L2 (e.g., language variation and change, dialects, register) and applies knowledge of these concepts to support students' language development in L1 and L2.

• Demonstrates knowledge of major language components (e.g., phonetics, phonology, morphology, syntactic features, semantics, pragmatics) and applies this knowledge to address students' language development needs in L1 and L2.

• Demonstrates knowledge of stages of first- and second-language development and theories/models of first- and second-language development (e.g., behaviorist, cognitive), and understands the instructional implications of these stages and theories/models.

• Applies knowledge of linguistic concepts and theories/models of language acquisition to select and implement linguistically and developmentally appropriate instructional methods, strategies, and materials for teaching L1 and L2.

• Understands the interrelatedness and interdependence of first- and second-language acquisition and assists students in making connections between languages (e.g., using cognates, noting similarities and differences).

• Knows and uses effective, developmentally appropriate methodologies and strategies for teaching English as a Second Language (ESL) and for supporting ESL development across all areas of the curriculum.

• Understands cognitive, linguistic, social, and affective factors affecting second-language acquisition (e.g., academic background, length of time in the United States, language status, age, self-esteem, inhibition, motivation, home/school/community environment, literacy background) and uses this knowledge to promote students' language development in L2.

• Knows common patterns and stages of literacy development in L1 and how to make appropriate instructional modifications to deliver the statewide language arts curriculum in L1 to students at various levels of literacy development.
• Knows types of formal and informal literacy assessments in L1 and uses appropriate assessments on an ongoing basis to help plan effective literacy instruction in L1.
• Knows the state educator certification standards in reading/language arts in grades EC–4, understands distinctive elements in the application of the standards for English and for L1, and applies this knowledge to promote bilingual students' literacy development in L1.
• Knows the statewide language arts curriculum for Spanish in grades EC– 4, or the language arts curriculum for languages other than Spanish, as appropriate, as specified in the Texas Essential Knowledge and Skills (TEKS) and applies this knowledge to promote bilingual students' L1 literacy development in grades EC–4.
• Knows how to help students transfer literacy competency from L1 to L2 by using students' prior literacy knowledge in L1 to facilitate their acquisition of L2 literacy, including using explicit instruction to help students make connections between L1 and L2 (e.g., in phonemic awareness, decoding skills, comprehension strategies).
• Knows how to apply linguistic concepts (e.g., comprehensible input) and integrate ESL techniques in reading instruction to promote the development of L2 literacy.
• Knows how to promote students' biliteracy (e.g., by maintaining students' literacy in L1 while developing students' literacy in L2, by using ongoing assessment and monitoring of students' level of proficiency in oral and written language and reading to plan appropriate literacy instruction in L1 and L2, by including authentic children's literature in L1 and L2)

The beginning bilingual education teacher:

• Knows how to assess bilingual students' development of cognitiveacademic language proficiency and content-area concepts and skills in both L1 and L2 and to use the results of these assessments to make appropriate instructional decisions in L1 and L2 in all content areas.

• Knows how to create authentic and purposeful learning activities and experiences in both L1 and L2 that promote students' development of cognitive-academic language proficiency and content-area concepts and skills as defined in the state educator certification standards and the statewide curriculum (TEKS).

• Knows strategies for integrating language arts skills in L1 and L2 into all content areas and how to use content-area instruction in L1 and L2 to promote students' cognitive and linguistic development.

• Knows various approaches for delivering comprehensible content-area instruction in L2 (e.g., sheltered English approaches, reciprocal teaching) and can use various approaches to promote students' development of cognitive-academic language and content-area knowledge and skills in L2.

• Knows how to differentiate content-area instruction based on student needs and language proficiency levels in L2 and how to select and use a variety of strategies and resources, including technology, to meet students' needs.

• Knows basic linguistic concepts (e.g., phonemes, semantics, syntax, pragmatics).

• Knows developmental stages in acquiring oral language, including stages in phonology, semantics, syntax, and pragmatics, and recognizes that individual variations occur within and across languages.

• Plans and implements systematic oral language instruction based on informal and formal assessment of children's oral language development and addresses individual children's strengths, needs, and interests.

• Recognizes when speech or language delays or differences warrant in-depth evaluations and additional help or interventions.

• Designs a variety of one-on-one and group activities (e.g., meaningful and purposeful conversations, dramatic play, language play, stories, songs, rhymes, games, discussions, questioning, sharing information) to build on children's current oral language skills.

• Selects and uses instructional materials and strategies that promote children's oral language development; reflect cultural diversity; and respond to the strengths, needs, and interests of individual children, including English Language Learners.

• Selects and uses instructional strategies to build on children's cultural, linguistic, and home backgrounds to enhance their oral language development, including using the home language to develop English.

• Understands relationships between oral language and literacy development and provides instruction that interrelates oral and written language to promote children's reading proficiency (e.g., preview-review, discussion, questioning).

• Selects and uses instructional materials, strategies, and activities to strengthen children's oral vocabulary and narrative skills in spoken language and to help children connect spoken and printed language (e.g., planned "read aloud").

• Provides instruction and opportunities for children to develop skills for adapting spoken language for various audiences, purposes, and occasions.

• Understands listening skills for various purposes (e.g., critical listening to evaluate a speaker's message, listening to enjoy and appreciate spoken language) and provides children with opportunities to engage in active, purposeful listening in a variety of contexts.

• Provides instruction and opportunities for children to evaluate the content and effectiveness of their own spoken messages and those of others.

• Selects and uses appropriate technologies to develop children's oral communication skills.

• Understands how to foster collaboration with families and with other professionals to promote all children's oral language development.

• Understands the significance of phonological and phonemic awareness for reading, is familiar with typical patterns in the development of phonological and phonemic awareness, and recognizes that individual variations occur.

• Understands differences in children's development of phonological and phonemic awareness and adjusts instruction to meet the needs ofindividual children, including English Language Learners.

• Plans, implements, and adjusts instruction based on the continuous use of formal and informal assessments of individual children's phonological development.

• Uses a variety of instructional approaches and materials (e.g., language games, informal interactions, direct instruction) to promote children's phonological and phonemic awareness.

• Understands how to foster collaboration with families and with other professionals to promote all children's phonological and phonemic awareness both at school and at home.

• Understands the elements of the alphabetic principle, including letter names, graphophonemic knowledge, and the relationship of the letters in printed words to spoken language.

• Understands expected patterns of children's alphabetic skills development and knows that individual variations may occur.

• Understands that many alphabetic languages are more phonetically regular than English, that not all written languages are alphabetic, and that English Language Learners' use of the alphabetic principle may vary based on language background.

• Selects and uses instructional strategies and materials to provide focused instruction on the letters of the alphabet and the relationships between sounds and letters.

• Uses a variety of instructional materials and strategies, including multisensory techniques, to promote children's understanding of the elements of the alphabetic principle.

• Uses formal and informal assessments to analyze individual children's alphabetic skills, monitor learning, and plan instruction.

• Understands how to foster collaboration with parents and with other professionals to promote all children's development of alphabetic knowledge.

• Understands that literacy acquisition develops in an often predictable pattern from pre-reading (sometimes referred to as emergent literacy) to conventional literacy and that individual variations occur in literacy acquisition.

• Understands that the developing reader has a growing awareness of print in the environment, the sounds in spoken words, and the uses of print.

• Selects and uses instructional strategies, materials, and activities to assist young children in distinguishing letter forms from number forms and text from pictures.

• Understands that literacy development occurs in multiple contexts through reading, writing, and the use of oral language.

• Selects and uses instructional strategies, materials, and activities that focus on functions of print and concepts about print, including concepts involving book handling, parts of a book, orientation, directionality, and the relationships between written and spoken words.

• Demonstrates familiarity with children's literature and provides multiple opportunities for children to listen and respond to a wide variety of children's literature, both fiction and nonfiction, and to interact with others about literature.

• Teaches children about authors and their purposes for writing.

• Selects and uses appropriate technology to help children gain access to a wide range of narrative and expository texts.

• Uses formal and informal assessments of children's literacy development to plan, implement, and adjust instruction to meet the needs of individual children, including English Language Learners.

• Understands how to foster collaboration with families and with other professionals to promote all children's literacy development.

• Understands that many children develop word-analysis and decoding skills in a predictable sequence but that individual variations may occur.

• Understands the importance of word recognition skills (e.g., decoding, blending, structural analysis, sight-word vocabulary) for reading comprehension and knows a variety of strategies for helping young children develop and apply word-analysis skills.

• Knows a variety of formal and informal procedures for assessing children's word-analysis and decoding skills and adjusts instruction to meet the needs of individual children, including English Language Learners.

• Teaches the analysis of phonetically regular words in a simple-tocomplex progression (i.e., phonemes, blending onsets and rimes, short vowels, consonant blends, other common vowel and consonant patterns, syllables).

• Teaches children to read passages using decodable texts as appropriate and provides opportunities for children to progress from sounding out words orally to decoding words silently.

• Teaches children to recognize high-frequency irregular words by selecting words that appear frequently in children's books and reviewing difficult words often.

• Teaches children ways to identify vowel-sound combinations and multisyllabic words.

• Provides instruction in how to use structural cues to recognize compound words, base words, prefixes and suffixes, and inflections.

• Teaches children to use knowledge of English word order (syntax) and context to support word identification and confirm word meaning.

• Uses formal and informal assessments to plan and adjust instruction based on individual children's word-analysis and decoding skills.

• Understands how to foster collaboration with families and with other professionals to promote all children's word-analysis and decoding skills.

• Understands that fluency involves rate, accuracy, and intonation.

• Understands how children's reading rate and fluency affect their comprehension.

• Understands how children develop reading fluency.

• Applies norms to identify and monitor children's fluency levels.

• Selects and uses instructional strategies, materials, and activities to develop fluency (e.g., reading independent-level materials, reading orally from familiar texts, repeated reading, partner reading, silent reading for increasingly longer periods, self-correction).

• Understands how to foster collaboration with families and with other professionals to promote all children's reading fluency.

• Understands factors affecting reading comprehension, such as oral language development, prior reading experiences, language background, and characteristics of specific texts (e.g., structure, vocabulary, story grammar).

• Understands levels of reading comprehension and knows how to model and teach skills for literal comprehension (e.g., identifying stated main idea, recalling details), inferential comprehension (e.g., inferring cause- and-effect relationships, making predictions), and evaluative comprehension (e.g., analyzing character development and use of language, detecting faulty reasoning).

• Provides instruction in comprehension skills that support children's transition from "learning to read" to "reading to learn" (e.g., recognizing different types of texts, understanding how a text is organized, using textual features such as headings and glossaries).

• Selects and uses instructional strategies, materials, and activities that facilitate children's comprehension before, during, and after reading (e.g., providing background knowledge for written text, previewing the organization of a text, making predictions, questioning, guiding discussions).

• Models and teaches a range of strategies that children can use to monitor and improve their reading comprehension (e.g., self-questioning, rereading, mapping, using reading journals, discussing texts).

• Selects and uses instructional strategies, materials, and activities to guide children to increase knowledge of their own culture and the cultures of others through reading.

• Selects and uses a variety of formal and informal procedures for monitoring children's reading comprehension and adjusts instruction to meet the needs of individual children, including English Language Learners.

• Teaches elements of literary analysis, such as story elements and features of different literary genres.

• Understands how to foster collaboration with families and with other professionals to promote all children's reading comprehension.

• Teaches children how to locate, retrieve, and retain information from a range of content-area and expository texts.

• Teaches children how to use text organizers (e.g., headings, tables of contents) to locate and organize information.

• Selects and uses instructional strategies, materials, and activities to help children use graphics (e.g., tables, charts, maps, diagrams, timelines) and other sources of information and technologies to acquire information.

• Selects and uses instructional strategies, materials, and activities to help children use multiple sources, including electronic texts, experts, and print resources, to locate information.

• Understands how to help children summarize and organize information from multiple sources (e.g., by taking notes, outlining, creating graphic organizers).

• Understands how to foster collaboration with families and with other professionals to promote all children's ability to develop effective research and comprehension skills in the content areas.

• Understands that many children go through predictable stages in acquiring writing conventions, including the physical and cognitive processes involved in scribbling, recognition of environmental print, mock letters, letter formation, word writing, sentence construction, spelling, punctuation, and grammatical expression; but that individual children vary in their development of these conventions.

• Understands the relationship between spelling and phonological and alphabetic awareness.

• Understands the stages of spelling development (pre-communicative "writing" [understands the function of writing but cannot make the forms], Pre-phonemic, phonemic, transitional, and conventional) and knows how and when to support children's development from one stage to the next.

• Selects and uses systematic spelling instruction in common spelling patterns based on previously taught phonics skills.

• Selects and uses instructional strategies, materials, and activities to help children develop and use spelling skills in the context of meaningful written expression.

• Selects and uses instructional strategies, materials, and hands-on activities for the development of the fine motor skills necessary for writing (e.g., tearing, cutting, puzzles, clay, painting, drawing).

• Selects and uses instructional strategies, materials, and activities to teach pencil grip, paper position, and beginning strokes.

• Selects and uses instructional strategies, materials, and activities to help all children, including English Language Learners, use English writing conventions (e.g., grammar, capitalization, punctuation) in connected discourse.

• Recognizes the similarities and differences between spoken and written English (e.g., in syntax, vocabulary choice) and uses instructional strategies to help children apply English writing conventions effectively.

• Understands how to foster collaboration with families and with other professionals to promote all children's effective use of writing conventions.

• Knows that many children exhibit predictable stages in developing written language but that individual variations may occur.

• Provides materials, activities, and experiences for children to construct an understanding of the writing system in an environment that nurtures the expression of ideas.

• Teaches purposeful, meaningful writing in connection with listening, reading, and speaking.

• Monitors children's writing development and provides motivational instruction that addresses the strengths, needs, and interests of individual children, including English Language Learners.

• Selects and uses instructional strategies, materials, and activities to teach the components of the writing process, including prewriting, drafting, editing, and revising.

• Provides instruction in the use of appropriate technologies that facilitate written communication.

• Teaches children the differences between first-draft writing and writing for publication and helps them apply writing conventions to their own written products.

• Provides opportunities for children to write in a variety of forms and modes and for various purposes and audiences.

• Teaches children to apply criteria (e.g., clarity, comprehensiveness, interest to audience) for assessing their own written work.

• Understands how to foster collaboration with families and with other professionals to promote children's development of writing skills.

• Understands characteristics and appropriate uses of a wide range of formal and informal literacy-assessment techniques, including techniques for assessing oral language, and uses assessment results to adapt instruction to address the needs of individual children, including English Language Learners.

• Analyzes children's reading and writing performance and uses it as a basis for instruction.

• Knows the state content and performance standards for reading, writing, listening, and speaking that comprise the Texas Essential Knowledge and Skills (TEKS) and recognizes when a child needs additional help or intervention to bring performance up to grade level.

• Knows how to determine children's independent, instructional, and frustration reading levels, and uses this information to select appropriate materials for individual children and to guide children's selection of independent reading materials.

• Uses ongoing assessments to determine when a child may be in need of classroom interventions or specialized reading instruction and to develop appropriate instructional plans.

• Communicates children's progress in literacy development to parents/ caregivers and to other professionals through a variety of means, including the use of examples of children's work.