High-Quality Practice Opportunities and Field-Based Experiences

The structure of the Early Literacy Program Approval Criteria are organized into the following practice levels: Introduction, Practice, and Demonstrate.

Level of Practice	Expectations for Candidates
Introduction	Candidates show understanding through coursework and/or in field-based experiences
Practice	Candidates have opportunities to practice, to be observed, and to receive feedback through coursework and/or in field-based experiences Note: Practice can happen in coursework through a combination of simulations, rehearsals, role-play; it is not limited to field-based experiences.
Demonstrate	Candidates consistently demonstrate competency through coursework and in field-based experiences as measured by the teacher performance assessment.

Level of Practice

Expectations for Candidates

Introduction

Candidates show understanding through coursework and/or in field-based experiences

Practice

Candidates have opportunities to practice, to be observed, and to receive feedback through coursework and/or in field-based experiences

Note: Practice can happen in coursework through a combination of simulations, rehearsals, role-play; it is not limited to field-based experiences.

Demonstrate

Candidates consistently demonstrate competency through coursework and in field-based experiences as measured by the teacher performance assessment.

The Early Literacy Program Approval Criteria intentionally mirror the structure of the Professional Standards for Teaching, which define the pedagogical and other professional knowledge and skills required of all teachers, as well as the level of practice that candidates should demonstrate by the time they complete their teacher preparation program and are endorsed for licensure.

Resources on this page are intended to support faculty and personnel of Educator Preparation Programs to design and operationalize high-quality opportunities for teacher candidates to practice and master the skills necessary for effective early literacy instruction.

Note: resources marked with an asterisk (*) are cross-posted to other subsites of the Early Literacy in Educator Preparation Resource Hub.

Sample Early Literacy Observation Form Focused on Foundational Skills*>

Sample Early Literacy Observation Form Focused on Engaging with Complex Text *

Early Literacy Look Fors and Instructional Examples — PK–3 *

Early Literacy Look Fors and Instructional Examples — Grades 4–6 *

Co-Teaching Planning Guide for Early Literacy Instruction: Foundational Skills PreK–3 (Moderate Disabilities) *

Co-Teaching Planning Guide for Early Literacy Instruction: Engaging with Complex Text PreK–3 (Moderate Disabilities) *

Co-Teaching Planning Guide for Early Literacy Instruction: Writing PK–3 (Moderate Disabilities) *

Co-Teaching Planning Guide for Early Literacy Instruction: Foundational Skills 4–8 (Moderate Disabilities) *

Co-Teaching Planning Guide for Early Literacy Instruction: Engaging with Complex Text 4–8 (Moderate Disabilities)

Co-Teaching Planning Guide for Early Literacy Instruction: Writing 4–8 (Moderate Disabilities) *