Reading Endorsement Standards

(OAR 584-065-xxxx)

Multicultural/Multilingual Specialization – Elementary Strand

TSPC OAR Standard	EDST 640 Constructing Meaning through Literacy	EDST 641 Reading as Cultural Literacy	EDST 646 ESOL Pedagogy for Elementary Classrooms	EDLD 610 Introduction to Measurement and Assessment	EDLD 612 Reading Interventions	EDST 616 Language, Power & Education	609 Practicum
(1) Foundational Knowledge and Dispositions
a) Knowledge of psychological, sociological, linguistic and anthropological foundations of reading and writing processes and instruction.						X
(b) Knowledge of reading research and histories of reading.	X				X
(c) Knowledge of language development and reading acquisition and the variations related to culture and linguistic diversity.	X		X			X
(d) Knowledge of the major components of reading (phonemic awareness, word identification and phonics, vocabulary and background knowledge, fluency, comprehension strategies and motivation) and how they are integrated in fluent reading.	X				X
(e) Display dispositions related to reading and the teaching of reading.	X	X			X		X
(2) Instructional Strategies and Curriculum Materials
(a) Use key instructional grouping options (individual, small-group, whole-class, computer-based.)	X				X		X
(b) Use a wide range of instructional practices, including technology-based practices that promote reading and/or writing across the curriculum.	X	X	X		X		X
(c) Use a wide range of curriculum materials in effective reading instruction for learners at various stages of reading and writing development and from different cultural and linguistic backgrounds including English language learners.	X	X	X		X		X
(d) Plan and use appropriate practices, including technology-based practices in effective reading instruction for learners at various stages of reading and writing development and from different cultural and linguistic backgrounds including English language learners.	X	X	X		X	X	X
(3) Assessment, Diagnosis and Evaluation
(a) Use a wide range of assessment tools and practices that range from individual and standardized group tests to informal, individual, and group classroom assessment strategies and also include technology-based assessment tools.	X			X			X
(b) Place students along a developmental continuum and identify students' proficiencies and difficulties.				X	X		X
(c) Use assessment information to plan and revise effective instruction for all students.	X		X	X	X		X
(d) Effectively communicate results of assessments to specific individuals, (students, parents, caregivers, colleagues, administrators, policymakers, policy officials, community, etc.)			X	X	X		X
(4) Creating a Literate Environment
(a) Use students' interest and backgrounds as foundations for the reading and writing program.	X	X			X		X
(b) Use a large supply of books, technology-based information, and non-print materials representing multiple levels, broad interests, cultures and linguistic backgrounds.	X	X	X		X	X	X
(c) Model reading and writing enthusiastically as valued life-long activities.	X	X			X		X
(d) Motivate learners to be life-long readers.	X	X			X		X
(5) Professional Development
(a) Continue to pursue the development of professional knowledge and dispositions.	X	X	X				X
(b) Work with colleagues to observe, evaluate and provide feedback on each other's practice.					X	X
(c) Participate in, initiate, implement and evaluate professional development programs.						X
(6) Leadership: Guidance and supervision of paraprofessionals.			X		X	X	X
(7) A candidate must also complete student teaching, an internship or a supervised practicum with students in Early Childhood and Elementary, OR Elementary and Middle Level OR Middle Level and High School. Candidates completing a practica experience at either early childhood or elementary and at either middle or high school level shall qualify for authorization for pre-primary through grade twelve.							X