IRA
Standard 1: Foundational Knowledge |
| 1.1 |
Demonstrate
knowledge of psychological, sociological, and linguistic foundations
of reading and writing processes and instruction. |
| 1.2 |
Demonstrate
knowledge of reading research and histories of reading. |
| 1.3 |
Demonstrate
knowledge of language development and reading acquisition and
the variations related to cultural and linguistic diversity. |
| 1.4 |
Demonstrate
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. |
IRA Standard 2: Instructional Strategies and Curriculum Materials
|
| 2.1
|
Use instructional
grouping options (individual, small-group, whole-class, and
computer-based) as appropriate for accomplishing given purposes.
|
| 2.2
|
Use a wide
range of instructional practices, approaches and methods, including
technology-based practices, for learners at different stages
of development and from differing cultural and linguistic backgrounds.
|
| 2.3
|
Use a wide
range of curriculum materials in effective reading instruction
for learners at different stages of reading and writing development
and from different cultural and linguistic backgrounds. |
IRA Standard 3: Assessment, Diagnosis, and Evaluation
|
| 3.1
|
Use a wide
range of assessment tools and practices that range from individual
and group standardized tests to individual and group informal
classroom assessment strategies, including technology-based
assessment tools. |
| 3.2
|
Place students
along a developmental continuum and identify students' proficiencies
and difficulties. |
| 3.3
|
Use assessment
information to plan, evaluate, and revise effective instruction
that meets the needs of all students, including those at different
developmental stages and those from differing cultural and linguistic
backgrounds. |
| 3.4
|
Effectively
communicate results of assessments to specific individuals (students,
parents, caregivers, colleagues, administrators, policymakers,
policy officials, community, etc.). |
IRA Standard 4: Creating a Literate Environment
|
| 4.1
|
Use students'
interests, reading abilities, and backgrounds as foundations
for the reading and writing program. |
| 4.2
|
Use a large
supply of books, technology-based information, and non-print
materials representing multiple levels, broad interests, and
cultural and linguistic backgrounds. |
| 4.3
|
Model reading
and writing enthusiastically as valued lifelong activities.
|
| 4.4
|
Motivate
learners to be lifelong readers. |
IRA Standard 5: Professional Development
|
| 5.1
|
Display positive
dispositions related to reading and the teaching of reading.
|
| 5.2
|
Continue
to pursue the development of professional knowledge and dispositions.
|
| 5.3
|
Work with
colleagues to observe, evaluate, and provide feedback on each
other's practice. |
| 5.4
|
Participate
in, initiate, implement, and evaluate professional development
programs. |
