1.1: Understand major theories and empirical research that describe the cognitive,  linguistic, motivational, and sociocultural foundations of reading and writing 
development, processes, and components, including word recognition, language 
comprehension, strategic knowledge, and reading-writing connections.
         

1.2: Understand the role of professional judgment and practical knowledge for improving all students’ reading development and achievement
         

2.1: Use foundational knowledge to design or implement an integrated,  comprehensive, and balanced curriculum. 
2.2: Use appropriate and varied instructional approaches, including those that develop vocabulary, language, and reading-writing connections.
2.3: Use a wide range of texts (e.g., narrative, informational, expository, and 
     poetry) from traditional print, digital, and online resources, taking into consideration the students’ background knowledge and academic ability.
     

3.3: Use assessment information to plan and evaluate instruction. 
     

4.3: Develop and implement strategies to advocate for equity. 5.2: Design a social environment that is low risk and includes choice, motivation, and scaffold support to optimize students’ opportunities for learning to read and write. 

5.3: Use routines to support reading and writing instruction (e.g., time allocation, transitions from one activity to another; discussions, and peer feedback). 
         

6.1: Demonstrate foundational knowledge of adult learning theories and related research about organizational change, professional development, and school 
 culture. 
 6.2: Display positive dispositions related to their own reading and writing and the teaching of reading and writing, and pursue the development of individual professional knowledge and behaviors.