English Language Arts and Reading Generalist EC–6 Standards

English Language Arts and Reading

Generalist EC–6 Standards

Final

Texas State Board for Educator Certification Page i

English Language Arts and Reading Generalist EC–6 Standards

ENGLISH LANGUAGE ARTS AND READING GENERALIST EC–6 STANDARDS

Standard I. Oral Language: Teachers of young students understand the importance of oral language, know the developmental processes of oral language,
and provide a variety of instructional opportunities for young students to develop listening and speaking skills.

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

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

Standard IV. Literacy Development and Practice: Teachers of young students 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 students’ literacy.

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

Standard VI. Reading Fluency: Teachers understand the importance of fluency to reading comprehension and provide many opportunities for students to
improve reading fluency.

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

Standard VIII. Development of Written Communication: Teachers understand that writing to communicate is a developmental process and provide instruction
that helps young students develop competence in written communication.

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

Standard X. 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 students.

Standard XI. Research and Inquiry Skills: Teachers understand the importance of study and inquiry skills as tools for learning and promote students’
development in applying study and inquiry skills.

Standard XII. Viewing and Representing: Teachers understand how to interpret, analyze, evaluate, and produce.

Texas State Board for Educator Certification Page ii

English Language Arts and Reading Generalist EC–6 Standards

Standard I. Oral Language: Teachers of young students understand the importance of oral language, know the developmental processes of oral language, and
provide a variety of instructional opportunities for young students to develop listening and speaking skills.

Teacher Knowledge: What Teachers Know Application: What Teachers Can Do

Teachers of Students in Grades EC–6 Teachers of Students in Grades EC–6

The beginning teacher knows and understands: The beginning teacher is able to:

1.1k basic linguistic concepts (e.g., phonemes, segmentation) and 1.1s acknowledge students’ current oral language skills and build on these
developmental stages in acquiring oral language, including stages in skills to increase students’ oral language proficiency through specific
phonology, semantics, syntax, and pragmatics, recognizing that language instruction using such activities as meaningful and
individual variations occur; purposeful conversations, dramatic play, songs, rhymes, stories,
games, language play, discussions, questioning, and sharing
1.2k how to build on students’ cultural, linguistic, and home backgrounds to information;
enhance their oral language development;
1.2s strengthen vocabulary and narrative skills in spoken language by
1.3k the relationship between the development of oral language and the reading aloud to students and teaching them to recognize the
development of reading; connections between spoken and printed language;

1.4k skills for speaking to different audiences for various purposes; 1.3s provide direct and indirect instruction, including modeling and reading
aloud, in “classroom” English (e.g., language structures and
1.5k active, purposeful listening in a variety of contexts; pronunciations commonly associated with written English) and support
students’ learning and use of classroom English through meaningful
1.6k the use of critical listening to analyze and evaluate a speaker’s and purposeful oral language activities;
message;
1.4s select and use instructional materials and strategies that promote
1.7k listening skills for enjoying and appreciating spoken language; students’ language development, respond to students' individual
strengths, needs, and interests, and reflect cultural diversity;
1.8k the use of technology in promoting oral communication skills;
1.5s help students learn how to adapt students’ spoken language to various
1.9k how to use effective informal and formal assessments to evaluate audiences, purposes, and occasions;
students’ oral language skills, and recognize when speech or
language delays or differences warrant in-depth evaluations and 1.6s help students learn how to evaluate the content of their own spoken
additional help or intervention; messages and the content and effectiveness of the messages of
others;

Texas State Board for Educator Certification Page 1

English Language Arts and Reading Generalist EC–6 Standards

Standard I. Oral Language: Teachers of young students understand the importance of oral language, know the developmental processes of oral language, and
provide a variety of instructional opportunities for young students to develop listening and speaking skills.

Teacher Knowledge: What Teachers Know Application: What Teachers Can Do

Teachers of Students in Grades EC–6 (continued) Teachers of Students in Grades EC–6 (continued)

The beginning teacher has a basic knowledge of: The beginning teacher is able to:

1.10k similarities and differences between oral and written language 1.7s plan, implement, and monitor instruction that is focused on individual
conventions and how to promote young students’ awareness of these student’s needs, strengths, and interests and is based on informal and
similarities and differences; and formal assessment of students’ progress in oral language
development;
1.11k how to use instruction that interrelates oral and written languages to
promote student reading and learning (e.g., preview-review, 1.8s communicate with student’s families about ways that they can
discussions, and questioning) when speech or language delays or encourage their student’s language development;
differences warrant in-depth evaluations and additional help or
interventions. 1.9s provide opportunities for students to engage in active purposeful
listening;

1.10s communicate with other professionals and continually seek

implications for practice from current research about oral language
development; and

1.11s support students’ development of communication skills through the

use of technology.

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English Language Arts and Reading Generalist EC–6 Standards

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

Teacher Knowledge: What Teachers Know Application: What Teachers Can Do

Teachers of Students in Grades EC–6 Teachers of Students in Grades EC–6

The beginning teacher knows and understands: The beginning teacher is able to:

2.1k the concept of phonological awareness, its relationship to the ability to 2.1s plan, implement, and monitor instruction that is focused on individual
read an alphabetic language, and the development of phonological students’ needs and is based on continuous use of formal and informal
awareness in students (a student who has phonological awareness assessments of individual students' phonological development;
hears distinct words, syllables, and sounds in language separate from
print); 2.2s use instructional approaches, including language games, activities,
materials, and direct teacher instruction, that promote students'
2.2k the significance of phonological and phonemic awareness for reading phonological awareness;
and typical patterns in the development of phonological and phonemic
awareness, and recognizes that individual variations occur (A student 2.3s select and use instructional materials that promote students’
who has phonological awareness hears distinct words, syllables, and phonological and phonemic awareness and build on students' current
sounds in language separate from print. A student who has phonemic language skills;
awareness can identify individual sounds in spoken words, blend
together the separated sounds of spoken words to form words, and 2.4s inform parents of their child’s phonological development and its
play with the sounds of spoken language by adding or taking away importance to reading and communicate with families about ways to
sounds from words.); and encourage students’ phonological awareness at home; and

2.3k effective formal and informal assessments of phonological and 2.5s communicate with other professionals and continually seek
phonemic awareness and be able to analyze results, and identifying implications for practice from current research about phonological
appropriate instructional strategies for teaching phonological and awareness.
phonemic awareness to individual student.

Texas State Board for Educator Certification Page 3

English Language Arts and Reading Generalist EC–6 Standards

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

Teacher Knowledge: What Teachers Know Application: What Teachers Can Do

Teachers of Students in Grades EC–6 Teachers of Students in Grades EC–6

The beginning teacher knows and understands: The beginning teacher is able to:

3.1k the importance of the elements of the alphabetic principle, including 3.1s respond to individual student's needs by providing focused instruction
letter names, graphophonemic knowledge, and the relationship of the on the letters of the alphabet and the relationships of sounds and
letters in printed words to spoken language; letters;

3.2k expected patterns of students’ alphabetic skills development and 3.2s select and use instructional materials and strategies, including
knowledge that individual variations may occur; multisensory techniques (e.g., letter names, graphophonemic
knowledge, and the relationship of letters and printed words to spoken
3.3k that not all written languages are alphabetic, that many alphabetic language) to promote students’ understanding of the elements of the
languages are more phonetically regular than English, and know how alphabetic principle;
to help English language learner deal with positive and negative
transfer related to the alphabetic principle; and 3.3s use formal and informal assessments to analyze individual student's
alphabetic skills, monitor learning, and plan instruction;
3.4k how to select, administer, and analyze results from informal and formal
assessments of alphabetic knowledge. 3.4s communicate with parents about ways to increase students’ alphabetic
knowledge;

3.5s communicate with other professionals and continually seek

implications for practice from current research about the development
of alphabetic knowledge; and

3.6s provide learning experiences that promote students’ ability to read

critically and evaluate information presented in nonliterary texts.

Texas State Board for Educator Certification Page 4

English Language Arts and Reading Generalist EC–6 Standards

Standard IV. Literacy Development and Practice: Teachers of young students 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 students’ literacy.

Teacher Knowledge: What Teachers Know Application: What Teachers Can Do

Teachers of Students in Grades EC–6 Teachers of Students in Grades EC–6

The beginning teacher knows and understands: The beginning teacher is able to:

4.1k that literacy acquisition develops in an often predictable pattern from 4.1s provide instruction that focuses on concepts about print and functions
prereading (sometimes referred to as emergent literacy) to of print, including book handling, parts of a book, orientation,
conventional literacy and that individual variations occur in literacy directionality, and the relationships between written and spoken words;
acquisition;
4.2s assist young students in distinguishing letter forms from number forms
4.2k that the developing reader has a growing awareness of print in the and text from pictures;
environment, of the sounds in spoken words, and of the uses of print;
4.3s provide multiple opportunities for young students to listen to and
4.3k that literacy development occurs in multiple contexts through reading, respond to a wide variety of student literature, both fiction and non-
writing, and the use of oral language; fiction, and to recognize characteristics of various types of narrative
and expository texts;
4.4k a wide range of student literature and other texts written for students;
4.4s talk with students about their favorite books;
4.5k the importance of modeling and encouraging reading for pleasure and
lifelong learning; 4.5s engage students in story reading experiences and encourage young
students to interact with others about stories;
4.6k the difference between guided and independent practice in reading;
4.6s provide many opportunities for students to read and write in order to
4.7k the importance of reading as a skill in all content areas; develop an extensive reading and writing vocabulary;

4.8k the use of technology in promoting literacy; and 4.7s assist young readers in selecting their own books for independent
reading;
4.9k how to select, administer, analyze, and use results from informal and
formal assessments of literacy acquisition, including assessments of 4.8s teach students about authors and their purposes for writing;
phonological and phonemic awareness and alphabetic skills.
4.9s use formal and informal assessments of individual student’s literacy
development to plan, implement, and monitor instruction;

4.10s communicate with families about ways to enhance students’ literacy

development;

Texas State Board for Educator Certification Page 5

English Language Arts and Reading Generalist EC–6 Standards

Standard IV. Literacy Development and Practice: Teachers of young students 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 students’ literacy.

Application: What Teachers Can Do

Teachers of Students in Grades EC–6 (continued)

The beginning teacher is able to:

4.11s communicate with other professionals and continually seek

implications for practice from current research on literacy acquisition;
and

4.12s use technology to help students access a wide range of narrative and
expository texts.

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English Language Arts and Reading Generalist EC–6 Standards

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

Teacher Knowledge: What Teachers Know Application: What Teachers Can Do

Teachers of Students in Grades EC–6 Teachers of Students in Grades EC–6

The beginning teacher knows and understands: The beginning teacher is able to:

5.1k that many students develop word analysis skills (e.g., decoding, 5.1s teach the analysis of phonetically regular words in a simple-to-complex
blending, structural analysis, sight word vocabulary) and reading progression, i.e., phonemes, blending onsets and rimes, short vowels,
fluency in a predictable sequence, recognizing that individual consonant blends, other common vowel and consonant patterns, and
variations occur; syllables;

5.2k the continuum of word analysis skills and grade-level expectations for 5.2s teach students to read passages using decodable texts and provide
these skills; opportunities for students to progress from sounding out words orally
to decoding words silently;
5.3k the norms for reading fluency that have been established for various
age and grade levels; 5.3s teach students to recognize high-frequency irregular words by
selecting words that appear frequently in students’ books and
5.4k important phonetic elements and conventions of the English language; reviewing difficult words often;

5.5k strategies for decoding and determining the meaning of increasingly 5.4s teach students ways to identify vowel sound combinations and
complex words; multisyllabic words;

5.6k the importance of word recognition skills (e.g., decoding, blending, 5.5s provide instruction in how to use structural cues to recognize
structural analysis, sight word vocabulary) to reading comprehension compound words, base words, and inflections (e.g., prefixes and
and know a variety of strategies to help young student develop and suffixes);
apply word analysis skills;
5.6s teach students to use knowledge of word order (English syntax) and
5.7k differences in students’ development of word analysis skills and know context to support word identification and confirm word meaning;
how to adjust instruction in response to various students' needs;
5.7s use formal and informal assessments to analyze individual student’s
5.8k a variety of formal and informal procedures for assessing students’ word identification and decoding skills in order to plan and monitor
word identification and decoding skills; and instruction;

5.9k instructional practices to meet students’ individual needs in decoding 5.8s communicate with parents about ways to support students’ word
and word identification. identification and decoding skills; and

Texas State Board for Educator Certification Page 7

English Language Arts and Reading Generalist EC–6 Standards

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

Application: What Teachers Can Do

Teachers of Students in Grades EC–6 (continued)

The beginning teacher is able to:

5.9s communicate with other professionals and continually seek

implications for practice from current research about the development
of decoding and word identification.

Texas State Board for Educator Certification Page 8

English Language Arts and Reading Generalist EC–6 Standards

Standard VI. Reading Fluency: Teachers understand the importance of fluency to reading comprehension and provide many opportunities for students to
improve reading fluency.

Teacher Knowledge: What Teachers Know Application: What Teachers Can Do

Teachers of Students in Grades EC–6 Teachers of Students in Grades EC–6

The beginning teacher knows and understands: The beginning teacher is able to:

6.1k how students’ reading rate and fluency affect comprehension; 6.1s identify and monitor on an ongoing basis young students’ fluency
levels by using leveled passages or reading materials on a daily basis;
6.2k how young students develop reading fluency and that fluency involves
rate, accuracy, and intonation; 6.2s provide frequent opportunities for fluency development through
reading in independent-level materials, reading orally from familiar
6.3k how to assess students’ reading fluency on an ongoing basis and text, repeated reading activities, and silent reading for increasingly
know the norms that have been established for various age and grade longer periods;
levels;
6.3s apply norms for reading fluency to evaluate students’ reading fluency;
6.4k instructional practices that enhance the development of fluency,
including providing opportunities for students to read regularly, both 6.4s communicate with families about students’ reading fluency and ways
orally and silently, in independent-level materials and to do repeated they can help to increase students’ fluency;
reading and partner reading;
6.5s communicate with other professionals and continually seek
6.5k instructional strategies and practices for promoting students’ word implications from current research about the development of students’
analysis skills and reading fluency; reading fluency; and

6.6k differences in students’ development of word analysis skills and 6.6s provide opportunities for students to improve reading fluency through
reading fluency, and instructional practices for meeting students’ self-correction.
individual needs in these areas; and

6.7k a variety of informal and formal procedures for assessing on an

ongoing basis students’ reading fluency.

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English Language Arts and Reading Generalist EC–6 Standards

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

Teacher Knowledge: What Teachers Know Application: What Teachers Can Do

Teachers of Students in Grades EC–6 Teachers of Students in Grades EC–6

The beginning teacher knows and understands: The beginning teacher is able to:

7.1k that reading comprehension begins with listening comprehension and 7.1s formally and informally assess students’ reading comprehension and
knows strategies to help students improve listening comprehension; provide focused instruction in reading comprehension based on
individual student’s needs;
7.2k how to model and teach literal comprehension skills (e.g., identifying
stated main idea, details, sequence, and cause-and-effect 7.2s use a variety of instructional strategies to enhance students’ listening
relationships); and reading comprehension, including helping students link the
content of texts to students’ lives and connect related ideas across
7.3k the continuum of reading comprehension skills and grade-level different texts;
expectations for these skills;
7.3s guide students in developing and using metacognitive skills;
7.4k reading comprehension as an active process of constructing meaning;
7.4s model strategies for improving reading comprehension such as
7.5k factors affecting students’ reading comprehension, such as oral previewing texts, self-monitoring, and retelling;
language development, word analysis skills, prior knowledge, previous
reading experiences, fluency, ability to monitor understanding, and the 7.5s provide frequent opportunities for students to engage in silent reading,
characteristics of specific texts (e.g., structure and vocabulary); both at school and at home;

7.6k the role of visualization skills in reading comprehension; 7.6s guide students to generate questions and apply research about topics
introduced in reading selections, both fiction and nonfiction;
7.7k the relationship between extensive reading, vocabulary development,
and reading comprehension; 7.7s provide time for extended reading of a wide range of materials,
including expository texts;
7.8k the use of metacognitive skills in reading comprehension;
7.8s use instructional strategies that help increase students’ reading
7.9k various literary genres (e.g., historical fiction, poetry, myths, and vocabulary;
fables) and their characteristics;
7.9s provide instruction that increases knowledge of students’ own culture
and the cultures of others through reading;

Texas State Board for Educator Certification Page 10

English Language Arts and Reading Generalist EC–6 Standards

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

Teacher Knowledge: What Teachers Know Application: What Teachers Can Do

Teachers of Students in Grades EC–6 (continued Teachers of Students in Grades EC–6 (continued)

The beginning teacher knows and understands: The beginning teacher is able to:

7.10k how to model and teach inferential comprehension skills (e.g., inferring 7.10s provide instruction in how to use graphics (e.g., tables, charts, and
main ideas, comparisons, unstated and stated cause-and-effect signs) and other informational texts and technologies (e.g., the
relationships; summarizing; making predictions; drawing conclusions; Internet) to acquire information;
making generalizations);
7.11s provide opportunities for students to apply comprehension strategies
7.11k know to model and teach evaluative comprehension skills (e.g., to literature and to respond to literature in a variety of ways (e.g., using
distinguishing between fact and opinion; detecting faulty reasoning; reading journals and discussions), including relating background
reacting to a text’s content, characters, and use of language); knowledge to literary texts;

7.12k how comprehension can be improved through wide reading, the 7.12s teach elements of literary analysis, such as story elements and
importance of allocating time to wide reading, and how to develop and features of different literary genres;
maintain classroom libraries and “sending home” libraries;
7.13s provide instruction in comprehension skills that support students’
7.13k the importance of vocabulary development through wide reading and transition from “learning to read” to “reading to learn,” (e.g.,
experiences, such as interpreting idioms, multiple-meaning words and recognizing different types and functions of texts and matching
analogies; comprehension strategies to the type of text) and teach students how
to locate, retrieve, and retain information from a range of content-area
7.14k a variety of formal and informal procedures for monitoring students’ and expository texts;
reading comprehension and instructional practices to meet individual
student’s needs; 7.14s provide frequent opportunities for students to engage in silent reading
at school and encourage opportunities for silent reading at home
7.15k comprehension skills and strategies for understanding and interpreting through the development and maintenance of classroom libraries and
different types of written materials, including narratives, expository home libraries;
texts, technical writing, and content-area textbooks;
7.15s communicate with families about students’ reading comprehension
7.16k different purposes for reading and associated reading strategies; and ways to encourage students’ reading; and

7.17k how to interpret and evaluate information presented in various formats 7.16s communicate with other professionals and seek implications for
(e.g., maps, tables, and graphs); practice from ongoing research about the development of students’
reading comprehension.

Texas State Board for Educator Certification Page 11

English Language Arts and Reading Generalist EC–6 Standards

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

Teacher Knowledge: What Teachers Know

Teachers of Students in Grades EC–6 (continued

The beginning teacher knows and understands:

7.18k the importance of providing students with direct, explicit instruction in

the use of comprehension strategies;

7.19k a range of strategies that students can use to facilitate comprehension

before, during, and after reading (e.g., previewing, making predictions,
questioning, self-monitoring, rereading, mapping, using reading
journals, and discussing texts);

7.20k the importance of locating the meanings, pronunciations, and

derivations of unfamiliar words using dictionaries, glossaries, and
other sources;

7.21k literary response and analysis and ways to promote students’

development of literary response and analysis;

7.22k strategies for helping students comprehend abstract content and ideas
in written materials (e.g., by using manipulatives, examples, and
diagrams);

7.23k the reading comprehension needs of students with different needs

(e.g., English Language Learners and students with disabilities) and
how to provide instruction for those students; and

7.24k the use of technology in promoting reading comprehension.

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English Language Arts and Reading Generalist EC–6 Standards

Standard VIII. Development of Written Communication: Teachers understand that writing to communicate is a developmental process and provide instruction that
helps young students develop competence in written communication.

Teacher Knowledge: What Teachers Know Application: What Teachers Can Do

Teachers of Students in Grades EC–6 Teachers of Students in Grades EC–6

The beginning teacher knows and understands: The beginning teacher is able to:

8.1k predictable stages in the development of written language and writing 8.1s create an environment in which students are motivated to express ideas
conventions, including the physical and cognitive processes involved in writing;
in letter formation, word writing, sentence construction, spelling,
punctuation, and grammatical expression, while recognizing that 8.2s teach purposeful, meaningful writing in connection with listening,
individual variations occur; speaking, and reading;

8.2k writing processes, including the use of self-assessment in writing; 8.3s formally and informally monitor students’ writing development and
provide focused instruction to address students’ individual strengths,
8.3k writing for a variety of audiences, purposes, and settings; needs, and interests;

8.4k the differences between first draft writing and writing for publication; 8.4s provide instruction in various stages of writing, including prewriting,
drafting, editing, and revising;
8.5k appropriate instructional strategies and sequences for developing
students’ writing skills; 8.5s provide instruction in the use of available technology that facilitates
written communication;
8.6k the development of writing in relation to listening, speaking, and
reading, and know instructional strategies that connect these various 8.6s provide opportunities for students to write in a variety of forms and
aspects of language; modes and for various purposes and audiences;

8.7k the similarities and differences between language (e.g., syntax and 8.7s provide opportunities for students to self-assess both personal writings
vocabulary) used in spoken and written English and how to help (e.g., for clarity, comprehensiveness, and interest to audience) and
students recognize these similarities and differences to promote development as a writer and to elicit critiques from others;
effective use of written English conventions;
8.8s communicate with families about students’ development of written
8.8k the benefits of technology for teaching writing and writing for communication and ways to encourage students’ written communication;
publication; and
8.9s communicate with other professionals and continually seek implications
for practice from current research about students’ development of written
communication; and

Texas State Board for Educator Certification Page 13

English Language Arts and Reading Generalist EC–6 Standards

Standard VIII. Development of Written Communication: Teachers understand that writing to communicate is a developmental process and provide instruction that
helps young students develop competence in written communication.

Application: What Teachers Can Do

Teacher Knowledge: What Teachers Know
Teachers of Students in Grades EC–6 (continued)
Teachers of Students in Grades EC–6 (continued)
The beginning teacher is able to:
The beginning teacher knows and understands:
8.10s provide opportunities for students to conference with peers and the
8.9k informal and formal procedures for ongoing monitoring and teacher.
assessment of writing development and writing conventions, and know
how to use assessment results to help plan instruction for individuals
and groups.

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English Language Arts and Reading Generalist EC–6 Standards

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

Teacher Knowledge: What Teachers Know Application: What Teachers Can Do

Teachers of Students in Grades EC–6 Teachers of Students in Grades EC–6

The beginning teacher knows and understands: Life Science

9.1k that young students go through predictable stages in acquiring writing The beginning teacher is able to:
conventions, including the physical and cognitive processes involved
in letter formation, word writing, sentence construction, spelling, 9.1s formally and informally assess young students’ development of writing
punctuation, and grammatical expression, but that individual students conventions and provide focused instruction based on individual
vary in development of these conventions; students' strengths, needs, and interests;

9.2k the relationship between spelling and phonological, graphophonemic 9.2s provide hands-on activities to help young students develop the fine
knowledge, alphabetic awareness, and the importance of this motor skills necessary for writing;
relationship for later success in reading and writing;
9.3s teach pencil grip, paper position, and beginning stroke;
9.3k the stages of spelling development (prephonetic, phonetic, transitional,
and conventional) and how and when to support students’ 9.4s provide direct instruction and guided practice in English writing
development from one stage to the next; conventions (e.g., grammar, spelling, capitalization, and punctuation);

9.4k the similarities and differences between language (e.g., syntax and 9.5s provide systematic spelling instruction in common spelling patterns
vocabulary) used in spoken and written English and how to help based on phonics skills already taught and provide opportunities for
students recognize these similarities and differences to promote student to use and develop spelling skills in the context of meaningful
effective use of written English conventions; written expression (e.g., applying decoding skills as one strategy to
help proofread spelling during the editing process);
9.5k formal and informal ways to assess young students’ development of
writing conventions; 9.6s work with students to select pieces of their work to teach writing
conventions, recognizing that first drafts are not always edited and
9.6k the importance of spelling and graphophonemic knowledge for revised, but help students realize that accuracy in conventions is
success in reading and writing; and necessary when preparing a piece for publication;

9.7k the appropriate use of writing conventions and appropriate grammar 9.7s communicate students’ performance in the use of writing conventions
and usage for communicating clearly and effectively in writing. to families and discuss ways to encourage students’ use of writing
conventions; and

9.8s communicate with other professionals and seek implications for

practice from ongoing research about student’s development of writing
conventions.

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English Language Arts and Reading Generalist EC–6 Standards

Standard X. 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 students.

Teacher Knowledge: What Teachers Know Application: What Teachers Can Do

Teachers of Students in Grades EC–6 Teachers of Students in Grades EC–6

The beginning teacher knows and understands: The beginning teacher is able to:

10.1k appropriate uses and characteristics of screening devices, formal 10.1s use multiple assessments to plan instruction in and monitor the literacy
assessments (e.g., norm-referenced achievement tests and criterion- development of young students;
referenced state tests) and informal assessments (e.g., curriculum-
based reading assessments and informal reading inventories) related 10.2s analyze students’ errors in reading and writing and use them as a
to the development of literacy in young students; basis for future instruction;

10.2k formative and summative uses of assessment; 10.3s use ongoing assessments to determine when a child may be in need
of classroom interventions or specialized reading instruction and
10.3k how to use multiple assessments and the results of these develop an appropriate instructional plan;
assessments to inform reading and writing instruction;
10.4s communicate students’ progress in literacy development to parents
10.4k how to use assessment to determine when a student needs additional and other professionals through a variety of means, including the use
help or intervention to bring the student’s performance to grade level, of examples of students' work;
based on state content and performance standards for reading,
writing, listening, and speaking that comprise the Texas Essential 10.5s communicate instructional decisions based on research,
Knowledge and Skills (TEKS); assessments, and knowledge of students; and

10.5k how students’ use of self-evaluation and self-monitoring procedures 10.6s collaborate with other professionals and continually seek implications
can enhance literacy development; for practice from convergent research about assessment of students’
developing literacy.
10.6k the reciprocal nature of assessment and instruction and how to use
assessment results to select appropriate instructional strategies and
materials (e.g., basals, supplemental programs, and trade books) to
ensure the literacy development of all students;

10.7k the importance of providing many opportunities for students to

experience extended reading of narrative and expository texts; and

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English Language Arts and Reading Generalist EC–6 Standards

Standard X. 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 students.

Teacher Knowledge: What Teachers Know

Teachers of Students in Grades EC–6 (continued)

The beginning teacher knows and understands:

10.8k how to determine students’ independent, instructional, and frustration

reading levels and the importance of using this information when
selecting materials for reading instruction for individual students and
guiding selection of independent reading materials.

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English Language Arts and Reading Generalist EC–6 Standards

Standard XI. Research and Inquiry Skills: Teachers understand the importance of study and inquiry skills as tools for learning and promote students’
development in applying study and inquiry skills.

Teacher Knowledge: What Teachers Know Application: What Teachers Can Do

Teachers of Students in Grades EC–6 Teachers of Students in Grades EC–6

The beginning teacher knows and understands: The beginning teacher is able to:

11.1k study and inquiry skills and their significance for student learning and 11.1s use ongoing assessment and knowledge of grade-level expectations
achievement (e.g., using text organizers; taking notes; outlining; to identify students’ needs in regard to study and inquiry skills and to
drawing conclusions; applying test-taking strategies; previewing; plan instruction;
setting purposes for reading; locating, organizing, evaluating, and
communicating information; summarizing information; using multiple 11.2s respond to students’ needs by providing direct, explicit instruction to
sources of information; and interpreting and using graphic sources of promote the acquisition and use of study and inquiry skills;
information);
11.3s provide students with varied and meaningful opportunities to learn and
11.2k instructional practices that promote students’ acquisition and use of use study and inquiry skills and to recognize the importance of using
study and inquiry skills across the curriculum; these skills to enhance achievement across the curriculum;

11.3k grade-level expectations and procedures for assessing students’ study 11.4s communicate with families/caregivers about students’ study and
and inquiry skills; and inquiry skills development and collaborate to promote development in
these areas;
11.4k how to use accepted formats for writing research, which includes
documenting resources. 11.5s collaborate with other professionals and continually seek implications
for practice from convergent research about students’ development of
study and inquiry skills; and

11.6s provide students with opportunities to use accepted formats for writing
research, including the documentation of resources.

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English Language Arts and Reading Generalist EC–6 Standards

Standard XII. Viewing and Representing: Teachers understand how to interpret, analyze, evaluate, and produce.

Teacher Knowledge: What Teachers Know Application: What Teachers Can Do

Teachers of Students in Grades EC–6 Teachers of Students in Grades EC–6

The beginning teacher knows and understands: The beginning teacher is able to:

12.1k characteristics and functions of different types of media (e.g., film, and 12.1s use ongoing assessment and knowledge of grade-level expectations
print); to plan instruction and to identify students’ needs regarding the
interpretation, analysis, evaluation, and production of visual images,
12.2k how different types of media influence and inform; messages, and meanings;

12.3k procedures and criteria for analyzing and evaluating visual images, 12.2s compare and contrast print, visual, and electronic media (e.g., films
messages, and meanings; and written stories);

12.4k procedures for producing visual images, messages, and meanings to 12.3s evaluate how visual image makers (e.g., illustrators, documentary
communicate with others; filmmakers, political cartoonists, and news photographers) represent
meanings and provide students with varied opportunities to analyze
12.5k instructional practices that promote students’ ability to interpret, and interpret visual images;
analyze, evaluate, and produce visual images, messages, and
meanings; 12.4s teach students to analyze visual image makers’ choices (e.g., related
to style, elements, and medium) and evaluate how these choices help
12.6k grade-level expectations and procedures for assessing students’ skills to represent or extend meaning;
in interpreting, analyzing, evaluating, and producing visual images,
messages, and meanings; 12.5s use various instructional techniques to help students understand and
distinguish between denotative and connotative meanings;
12.7k how to distinguish between denotative and connotative meanings; and
12.6s provide students with opportunities to interpret events and ideas based
12.8k word origins and the understanding of historical influences on English on information from maps, charts, graphics, video segments, and
wording meanings. technology presentations, and to use media to compare ideas and
points of view;

12.7s teach students how to select, organize, and produce visuals to

complement and extend meanings;

Texas State Board for Educator Certification Page 19

English Language Arts and Reading Generalist EC–6 Standards

Standard XII. Viewing and Representing: Teachers understand how to interpret, analyze, evaluate, and produce.

Application: What Teachers Can Do

Teachers of Students in Grades EC–6 (continued)

The beginning teacher is able to:

12.8s provide students with opportunities to use technology to produce

various types of communications (e.g., class newspapers, multimedia
reports, and video reports) and help student assess how language,
medium, and presentation contribute to the message;

12.9s communicate with families/caregivers about students’ progress in

developing skills for interpreting, analyzing, evaluating, and producing
visual images, messages, and meanings and collaborate with them to
promote development in these areas; and

12.10s collaborate with other professionals and continually seek implications

for practice from convergent research about students’ development of
skills for interpreting, analyzing, evaluating, and producing visual
images, messages, and meanings.

Texas State Board for Educator Certification Page 20