# data[].attributes.body
Early Childhood Education

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Competency 003 (Alphabetic Principle):D.Uses formal and informal assessments to analyze individual students’ alphabetic skills, monitor learning and plan instruction, in accordance with the STR. 

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Competency 003 (Alphabetic Principle):D.Uses formal and informal assessments to analyze individual students’ alphabetic skills, monitor learning and plan instruction, in accordance with the STR. 

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EDRD 4302 Evaluation of Reading Performance

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EDRD 4302 Evaluation of Reading Performance

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Structured Literacy

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* Competency 007 (Reading Comprehension & Application) E.Uses various instructional strategies to enhance students’ reading comprehension (e.g., linking text content to students’ lives and prior knowledge, connecting related ideas across different texts, comparing different versions of the same story, explaining the meaning of common idioms, adages and foreign words and phrases in written English, engaging students in guided and independent reading, guiding students to generate questions and apply knowledge of text topics). 

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* Competency 007 (Reading Comprehension & Application) E.Uses various instructional strategies to enhance students’ reading comprehension (e.g., linking text content to students’ lives and prior knowledge, connecting related ideas across different texts, comparing different versions of the same story, explaining the meaning of common idioms, adages and foreign words and phrases in written English, engaging students in guided and independent reading, guiding students to generate questions and apply knowledge of text topics). 

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*Competency 007 (Reading Comprehension & Application) D.Provides instruction in comprehension skills that support students’ transition from “learning to read” to “reading to learn” (e.g., recognizing different types of texts, understanding text structure, using textual features such as headings and glossaries, appreciating the different purposes for reading) to become self directed, critical readers. 

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*Competency 007 (Reading Comprehension & Application) D.Provides instruction in comprehension skills that support students’ transition from “learning to read” to “reading to learn” (e.g., recognizing different types of texts, understanding text structure, using textual features such as headings and glossaries, appreciating the different purposes for reading) to become self directed, critical readers. 

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*Competency 007 (Reading Comprehension & Applications) A.Understands reading comprehension as an active process of constructing meaning, in accordance with the STR.

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*Competency 007 (Reading Comprehension & Applications) A.Understands reading comprehension as an active process of constructing meaning, in accordance with the STR.

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E.Selects and uses instructional strategies, materials and activities to develop

and improve fluency (e.g., reading independent-

level materials, reading

orally from familiar texts, repeated reading, partner reading, silent reading

for increasingly longer periods, self

-correction), in accordance with the STR

.

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J. Understands how to foster collaboration with families and with other

professionals to promote all students’ literacy.

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*Competency 004 (Literacy Development)F.

Selects and uses instructional strategies, materials and activities that focus

on functions of print and concepts about print, including concepts involving

book handling, parts of a book, orientation, directionality and the

relationships between written and spoken words, in accordance with the STR.

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Reading Skills

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Competency 013 (Assessment of Developing Literacy):N.Understands how to foster collaboration with families and how to communicate students’ progress and for ongoing literacy development to parents/caregivers and to other professionals through a variety of means, including the use of examples of students’ work. 

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Competency 013 (Assessment of Developing Literacy):N.Understands how to foster collaboration with families and how to communicate students’ progress and for ongoing literacy development to parents/caregivers and to other professionals through a variety of means, including the use of examples of students’ work. 

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Competency 013 (Assessment of Developing Literacy):J.Knows informal and formal procedures for assessing students’ use of writing conventions and uses multiple, ongoing assessments to monitor and evaluate students’ development in that area. 

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Competency 013 (Assessment of Developing Literacy):J.Knows informal and formal procedures for assessing students’ use of writing conventions and uses multiple, ongoing assessments to monitor and evaluate students’ development in that area. 

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Competency 013 (Assessment of Developing Literacy):M.Selects and uses a variety of formal and informal procedures for monitoring students’ reading comprehension and adjusts instruction to meet the needs of individual students, including English-language learners. 

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Competency 013 (Assessment of Developing Literacy):M.Selects and uses a variety of formal and informal procedures for monitoring students’ reading comprehension and adjusts instruction to meet the needs of individual students, including English-language learners. 

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Competency 013 (Assessment of Developing Literacy):K.Uses ongoing assessments of writing conventions to determine when students need additional help or intervention to bring students’ performance to grade level based on state content and performance standards for writing in the Texas Essential Knowledge and Skills (TEKS). 

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Competency 013 (Assessment of Developing Literacy):K.Uses ongoing assessments of writing conventions to determine when students need additional help or intervention to bring students’ performance to grade level based on state content and performance standards for writing in the Texas Essential Knowledge and Skills (TEKS). 

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Competency 013 (Assessment of Developing Literacy):I.Analyzes students’ errors in reading and responds to individual students’ needs by providing focused instruction to promote literacy acquisition. 

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Competency 013 (Assessment of Developing Literacy):I.Analyzes students’ errors in reading and responds to individual students’ needs by providing focused instruction to promote literacy acquisition. 

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Competency 013 (Assessment of Developing Literacy):L.Analyzes students’ errors in applying writing conventions and uses the results of the analysis as a basis for future instruction. 

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Competency 013 (Assessment of Developing Literacy):L.Analyzes students’ errors in applying writing conventions and uses the results of the analysis as a basis for future instruction. 

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Competency 013 (Assessment of Developing Literacy):G.Understands the use of writing in assessment of students and provides opportunities for students to self-assess and peer assess writing (e.g., for clarity, interest to audience, comprehensiveness) and ongoing literacy development. 

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Competency 013 (Assessment of Developing Literacy):G.Understands the use of writing in assessment of students and provides opportunities for students to self-assess and peer assess writing (e.g., for clarity, interest to audience, comprehensiveness) and ongoing literacy development. 

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Competency 013 (Assessment of Developing Literacy):F.Uses ongoing assessments to determine when a student may be in need of classroom intervention or specialized reading instruction and to develop appropriate instructional plans. 

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Competency 013 (Assessment of Developing Literacy):F.Uses ongoing assessments to determine when a student may be in need of classroom intervention or specialized reading instruction and to develop appropriate instructional plans. 

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Competency 013 (Assessment of Developing Literacy):E.Knows how to determine students’ independent, instructional and frustration reading levels and uses the information to select appropriate materials for individual students and to guide students’ selection of independent reading materials. 

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Competency 013 (Assessment of Developing Literacy):E.Knows how to determine students’ independent, instructional and frustration reading levels and uses the information to select appropriate materials for individual students and to guide students’ selection of independent reading materials. 

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Competency 013 (Assessment of Developing Literacy):D.Knows the state content and performance standards for reading, writing, listening and speaking that constitute the Texas Essential Knowledge and Skills (TEKS) and recognizes when a student needs additional help or intervention to bring the student’s performance up to grade level. 

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Competency 013 (Assessment of Developing Literacy):D.Knows the state content and performance standards for reading, writing, listening and speaking that constitute the Texas Essential Knowledge and Skills (TEKS) and recognizes when a student needs additional help or intervention to bring the student’s performance up to grade level. 

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Competency 013 (Assessment of Developing Literacy):C.Analyzes students’ reading and writing performance and uses the information as a basis for instruction. 

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Competency 013 (Assessment of Developing Literacy):C.Analyzes students’ reading and writing performance and uses the information as a basis for instruction. 

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Competency 013 (Assessment of Developing Literacy):H.Knows how to select, administer and use results from informal and formal assessments of literacy acquisition. 

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Competency 013 (Assessment of Developing Literacy):H.Knows how to select, administer and use results from informal and formal assessments of literacy acquisition. 

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Competency 013 (Assessment of Developing Literacy):B.Knows the characteristics of informal and formal reading comprehension assessments (e.g., criterion-referenced state tests, curriculum-based reading assessments, informal reading inventories, norm-referenced tests). 

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Competency 013 (Assessment of Developing Literacy):B.Knows the characteristics of informal and formal reading comprehension assessments (e.g., criterion-referenced state tests, curriculum-based reading assessments, informal reading inventories, norm-referenced tests). 

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Competency 013 (Assessment of Developing Literacy):A.Knows how to select and administer formative and summative assessments and use results to measure literacy acquisition (e.g., alphabetic skills, literacy development, word analysis and word identification skills, fluency, compre-hension, writing conventions, written communications, visual images, study skills) and address individual students’ needs identified in informal and formal assessments

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Competency 013 (Assessment of Developing Literacy):A.Knows how to select and administer formative and summative assessments and use results to measure literacy acquisition (e.g., alphabetic skills, literacy development, word analysis and word identification skills, fluency, compre-hension, writing conventions, written communications, visual images, study skills) and address individual students’ needs identified in informal and formal assessments

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Competency 012 (Viewing and Representing):I.Provides students with opportunities to use technology for producing various types of communications (e.g., class newspapers, multimedia reports, video reports) and helps students analyze how language, medium and presentation contribute to the message. 

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Competency 012 (Viewing and Representing):I.Provides students with opportunities to use technology for producing various types of communications (e.g., class newspapers, multimedia reports, video reports) and helps students analyze how language, medium and presentation contribute to the message. 

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Competency 012 (Viewing and Representing):J.Understands how to foster collaboration with families and with other professionals to promote students’ development of media literacy. 

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Competency 012 (Viewing and Representing):J.Understands how to foster collaboration with families and with other professionals to promote students’ development of media literacy. 

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Competency 012 (Viewing and Representing):H.Teaches students how to select, organize and produce visuals to complement and extend meanings. 

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Competency 012 (Viewing and Representing):H.Teaches students how to select, organize and produce visuals to complement and extend meanings. 

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Competency 012 (Viewing and Representing):G.Knows steps and procedures for teaching students to produce visual images and messages with various meanings to communicate with others. 

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Competency 012 (Viewing and Representing):G.Knows steps and procedures for teaching students to produce visual images and messages with various meanings to communicate with others. 

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Competency 012 (Viewing and Representing):F.Provides students with opportunities to interpret events and ideas based on information from maps, charts, graphics, video segments and technology presentations and to use media to compare ideas and points of view. 

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Competency 012 (Viewing and Representing):F.Provides students with opportunities to interpret events and ideas based on information from maps, charts, graphics, video segments and technology presentations and to use media to compare ideas and points of view. 

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Competency 012 (Viewing and Representing):E.Knows how to teach students to analyze visual image makers’ choices  (e.g., style, elements, media) and evaluate how those choices help represent or extend meaning. 

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Competency 012 (Viewing and Representing):E.Knows how to teach students to analyze visual image makers’ choices  (e.g., style, elements, media) and evaluate how those choices help represent or extend meaning. 

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Competency 012 (Viewing and Representing):D.Teaches students to evaluate how visual image makers (e.g., illustrators, documentary filmmakers, political cartoonists, news photographers) represent messages and meanings and provides students with opportunities to interpret and evaluate visual images in various media. 

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Competency 012 (Viewing and Representing):D.Teaches students to evaluate how visual image makers (e.g., illustrators, documentary filmmakers, political cartoonists, news photographers) represent messages and meanings and provides students with opportunities to interpret and evaluate visual images in various media. 

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Competency 012 (Viewing and Representing):C.Teaches students to compare and contrast print, visual and electronic media, including the level of formality of each (e.g., email, Web-based news article, blogs). 

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Competency 012 (Viewing and Representing):C.Teaches students to compare and contrast print, visual and electronic media, including the level of formality of each (e.g., email, Web-based news article, blogs). 

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Competency 012 (Viewing and Representing):B.Understands and teaches the characteristics and functions of different types of media (e.g., film, print) and knows how different types of media influence and inform. 

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Competency 012 (Viewing and Representing):B.Understands and teaches the characteristics and functions of different types of media (e.g., film, print) and knows how different types of media influence and inform. 

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Competency 012 (Viewing and Representing):A.Knows grade-level expectations for viewing and representing visual images and messages as described in the Texas Essential Knowledge and Skills (TEKS). 

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Competency 012 (Viewing and Representing):A.Knows grade-level expectations for viewing and representing visual images and messages as described in the Texas Essential Knowledge and Skills (TEKS). 

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Competency 011 (Written Communication):I.Understands how to foster collaboration with families and with other professionals to promote students’ development of writing skills. 

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Competency 011 (Written Communication):I.Understands how to foster collaboration with families and with other professionals to promote students’ development of writing skills. 

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Competency 011 (Written Communication):H.Knows grade-level expectations in the Texas Essential Knowledge and Skills (TEKS). 

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Competency 011 (Written Communication):H.Knows grade-level expectations in the Texas Essential Knowledge and Skills (TEKS). 

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Competency 011 (Written Communication):G.Teaches students to use appropriate conventions to support ideas in writing and to use an appropriate form of documentation to acknowledge sources (e.g. quotations, bibliographical information, differentiation between paraphrasing and plagiarism). 

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Competency 011 (Written Communication):G.Teaches students to use appropriate conventions to support ideas in writing and to use an appropriate form of documentation to acknowledge sources (e.g. quotations, bibliographical information, differentiation between paraphrasing and plagiarism). 

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Competency 011 (Written Communication):F.Understands writing for a variety of audiences, purposes and settings and provides students with opportunities to write for various audiences, purposes and settings and in various voices and styles. 

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Competency 011 (Written Communication):F.Understands writing for a variety of audiences, purposes and settings and provides students with opportunities to write for various audiences, purposes and settings and in various voices and styles. 

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Competency 011 (Written Communication):E.Understands the benefits of technology for teaching basic writing skills and writing for publication and provides instruction in the use of technology to facilitate written communication. 

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Competency 011 (Written Communication):E.Understands the benefits of technology for teaching basic writing skills and writing for publication and provides instruction in the use of technology to facilitate written communication. 

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Competency 011 (Written Communication):D.Understands differences between first-draft writing and writing for publication and provides instruction in various stages of writing, including prewriting, drafting, revising (including both self-revision and peer revision) and editing. 

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Competency 011 (Written Communication):D.Understands differences between first-draft writing and writing for publication and provides instruction in various stages of writing, including prewriting, drafting, revising (including both self-revision and peer revision) and editing. 

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Competency 011 (Written Communication):C.Monitors students’ writing development and provides motivational instruction that addresses individual students’ needs, strengths and interests. 

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Competency 011 (Written Communication):C.Monitors students’ writing development and provides motivational instruction that addresses individual students’ needs, strengths and interests. 

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Competency 011 (Written Communication):B.Knows how to promote students’ development of an extensive reading and writing vocabulary by providing students with many opportunities to read and write. 

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Competency 011 (Written Communication):B.Knows how to promote students’ development of an extensive reading and writing vocabulary by providing students with many opportunities to read and write. 

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Competency 011 (Written Communication):A.Teaches purposeful, meaningful writing in connection with listening, reading and speaking. 

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Competency 011 (Written Communication):A.Teaches purposeful, meaningful writing in connection with listening, reading and speaking. 

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Competency 010 (Writing Conventions):I.Selects and uses instructional strategies, materials and activities to teach correct pencil grip. 

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Competency 010 (Writing Conventions):I.Selects and uses instructional strategies, materials and activities to teach correct pencil grip. 

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Competency 010 (Writing Conventions):H.Knows writing conventions and appropriate grammar and usage and provides students with direct instruction and guided practice in those areas. 

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Competency 010 (Writing Conventions):H.Knows writing conventions and appropriate grammar and usage and provides students with direct instruction and guided practice in those areas. 

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Competency 010 (Writing Conventions):G.Recognizes the similarities and differences between spoken and written English (e.g., syntax, vocabulary choice, audience) and uses instructional strategies to help students apply English writing conventions and enhance their own writing.  

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Competency 010 (Writing Conventions):G.Recognizes the similarities and differences between spoken and written English (e.g., syntax, vocabulary choice, audience) and uses instructional strategies to help students apply English writing conventions and enhance their own writing.  

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Competency 010 (Writing Conventions):F.Selects and uses instructional strategies, materials and activities to help students use English writing conventions (e.g., grammar, capitalization, punctuation) in connected discourse. 

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Competency 010 (Writing Conventions):F.Selects and uses instructional strategies, materials and activities to help students use English writing conventions (e.g., grammar, capitalization, punctuation) in connected discourse. 

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Competency 010 (Writing Conventions):C.Understands the stages of spelling development (precommunicative writing in which the student understands the function of writing but cannot make the forms, prephonemic, phonemic, transitional and conventional) and knows how and when to support students’ development from one stage to the next. 

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Competency 010 (Writing Conventions):C.Understands the stages of spelling development (precommunicative writing in which the student understands the function of writing but cannot make the forms, prephonemic, phonemic, transitional and conventional) and knows how and when to support students’ development from one stage to the next. 

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Competency 010 (Writing Conventions):D.Provides spelling instruction and gives students opportunities to use and develop spelling skills in the context of meaningful written expression (e.g., single syllable homophones, commonly used homophones, commonly confused terms, simple and complex contractions). 

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Competency 010 (Writing Conventions):D.Provides spelling instruction and gives students opportunities to use and develop spelling skills in the context of meaningful written expression (e.g., single syllable homophones, commonly used homophones, commonly confused terms, simple and complex contractions). 

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Competency 010 (Writing Conventions):B.Understands the relationship between spelling and phonological and alphabetic awareness and understands the role of conventional spelling in success in reading and writing. 

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Competency 010 (Writing Conventions):B.Understands the relationship between spelling and phonological and alphabetic awareness and understands the role of conventional spelling in success in reading and writing. 

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Competency 010 (Writing Conventions):E.Selects and uses instructional strategies, materials and hands-on activities for developing fine motor skills necessary for writing, according to grade-level expectations in the Texas Essential Knowledge and Skills (TEKS). 

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Competency 010 (Writing Conventions):E.Selects and uses instructional strategies, materials and hands-on activities for developing fine motor skills necessary for writing, according to grade-level expectations in the Texas Essential Knowledge and Skills (TEKS). 

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Competency 010 (Writing Conventions):A.Understands that many students go through predictable stages in acquiring writing conventions (e.g., physical and cognitive processes involved in scribbling, recognition of environmental print, mock letters, letter formation, word writing, sentence construction, spelling, punctuation, grammatical expression), and individual students vary in their rates of development of those conventions 

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Competency 010 (Writing Conventions):A.Understands that many students go through predictable stages in acquiring writing conventions (e.g., physical and cognitive processes involved in scribbling, recognition of environmental print, mock letters, letter formation, word writing, sentence construction, spelling, punctuation, grammatical expression), and individual students vary in their rates of development of those conventions 

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Competency 009 (Reading, Inquiry and Research):F.Provides instruction to develop a topic sentence, summarize findings and use evidence to support conclusions. 

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Competency 009 (Reading, Inquiry and Research):F.Provides instruction to develop a topic sentence, summarize findings and use evidence to support conclusions. 

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Competency 009 (Reading, Inquiry and Research):G.Understands how to foster collaboration with peers, families and with other professionals to promote all students’ ability to develop effective research and comprehension skills in the content areas. 

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Competency 009 (Reading, Inquiry and Research):G.Understands how to foster collaboration with peers, families and with other professionals to promote all students’ ability to develop effective research and comprehension skills in the content areas. 

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Competency 009 (Reading, Inquiry and Research):E.Knows grade-level expectations for study and inquiry skills in the Texas Essential Knowledge and Skills (TEKS) (e.g., in kindergarten, use pictures in conjunction with writing to document research; in fifth–sixth grades, refine research through use of secondary questions). 

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Competency 009 (Reading, Inquiry and Research):E.Knows grade-level expectations for study and inquiry skills in the Texas Essential Knowledge and Skills (TEKS) (e.g., in kindergarten, use pictures in conjunction with writing to document research; in fifth–sixth grades, refine research through use of secondary questions). 

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Competency 009 (Reading, Inquiry and Research):D.Selects and uses instructional strategies to help students understand study and inquiry skills across the curriculum (e.g., brainstorming; generating questions and topics; using text organizers; taking notes; outlining; drawing conclusions; applying critical-thinking skills; previewing; setting purposes for reading; locating, organizing, evaluating and communicating information; summarizing information; selecting relevant sources of information; using multiple sources of information; recognizing identifying features of sources, including primary and secondary sources; interpreting and using graphic sources of information) and knows the significance of organizing information from multiple sources for student learning and achievement. 

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Competency 009 (Reading, Inquiry and Research):D.Selects and uses instructional strategies to help students understand study and inquiry skills across the curriculum (e.g., brainstorming; generating questions and topics; using text organizers; taking notes; outlining; drawing conclusions; applying critical-thinking skills; previewing; setting purposes for reading; locating, organizing, evaluating and communicating information; summarizing information; selecting relevant sources of information; using multiple sources of information; recognizing identifying features of sources, including primary and secondary sources; interpreting and using graphic sources of information) and knows the significance of organizing information from multiple sources for student learning and achievement. 

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Competency 009 (Reading, Inquiry and Research):C.Selects and uses instructional strategies to teach students to interpret information presented in various formats (e.g., maps, tables, graphs) and how to locate, retrieve and record information from technologies, print resources and experts. 

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Competency 009 (Reading, Inquiry and Research):C.Selects and uses instructional strategies to teach students to interpret information presented in various formats (e.g., maps, tables, graphs) and how to locate, retrieve and record information from technologies, print resources and experts. 

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Competency 009 (Reading, Inquiry and Research):B.Selects and uses instructional strategies to help students comprehend abstract content and ideas in written materials (e.g., manipulatives, examples, graphic organizers). 

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Competency 009 (Reading, Inquiry and Research):B.Selects and uses instructional strategies to help students comprehend abstract content and ideas in written materials (e.g., manipulatives, examples, graphic organizers). 

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Competency 009 (Reading, Inquiry and Research):A.Teaches students how to develop open-ended research questions and a plan (e.g., timeline) to locate, retrieve and record information from a range of content-area, narrative and expository texts. 

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Competency 009 (Reading, Inquiry and Research):A.Teaches students how to develop open-ended research questions and a plan (e.g., timeline) to locate, retrieve and record information from a range of content-area, narrative and expository texts. 

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Competency 008 (Vocabulary Development):F.Provides multiple opportunities to listen to, read and respond to various types of literature and expository texts to promote students’ vocabulary development. 

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Competency 008 (Vocabulary Development):F.Provides multiple opportunities to listen to, read and respond to various types of literature and expository texts to promote students’ vocabulary development. 

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Competency 008 (Vocabulary Development):E.Understands how to assess and monitor students’ vocabulary knowledge by providing systematic, age-appropriate instruction and reinforcing activities (e.g., morphemic analysis, etymology, use of graphic organizers, contextual analysis, multiple exposures to a word in various contexts). 

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Competency 008 (Vocabulary Development):E.Understands how to assess and monitor students’ vocabulary knowledge by providing systematic, age-appropriate instruction and reinforcing activities (e.g., morphemic analysis, etymology, use of graphic organizers, contextual analysis, multiple exposures to a word in various contexts). 

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Competency 008 (Vocabulary Development):D.Recognizes the importance of selecting, teaching and modeling a wide range of general and specialized vocabularies.  

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Competency 008 (Vocabulary Development):D.Recognizes the importance of selecting, teaching and modeling a wide range of general and specialized vocabularies.  

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Competency 008 (Vocabulary Development):B.Knows how to use direct and indirect methods to effectively teach vocabulary, in accordance with the STR. 

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Competency 008 (Vocabulary Development):B.Knows how to use direct and indirect methods to effectively teach vocabulary, in accordance with the STR. 

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Competency 008 (Vocabulary Development):C.Selects and uses a wide range of instructional materials, strategies and opportunities with rich contextual support for vocabulary development, in accordance with the STR (e.g.,  literature, expository texts, content-specific texts, magazines, newspapers, trade books, technology). 

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Competency 008 (Vocabulary Development):C.Selects and uses a wide range of instructional materials, strategies and opportunities with rich contextual support for vocabulary development, in accordance with the STR (e.g.,  literature, expository texts, content-specific texts, magazines, newspapers, trade books, technology). 

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Competency 008 (Vocabulary Development):A.Knows how to provide explicit, systematic instruction and reinforcing activities to help students increase their vocabulary, in accordance with the STR. 

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Competency 008 (Vocabulary Development):A.Knows how to provide explicit, systematic instruction and reinforcing activities to help students increase their vocabulary, in accordance with the STR. 

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Competency 008 (Vocabulary Development): The teacher knows the importance of vocabulary development and applies that knowledge to teach reading, listening, speaking and writing.

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Competency 008 (Vocabulary Development): The teacher knows the importance of vocabulary development and applies that knowledge to teach reading, listening, speaking and writing.

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Competency 007 (Reading Comprehension and Applications): M.Knows the difference between guided and independent practice in reading and provides students with frequent opportunities for both.

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Competency 007 (Reading Comprehension and Applications): M.Knows the difference between guided and independent practice in reading and provides students with frequent opportunities for both.

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Competency 007 (Reading Comprehension and Applications): N.Understands how to foster collaboration with families and with other professionals to promote all students’ reading comprehension.

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Competency 007 (Reading Comprehension and Applications): N.Understands how to foster collaboration with families and with other professionals to promote all students’ reading comprehension.

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Competency 007 (Reading Comprehension and Applications): L.Understands the continuum of reading comprehension skills in the state standards and grade-level expectations for those skills. 

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Competency 007 (Reading Comprehension and Applications): L.Understands the continuum of reading comprehension skills in the state standards and grade-level expectations for those skills. 

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Competency 007 (Reading Comprehension and Applications):K.Teaches elements of literary analysis, such as story elements and figurative language, and features of various literary genres, including fables, myths, folktales, legends, drama and poetry. 

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Competency 007 (Reading Comprehension and Applications):K.Teaches elements of literary analysis, such as story elements and figurative language, and features of various literary genres, including fables, myths, folktales, legends, drama and poetry. 

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Competency 007 (Reading Comprehension and Applications): J.Selects and uses instructional strategies, materials and activities to guide students’ understanding of their own culture and the cultures of others through reading, in accordance with the STR. 

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Competency 007 (Reading Comprehension and Applications): J.Selects and uses instructional strategies, materials and activities to guide students’ understanding of their own culture and the cultures of others through reading, in accordance with the STR. 

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Competency 007 (Reading Comprehension and Applications): E.Uses various instructional strategies to enhance students’ reading comprehension (e.g., linking text content to students’ lives and prior knowledge, connecting related ideas across different texts, comparing different versions of the same story, explaining the meaning of common idioms, adages and foreign words and phrases in written English, engaging students in guided and independent reading, guiding students to generate questions and apply knowledge of text topics). 

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Competency 007 (Reading Comprehension and Applications): E.Uses various instructional strategies to enhance students’ reading comprehension (e.g., linking text content to students’ lives and prior knowledge, connecting related ideas across different texts, comparing different versions of the same story, explaining the meaning of common idioms, adages and foreign words and phrases in written English, engaging students in guided and independent reading, guiding students to generate questions and apply knowledge of text topics). 

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Competency 007 (Reading Comprehension and Applications): H.Understands metacognitive skills, including self-evaluation and self-monitoring skills, and teaches students to use those skills to enhance their reading comprehension, in accordance with the STR. 

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Competency 007 (Reading Comprehension and Applications): H.Understands metacognitive skills, including self-evaluation and self-monitoring skills, and teaches students to use those skills to enhance their reading comprehension, in accordance with the STR. 

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Competency 007 (Reading Comprehension and Applications): I.Knows how to provide students with direct, explicit instruction and reinforcing activities to promote the use of strategies to improve their reading comprehension (e.g., previewing, self-monitoring, visualizing, recognizing sensory details, re-telling), in accordance with the STR. 

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Competency 007 (Reading Comprehension and Applications): I.Knows how to provide students with direct, explicit instruction and reinforcing activities to promote the use of strategies to improve their reading comprehension (e.g., previewing, self-monitoring, visualizing, recognizing sensory details, re-telling), in accordance with the STR. 

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Competency 007 (Reading Comprehension and Applications): F.Knows and teaches strategies that facilitate comprehension of different types of text (e.g., literary, expository, multistep directions, procedural) before, during and after reading (e.g., previewing, making predictions, questioning, self-monitoring, rereading, mapping, using reading journals, discussing texts). 

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Competency 007 (Reading Comprehension and Applications): F.Knows and teaches strategies that facilitate comprehension of different types of text (e.g., literary, expository, multistep directions, procedural) before, during and after reading (e.g., previewing, making predictions, questioning, self-monitoring, rereading, mapping, using reading journals, discussing texts). 

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Competency 007 (Reading Comprehension and Applications): G.Knows and teaches strategies that facilitate making connections between and across multiple texts (e.g., summarizing and paraphrasing, locating and distinguishing between facts and opinions, and determining whether the text supports or opposes an issue). 

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Competency 007 (Reading Comprehension and Applications): G.Knows and teaches strategies that facilitate making connections between and across multiple texts (e.g., summarizing and paraphrasing, locating and distinguishing between facts and opinions, and determining whether the text supports or opposes an issue). 

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Competency 007 (Reading Comprehension and Applications): D.Provides instruction in comprehension skills that support students’ transition from “learning to read” to “reading to learn” (e.g., recognizing different types of texts, understanding text structure, using textual features such as headings and glossaries, appreciating the different purposes for reading) to become self directed, critical readers. 

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Competency 007 (Reading Comprehension and Applications): D.Provides instruction in comprehension skills that support students’ transition from “learning to read” to “reading to learn” (e.g., recognizing different types of texts, understanding text structure, using textual features such as headings and glossaries, appreciating the different purposes for reading) to become self directed, critical readers. 

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Competency 007 (Reading Comprehension and Applications): C.Understands levels of reading comprehension and knows how to model and teach skills for literal comprehension (e.g., identifying stated main idea, recalling details, identifying point-of-view), inferential comprehension  (e.g., inferring cause-and-effect relationships, moral lessons and themes, making predictions), and evaluative comprehension (e.g., analyzing character development and use of language, detecting faulty reasoning, explaining point of view). 

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Competency 007 (Reading Comprehension and Applications): C.Understands levels of reading comprehension and knows how to model and teach skills for literal comprehension (e.g., identifying stated main idea, recalling details, identifying point-of-view), inferential comprehension  (e.g., inferring cause-and-effect relationships, moral lessons and themes, making predictions), and evaluative comprehension (e.g., analyzing character development and use of language, detecting faulty reasoning, explaining point of view). 

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Competency 007 (Reading Comprehension and Applications): B.Understands factors affecting students’ reading comprehension (e.g., oral language development, word analysis skills, prior knowledge, language background/experience, previous reading experiences, fluency, vocabulary development, ability to monitor understanding, characteristics of specific texts), in accordance with the STR. 

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Competency 007 (Reading Comprehension and Applications): B.Understands factors affecting students’ reading comprehension (e.g., oral language development, word analysis skills, prior knowledge, language background/experience, previous reading experiences, fluency, vocabulary development, ability to monitor understanding, characteristics of specific texts), in accordance with the STR. 

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Competency 007 (Reading Comprehension and Applications): A.Understands reading comprehension as an active process of constructing meaning, in accordance with the STR. 

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Competency 007 (Reading Comprehension and Applications): A.Understands reading comprehension as an active process of constructing meaning, in accordance with the STR. 

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Competency 006 (Fluency Reading): I.Recognizes the interrelationship between reading fluency and the other components of reading, in accordance with the STR.

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Competency 006 (Fluency Reading): I.Recognizes the interrelationship between reading fluency and the other components of reading, in accordance with the STR.

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Competency 006 (Fluency Reading): J.Understands how to foster collaboration with families and with other professionals to promote all students’ reading fluency. 

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Competency 006 (Fluency Reading): J.Understands how to foster collaboration with families and with other professionals to promote all students’ reading fluency. 

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Competency 006 (Fluency Reading): G.Provides students with opportunities to engage in silent reading and extended reading of a wide range of materials, including expository texts and various literary genres. 

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Competency 006 (Fluency Reading): G.Provides students with opportunities to engage in silent reading and extended reading of a wide range of materials, including expository texts and various literary genres. 

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Competency 006 (Fluency Reading): H.Uses strategies to encourage reading for pleasure and lifelong learning

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Competency 006 (Fluency Reading): H.Uses strategies to encourage reading for pleasure and lifelong learning

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Competency 006 (Fluency Reading): F.Knows how to teach students strategies for selecting books for independent reading,  in accordance with the STR. 

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Competency 006 (Fluency Reading): F.Knows how to teach students strategies for selecting books for independent reading,  in accordance with the STR. 

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Competency 006 (Fluency Reading): E.Selects and uses instructional strategies, materials and activities to develop and improve fluency (e.g., reading independent-level materials, reading orally from familiar texts, repeated reading, partner reading, silent reading for increasingly longer periods, self-correction), in accordance with the STR. 

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Competency 006 (Fluency Reading): E.Selects and uses instructional strategies, materials and activities to develop and improve fluency (e.g., reading independent-level materials, reading orally from familiar texts, repeated reading, partner reading, silent reading for increasingly longer periods, self-correction), in accordance with the STR. 

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Competency 006 (Fluency Reading): D.Understands differences in students’ development of word identification skills and reading fluency and knows instructional practices for meeting students’ individual needs in those areas, in accordance with the STR.

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Competency 006 (Fluency Reading): D.Understands differences in students’ development of word identification skills and reading fluency and knows instructional practices for meeting students’ individual needs in those areas, in accordance with the STR.

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Competency 006 (Fluency Reading): C.Understands the connection of word identification skills and reading fluency to reading comprehension. 

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Competency 006 (Fluency Reading): C.Understands the connection of word identification skills and reading fluency to reading comprehension. 

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Competency 006 (Fluency Reading): B.Understands that fluency involves rate, accuracy, prosody and intonation and knows the norms for reading fluency that have been established by the Texas Essential Knowledge and Skills (TEKS) for various age and grade levels, in accordance with the STR. 

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Competency 006 (Fluency Reading): B.Understands that fluency involves rate, accuracy, prosody and intonation and knows the norms for reading fluency that have been established by the Texas Essential Knowledge and Skills (TEKS) for various age and grade levels, in accordance with the STR. 

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Competency 006 (Fluency Reading): A.Knows the relationship between reading fluency and comprehension, in accordance with the STR. 

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Competency 006 (Fluency Reading): A.Knows the relationship between reading fluency and comprehension, in accordance with the STR. 

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Competency 005 (Word Analysis and Identification Skills):G.Understands how to foster collaboration with families and with other professionals to promote all students’ word analysis and decoding skills. 

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Competency 005 (Word Analysis and Identification Skills):G.Understands how to foster collaboration with families and with other professionals to promote all students’ word analysis and decoding skills. 

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Competency 005 (Word Analysis and Identification Skills):E.Knows strategies for decoding increasingly complex words, including  the alphabetic principle, vowel-sound combinations, structural cues  (e.g., morphology-prefixes, suffixes, roots, base words, abbreviations, contractions), and syllable types and for using syntax and semantics to support word identification and confirm word meaning, in accordance with the STR. 

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Competency 005 (Word Analysis and Identification Skills):E.Knows strategies for decoding increasingly complex words, including  the alphabetic principle, vowel-sound combinations, structural cues  (e.g., morphology-prefixes, suffixes, roots, base words, abbreviations, contractions), and syllable types and for using syntax and semantics to support word identification and confirm word meaning, in accordance with the STR. 

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Competency 005 (Word Analysis and Identification Skills):F.Understands the value of using dictionaries, glossaries and other sources to determine the meanings, usage, pronunciations, correct spelling, and derivations of unfamiliar words and teaches students to use those sources. 

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Competency 005 (Word Analysis and Identification Skills):F.Understands the value of using dictionaries, glossaries and other sources to determine the meanings, usage, pronunciations, correct spelling, and derivations of unfamiliar words and teaches students to use those sources. 

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Competency 005 (Word Analysis and Identification Skills):C.Teaches the analysis of phonetically regular words in a simple-to-complex progression (i.e., phonemes, blending onsets and rimes, short vowels/long vowels, consonant blends, other common vowel and consonant patterns, syllable types), in accordance with the STR. 

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Competency 005 (Word Analysis and Identification Skills):C.Teaches the analysis of phonetically regular words in a simple-to-complex progression (i.e., phonemes, blending onsets and rimes, short vowels/long vowels, consonant blends, other common vowel and consonant patterns, syllable types), in accordance with the STR. 

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Competency 005 (Word Analysis and Identification Skills):D.Selects and uses instructional strategies, materials, activities and models to teach students to recognize high-frequency words, to promote students’ ability to decode increasingly complex words and to enhance word identification skills of students reading at varying levels. 

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Competency 005 (Word Analysis and Identification Skills):D.Selects and uses instructional strategies, materials, activities and models to teach students to recognize high-frequency words, to promote students’ ability to decode increasingly complex words and to enhance word identification skills of students reading at varying levels. 

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Competency 005 (Word Analysis and Identification Skills):B.Understands the importance of word recognition skills (e.g., letter-sound correspondences, decoding, blending, structural analysis, sight word vocabulary, contextual analysis) for reading comprehension and knows a variety of strategies for helping students develop and apply word analysis skills, including identifying, categorizing and using common synonyms, antonyms, homographs, homophones and analogies. 

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Competency 005 (Word Analysis and Identification Skills):B.Understands the importance of word recognition skills (e.g., letter-sound correspondences, decoding, blending, structural analysis, sight word vocabulary, contextual analysis) for reading comprehension and knows a variety of strategies for helping students develop and apply word analysis skills, including identifying, categorizing and using common synonyms, antonyms, homographs, homophones and analogies. 

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Competency 005 (Word Analysis and Identification Skills):A.Understands that while many students develop word analysis and decoding skills in a predictable sequence, individual variations may occur, in accordance with the STR. 

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Competency 005 (Word Analysis and Identification Skills):A.Understands that while many students develop word analysis and decoding skills in a predictable sequence, individual variations may occur, in accordance with the STR. 