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The syllabus aligns teaching to CSTP’s Teaching English Language Arts in a Multiple Subject Assignment (2016), emphasizing integrated literacy across reading, writing, speaking, listening, and language. Reading instruction outcomes are organized into five domains and mapped to competencies covering planning and assessment, word analysis, fluency, vocabulary/academic language, and comprehension, with additional linkage to TPE standards and instructional responsibilities.","| Instructor: |  | Class Location: |  |\n| --- | --- | --- | --- |\n| Office: |  | Class Day/Time: |  |\n| Telephone: |  | Office Hours: |  |\n| Email: |  | Course No. |  |\n\n| Standard 1: CSTP’s Teaching English Language Arts in a Multiple Subject Assignment (2016) |\n| --- |\n| a. Beginning Multiple Subject teachers demonstrate the ability to design and deliver instruction in reading, writing, speaking, listening, and language that assures that all students develop English proficiency and meet or exceed the California standards.\u003Cbr>b. Beginning teachers know the California Standards in English Language Arts and Literacy, as well as the English Language Development Standards that are integrated in the Standards document. In addition, beginning teachers are aware of the integrated nature of using English Language Arts to facilitate learning across the curriculum, such as in History-Social Studies, Science, and Technical Subjects.\u003Cbr>c. Beginning teachers understand that these sets of content-specific standards are intended to be complementary to each other in terms of outlining expected student learning while allowing teachers to best determine how to promote integration. Beginning teachers learn how to provide students with the tools and knowledge that research, professional judgment, and experience deem to be most helpful for meeting the Standards. Beginning teachers adopt and use an integrated and interdisciplinary model of literacy.\u003Cbr>d. Preparation programs use the current frameworks in English Language Arts and English Language Development as a required resource for beginning teachers, faculty, and university field supervisors. Beginning teachers study, observe, and practice the five key themes of a robust and comprehensive instructional program: making meaning, language development, effective expression, content knowledge, and foundational skills. Beginning teachers have opportunities |\n\n\n| Domain 1 : Planning, Organizing, and Managing Reading Instruction Based on Ongoing Assessment (chapters 2, 3, & 10 + Canvas module resources) |\n| --- |\n| COMPETENCY 1: Understand how to plan, organize, and manage standards-based reading instruction. |\n| Competency 2: Understand the purposes of reading assessment and best practices related to standards-based entry-level assessment, monitoring of student progress, and summative assessment. |\n| Domain 2 : Word Analysis (chapters 4, 5, & 10 + Canvas module resources) |\n| COMPETENCY 3: Understand the role of phonological and phonemic awareness in reading development and how to develop students' phonological and phonemic awareness skills. |\n| COMPETENCY 4: Understand the role of concepts about print, letter recognition, and the alphabetic principle in reading development and how to develop students' knowledge and skills in these areas. |\n| COMPETENCY 5: Understand important terminology and concepts involved in phonics instruction and recognize the role of phonics and sight words in reading development. |\n\n\n| COMPETENCY 6: Understand how to develop students' phonics knowledge and skills and recognition of sight words to promote accurate word analysis that leads to automaticity in word recognition and contributes to spelling development. |\n| --- |\n| COMPETENCY 7: Understand the role of syllabic and structural analysis and orthographic knowledge in reading development and how to develop students' knowledge and skills in these areas to promote accurate word analysis that leads to automaticity in word recognition and contributes to spelling development. |\n| Domain 3 : Fluency (chapters 5, & 10) + Canvas module resources) |\n| COMPETENCY 8: Understand the role of fluency in reading development and factors that affect students' development of fluency. |\n| COMPETENCY 9: Understand how to promote students' fluency development. |\n| Domain 4 : Vocabulary, Academic Language, and Background Knowledge (chapter 9 + Canvas module resources) |\n| COMPETENCY 10: Understand the role of vocabulary, academic language,","cbCaimd6b4PFvogd","https://ap.wps.com/l/cbCaimd6b4PFvogd","pdf",1352934,34,"English","en",105,"# Course Information\n## Instructor Details\n# Standards Alignment\n## CSTP Multiple Subject Assignment (2016)\n# Reading Instruction Domains\n## Planning, Organizing, and Managing Reading Instruction\n## Word Analysis\n## Fluency\n## Vocabulary, Academic Language, and Background Knowledge\n## Comprehension\n# TPE Alignment","[{\"question\":\"What course information fields does the syllabus template include for the instructor?\",\"answer\":\"It includes office, class location, class day/time, telephone, office hours, and email, along with a course number field.\"},{\"question\":\"How does the template connect English Language Arts instruction to standards?\",\"answer\":\"It references CSTP’s 2016 Multiple Subject Assignment and describes 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