1.    The board shall ensure a candidate for teacher licensure who will be certified to be an early childhood or elementary teacher demonstrates competencies in beginning reading instruction based on scientifically and research-based best practices.

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Competencies must include the acquisition of knowledge of the essential components of beginning reading instruction, including:

a.    Phonemic awareness; b.    Phonics; c.    Fluency; d.    Vocabulary; e.    Comprehension; f.    How to assess student reading ability; g.    How to identify and correct reading difficulties; h.    Scientifically based, evidence-based, and research-based curricula; and

i.    The use of systematic direct instruction to ensure all students obtain necessary early reading skills.

2.    A prekindergarten, kindergarten, elementary, and special education initial teacher licensure candidate must provide evidence that the candidate meets the competency standards of the components under subsection 1.

3.    An early childhood and elementary initial teacher licensure candidate must provide evidence that the candidate meets the competency standards of the components under subsection 1.

4.    A teacher licensure candidate satisfies the requirements of this section if the candidate demonstrates the candidate has received training in competencies related to reading instruction from an accredited or approved program, or demonstrates mastery of the topics provided under subsection 1. The board may issue a provisional license for up     to two years to a teacher licensure candidate who does not meet the requirements of this section.