2016 Minnesota Statutes

122A.06 DEFINITIONS.

Subdivision 1.Scope.

For the purpose of sections 122A.05 to 122A.09, the terms defined in this section have the meanings given them, unless another meaning is clearly indicated.

Subd. 2.Teacher.

"Teacher" means a classroom teacher or other similar professional employee required to hold a license from the Board of Teaching.

Subd. 3.Board.

"Board" means the Board of Teaching.

Subd. 4.Comprehensive, scientifically based reading Next instruction.

(a) "Comprehensive, scientifically based Previous reading Next instruction" includes a program or collection of instructional practices that is based on valid, replicable evidence showing that when these programs or practices are used, students can be expected to achieve, at a minimum, satisfactory Previous reading Next progress. The program or collection of practices must include, at a minimum, effective, balanced instruction in all five areas of Previous reading Next : phonemic awareness, phonics, fluency, vocabulary development, and Previous reading Next comprehension.

Comprehensive, scientifically based Previous reading Next instruction also includes and integrates instructional strategies for continuously assessing, evaluating, and communicating the student's Previous reading Next progress and needs in order to design and implement ongoing interventions so that students of all ages and proficiency levels can read and comprehend text, write, and apply higher level thinking skills. For English learners developing literacy skills, districts are encouraged to use strategies that teach Previous reading Next and writing in the students' native language and English at the same time.

(b) "Fluency" is the ability of students to read text with speed, accuracy, and proper expression.

(c) "Phonemic awareness" is the ability of students to notice, think about, and manipulate individual sounds in spoken syllables and words.

(d) "Phonics" is the understanding that there are systematic and predictable relationships between written letters and spoken words. Phonics instruction is a way of teaching Previous reading Next that stresses learning how letters correspond to sounds and how to apply this knowledge in Previous reading Next and spelling.

(e) " Previous Reading Next comprehension" is an active process that requires intentional thinking during which meaning is constructed through interactions between text and reader. Comprehension skills are taught explicitly by demonstrating, explaining, modeling, and implementing specific cognitive strategies to help beginning readers derive meaning through intentional, problem-solving thinking processes.

(f) "Vocabulary development" is the process of teaching vocabulary both directly and indirectly, with repetition and multiple exposures to vocabulary items. Learning in rich contexts, incidental learning, and use of computer technology enhance the acquiring of vocabulary.

(g) Nothing in this subdivision limits the authority of a school district to select a school's Previous reading program or curriculum.

History:

Ex1967 c 25 s 2; 1973 c 749 s 8; 1975 c 271 s 6; 1976 c 222 s 20,21,27,208; 1980 c 345 s 8; 1980 c 609 art 6 s 26; 1Sp1985 c 12 art 8 s 20; 1998 c 397 art 8 s 101; art 11 s 3; 1Sp2001 c 13 s 2; 1Sp2005 c 5 art 2 s 33; 2009 c 96 art 2 s 14; 2014 c 272 art 1 s 11