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5Q) uses effective co-planning and co-teaching techniques to deliver instruction to all students;
5R) maximizes instructional time (e.g., minimizes transitional time); and
5S) implements appropriate evidence-based instructional strategies.
Standard 6 - Reading, Writing, and Oral Communication – The competent teacher has foundational
knowledge of reading, writing, and oral communication within the content area and recognizes and
addresses student reading, writing, and oral communication needs to facilitate the acquisition of content
knowledge.
Knowledge Indicators – The competent teacher:
6A) understands appropriate and varied instructional approaches used before, during, and after
reading, including those that develop word knowledge, vocabulary, comprehension, fluency,
and strategy use in the content areas;
6B) understands that the reading process involves the construction of meaning through the
interactions of the reader's background knowledge and experiences, the information in the text,
and the purpose of the reading situation;
6C) understands communication theory, language development, and the role of language in
learning;
6D) understands writing processes and their importance to content learning;
6E) knows and models standard conventions of written and oral communications;
6F) recognizes the relationships among reading, writing, and oral communication and understands
how to integrate these components to increase content learning;
6G) understands how to design, select, modify, and evaluate a wide range of materials for the
content areas and the reading needs of the student;
6H) understands how to use a variety of formal and informal assessments to recognize and address
the reading, writing, and oral communication needs of each student; and
6I) knows appropriate and varied instructional approaches, including those that develop word
knowledge, vocabulary, comprehension, fluency, and strategy use in the content areas.
Performance Indicators – The competent teacher:
6J) selects, modifies, and uses a wide range of printed, visual, or auditory materials, and online
resources appropriate to the content areas and the reading needs and levels of each student
(including ELLs, and struggling and advanced readers);
6K) uses assessment data, student work samples, and observations from continuous monitoring of
student progress to plan and evaluate effective content area reading, writing, and oral
communication instruction;
6L) facilitates the use of appropriate word identification and vocabulary strategies to develop each
student’s understanding of content;
6M) teaches fluency strategies to facilitate comprehension of content;
6N) uses modeling, explanation, practice, and feedback to teach students to monitor and apply
comprehension strategies independently, appropriate to the content learning;
6O) teaches students to analyze, evaluate, synthesize, and summarize information in single texts
and across multiple texts, including electronic resources;
6P) teaches students to develop written text appropriate to the content areas that utilizes
organization (e.g., compare/contrast, problem/solution), focus, elaboration, word choice, and
standard conventions (e.g., punctuation, grammar);
6Q) integrates reading, writing, and oral communication to engage students in content learning;
6R) works with other teachers and support personnel to design, adjust, and modify instruction to
meet students’ reading, writing, and oral communication needs; and
6S) stimulates discussion in the content areas for varied instructional and conversational purposes.
Standard 7 - Assessment – The competent teacher understands and uses appropriate formative and
summative assessments for determining student needs, monitoring student progress, measuring student