Standard Elements TPE Element(s)

Introduction and Overarching Concepts 7.1 - 7.4

7a. Foundational Skills       7.5

• Print concepts, including letters of the alphabet.

• Phonological awareness, including phonemic awareness.

• Phonics, spelling, and word recognition, including letter-sound, spelling-sound, and sound symbol correspondences.

• Decoding and encoding, including morphological awareness.

• Text reading fluency, including accuracy, prosody, and rate.

• Instruction that is structured and organized as well as direct, systematic, and explicit.

• Connected, decodable text.

• Provide instruction in text reading fluency that emphasizes spelling and syllable patterns, semantics, morphology, and syntax.

• Advance students' progress in the elements of foundational skills, language, and cognitive skills that support them as they read and write increasingly complex disciplinary texts with comprehension and effective expression.

7b. Meaning Making 7.6

• Prior knowledge, complex texts, questioning, discussion, literal and inferential comprehension, higher-order skills across the disciplines.

• Reading, listening, speaking, writing, and viewing closely to draw evidence, ask and answer questions, support analysis.

7c. Language Development 7.7

• Oral and written language development, vocabulary knowledge and use, grammatical structures, discourse-level understandings.

• Oral and written language development, vocabulary knowledge and use, grammatical structures, discourse-level understandings.

• Environments that foster oral and written language development, discipline-specific academic language.

• Creation of diverse texts (oral, digital, multimedia).

• Leveraging linguistic repertoires, home languages and dialects, encouraging translanguaging.

7d. Effective Expression 7.8

• Development of effective expression as students write, discuss, present, and use language conventions.  Range of frequent formal and informal collaborative discussions, for various purposes, audiences, and contexts.

• Planning, developing, providing feedback to peers, revising, editing, producing writing and oral presentations in various genres.

• Keyboarding, technology, and multimedia.  Fluency in spelling and handwriting.

• Explicit teaching of letter formation/printing and conventions (capitalization and punctuation) to young children.

7.e. Content Knowledge 7.9

• Content knowledge, which includes literary, cultural, and discipline specific knowledge.

• Integration of literacy across disciplines and the reciprocal relationships among the development of academic language(s), literacy, and content knowledge. 

• The importance of full access to content instruction—including through printed and digital texts and multimedia, discussions, experimentation, and hands-on explorations—for all students. 

• Providing support based on students’ language proficiency levels or learning differences and addresses inclusive practices and co-teaching models.

• Promote digital literacy and the use of educational technology, including the ability to find, evaluate, use, share, analyze, create, and communicate digital resources safely and responsibly, and to foster digital citizenship

7f. Students with Disabilities 7.10

• Progress monitoring - Formative assessment practices, ongoing monitoring, diagnostic techniques. 

• Screening - Determine literacy profiles and potential risk of reading and writing difficulties, including dyslexia.

• English-learner students - Assess and interpret results appropriately. 

• Intervention (if indicated) - Collaborate with families/guardians and other professionals for comprehensive assessment in English and home language; provide supplemental support; and initiate referrals for intensified support. 

7g. Integrated and Designated ELD 7.11

•  ELD should be integrated into ELA and all other content instruction and build on students’ cultural and linguistic assets, including their home languages and dialects.

• Comprehensive ELD includes both integrated and designated ELD and is part of Tier 1 instruction.

• Design instruction that is appropriate for English learner students’ literacy profiles, levels of English language proficiency, and prior educational experiences. 

• Learn to use the ELD standards as the focus of instruction in ways that support content area instruction, building into and from specific topics of study.