Elementary Education (Grades K–6) Subtest 1
Subarea I.1. Reading
0001
Understand oral language foundations of
literacy development in English, including phonological and
phonemic awareness.
- demonstrating knowledge of developmental stages of language,
including interrelationships between oral language development and
literacy development, and applying knowledge of strategies for
promoting students' oral language development (e.g., oral
vocabulary, listening comprehension skills) to support their
literacy development
- demonstrating knowledge of phonological awareness and
research-based, explicit instruction in phonological awareness
skills (e.g., detecting and identifying word boundaries, syllables,
rhyming words, and onset/rime)
- demonstrating knowledge of phonemic awareness and
research-based, explicit instruction in phonemic awareness skills
(e.g., recognizing that words are made up of separate phonemes;
orally blending, segmenting, deleting, and substituting
phonemes)
- applying knowledge of the use of appropriate printed materials;
technological resources; and effective, engaging oral language and
writing activities to motivate and reinforce students' development
in oral language, phonological awareness, and phonemic awareness
and to help them make connections between oral language and reading
and writing
- demonstrating knowledge of formal and informal methods for
assessing students' development in oral language, phonological
awareness, and phonemic awareness and demonstrating the ability to
interpret and use the results of these assessments to plan
effective instruction
- applying knowledge of strategies (e.g., differentiated
instruction, interventions, enrichment) to address the assessed
needs of individual students in oral language, phonological
awareness, and phonemic awareness, including recognizing when
English phonemes differ from those of other languages and need to
be taught explicitly
0002
Understand the development of concepts of
print, letter recognition, letter formation, and letter-sound
correspondence.
- demonstrating knowledge of basic concepts of print and
strategies for promoting students' development of concepts of
print
- demonstrating knowledge of the development of uppercase and
lowercase letter recognition and letter formation skills and
research-based, explicit instruction in letter recognition and
letter formation
- demonstrating knowledge of the alphabetic principle and the
nature of letter-sound relationships in English and research-based,
explicit instruction in letter-sound correspondence
- applying knowledge of the use of appropriate printed materials
and technological resources; effective, engaging oral language and
writing activities; and multisensory techniques to motivate and
reinforce students' development of concepts of print, uppercase and
lowercase letter recognition and formation, and letter-sound
correspondence
- demonstrating knowledge of formal and informal methods for
assessing students' development in concepts of print, letter
recognition, letter formation, and letter-sound correspondence and
demonstrating the ability to interpret and use the results of these
assessments to plan effective instruction
- applying knowledge of strategies (e.g., differentiated
instruction, interventions, enrichment) to address the assessed
needs of individual students in concepts of print, letter
recognition, letter formation, and letter-sound correspondence,
including recognizing basic ways in which the writing systems of
other languages may differ from English and the importance of
helping English learners transfer relevant skills from their home
language to English
0003
Understand the development of phonics and other
word identification skills, spelling, and fluency.
- demonstrating knowledge of basic concepts related to beginning
literacy development (e.g., relationships between beginning stages
of reading, writing, and spelling; reciprocity between decoding and
encoding) and basic terminology used to describe common letter
combinations and/or letter-sound relationships in English
- applying knowledge of research-based, explicit phonics
instruction to promote students' accurate decoding and spelling of
regular words of increasing complexity
- applying knowledge of research-based, explicit instruction in
sight words, common inflectional morphemes (e.g., -ed, -er, -s), and related orthographic guidelines (e.g.,
doubling the final consonant, changing the letter y to i when adding an
inflection) to promote students' accurate decoding and spelling of
irregular and/or inflected words
- applying knowledge of research-based, explicit instruction in
regular, open and closed syllable patterns and syllabication
guidelines; structural analysis skills (e.g., recognizing word
roots, derivational affixes, and compound words); and orthographic
patterns based on etymology to promote students' accurate decoding
and spelling of multisyllable words
- demonstrating knowledge of key indicators of reading fluency
(i.e., accuracy, rate, and prosody); common factors that
disrupt fluency (e.g., weakness in phonics and other word
identification skills, lack of familiarity with academic vocabulary
and/or syntactic structures, limited background knowledge); and
research-based, explicit instruction to promote fluency at all
stages of reading development
- applying knowledge of the use of appropriate texts (e.g.,
printed, media) and effective, engaging reading and writing
activities to motivate and reinforce students' development of
phonics and other word identification skills, spelling, and
fluency
- demonstrating knowledge of formal and informal methods for
assessing students' development in phonics and other word
identification skills, spelling, and fluency and demonstrating the
ability to interpret and use the results of these assessments to
plan effective instruction
- applying knowledge of strategies (e.g., differentiated
instruction, interventions, enrichment) to address the assessed
needs of individual students in phonics and other word
identification skills, spelling, and fluency at all stages of
literacy development, including recognizing basic ways in which the
writing systems of other languages may differ from English and the
importance of helping English learners transfer relevant skills
from their home language to English
0004
Understand vocabulary development.
- demonstrating awareness of the critical role vocabulary plays in reading and the importance of engaging students in early and continual language experiences to promote their vocabulary development
- applying knowledge of components of effective vocabulary instruction (e.g., explicitly teaching words and word-learning strategies, promoting word consciousness, encouraging and supporting wide reading, providing meaningful exposure to and opportunities to use new vocabulary) and criteria for selecting words for vocabulary instruction
- applying knowledge of research-based, explicit instruction in independent strategies for building vocabulary (e.g., analyzing base morphemes and affixes) and for determining the meaning and pronunciation of unfamiliar or multiple-meaning words encountered through listening and reading (e.g., using context, semantic and syntactic clues, reference materials)
- applying knowledge of research-based, explicit instruction in words and their meanings, including the etymology of words (e.g., common Latin and Greek roots), idiomatic expressions, and foreign words and expressions used in English
- applying knowledge of the use of appropriate texts (e.g., printed, media) and effective, engaging oral language, reading, and writing activities to motivate, augment, and reinforce students' development of robust listening, speaking, reading, and writing vocabularies
- demonstrating knowledge of formal and informal methods for assessing students' vocabulary development and demonstrating the ability to interpret and use the results of these assessments to plan effective instruction
- applying knowledge of strategies (e.g., differentiated instruction, interventions, enrichment) to address the assessed needs of individual students in vocabulary development
0005
Understand reading comprehension and the development of comprehension strategies and independent reading.
- demonstrating knowledge of how proficient readers read and the different levels of reading comprehension (i.e., literal, inferential, and evaluative)
- demonstrating knowledge of factors that affect reading comprehension (e.g., automatic decoding, fluency, vocabulary knowledge, knowledge of academic language structures, background knowledge, comprehension strategies, linguistic and organizational complexity of text, motivation/purpose for reading)
- applying knowledge of research-based, explicit instruction in comprehension strategies (e.g., prediction, making connections to prior knowledge, think-aloud, monitoring, using knowledge of text structure, visual representation, mental imagery, summarization, questions/
questioning) that students can use to enhance their own comprehension of texts and promote their independence and self-efficacy as readers
- applying knowledge of the use of appropriate texts (e.g., printed, media) and effective, engaging oral language, reading, and writing activities to facilitate students' comprehension of texts before, during, and after reading and to motivate and reinforce their development of comprehension strategies
- demonstrating knowledge of the role of independent reading in literacy development and explicit strategies for promoting and motivating students' independent and at-home reading to consolidate and reinforce their reading competence and promote their personal growth and lifelong learning (e.g., applying knowledge of students' interests; reading aloud to students; providing access to a variety of reading materials, including materials in students' home languages; encouraging and providing support for parents/guardians to read to their children)
- demonstrating knowledge of formal and informal methods for assessing students' development in reading comprehension and demonstrating the ability to interpret and use the results of these assessments to plan effective instruction
- demonstrating knowledge of strategies for determining students' independent, instructional, and frustration reading levels and for using this information to help select appropriate texts for instruction and guide students' independent reading
- applying knowledge of strategies (e.g., differentiated instruction, interventions, enrichment) to address the assessed needs of individual students in reading comprehension, comprehension strategies, and independent reading, including helping English learners transfer relevant skills from their home language to English
0006
Understand various types of texts and strategies for understanding, analyzing, and responding to them.
- demonstrating knowledge of children's and young adolescents' literature representing a range of genres, eras, perspectives, and cultures, including literature by and about Minnesota American Indians
- demonstrating knowledge of key characteristics and elements of literary texts (e.g., story elements such as character and plot, stylistic elements such as figurative language)
- applying knowledge of explicit instruction in key features, genres, and elements of literary texts to promote students' understanding of these texts
- applying knowledge of explicit instruction in literary response and analysis skills (e.g., using evidence from a text to support responses, analyzing story elements, interpreting figurative language, evaluating tone and mood, recognizing that texts can reflect diverse cultural perspectives)
- demonstrating knowledge of various types of informational and content-area texts, including key textual features (e.g., indexes, headings), graphic features (e.g., maps, charts, diagrams), and organizational structures (e.g., chronological, cause/effect, comparison/contrast, problem/solution) of these texts
- applying knowledge of explicit instruction in key features and organizational structures of informational texts to promote students' understanding of these texts
- applying knowledge of explicit instruction in analysis and response skills for informational texts (e.g., analyzing an author's point of view, evaluating evidence, paraphrasing information, summarizing main ideas)
- applying knowledge of how to trace and evaluate the argument and specific claims in a text, including how to distinguish claims that are supported by reasons and evidence from claims that are not
- applying knowledge of how to determine the meaning of words and phrases as they are used in a literary or informational text, including figurative, connotative, and technical meanings
- applying knowledge of how to compare and contrast one author's presentation of events, including events related to Minnesota American Indians, with that of another author (e.g., a memoir by and a biography about the same person)
- applying knowledge of the use of appropriate texts and effective, engaging oral language, reading, and writing activities to motivate and reinforce students' understanding and analysis of and response to texts
- demonstrating knowledge of how to facilitate and develop students' responses to literature and critical-reading abilities through high-level, interactive discussions about texts
- demonstrating knowledge of formal and informal methods for assessing students' understanding and analysis of and response to literary and informational texts and demonstrating the ability to interpret and use the results of these assessments to plan effective instruction
- applying knowledge of strategies (e.g., differentiated instruction, interventions, enrichment) to address the assessed needs of individual students in literary response and analysis and content-area literacy skills
0007
Understand academic language development, including English language structures and conventions.
- demonstrating basic knowledge of English language structures and conventions (i.e., sentence structure, grammar, punctuation, capitalization, spelling, syntax, and semantics)
- demonstrating knowledge of strategies for enhancing literacy skills by helping students make connections between oral language and reading and writing, including helping them understand similarities and differences between language structures and conventions used in spoken and written English; and applying knowledge of strategies and activities for integrating reading and the communication arts
- demonstrating knowledge of how to provide explicit instruction and guided practice in language structures and conventions using a range of approaches and motivating activities to develop students' facility in comprehending and using academic language in spoken and written English
- demonstrating knowledge of the use of appropriate texts (e.g., printed, media) and effective, engaging oral language, reading, and writing activities to facilitate students' ability to interpret and apply English grammar and language conventions in authentic reading, writing, listening, and speaking contexts
- applying knowledge of strategies for helping students consolidate knowledge of English grammar to improve their reading fluency and comprehension (e.g., by providing frequent opportunities to listen to, read, and reread materials that use academic language)
- demonstrating knowledge of formal and informal methods for assessing students' academic language development and their understanding and use of English language structures and conventions and demonstrating the ability to interpret and use the results of these assessments to plan effective instruction
- applying knowledge of strategies (e.g., differentiated instruction, interventions, enrichment) to address the assessed needs of individual students in academic language development, including recognizing ways in which language structures and written language conventions of other languages may differ from English and the importance of helping English learners transfer language skills from their home language to English
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