Early Childhood Education (Birth to Grade 3) Subtest 1
Subarea I.1. Language and Literacy
0001
Understand oral language foundations of literacy development in English, including phonological and phonemic awareness.
- demonstrating knowledge of the interdependent nature of reading, writing, listening, and speaking; and knowledge of strategies for promoting infants', toddlers', and preprimary- and school-age children's oral language development (e.g., receptive and expressive oral vocabulary, listening comprehension skills) to support their literacy development
- applying knowledge of strategies for promoting literacy in the home, including providing encouragement to and support for parents or guardians to read to their children, in English or in the home languages of English language learners
- demonstrating knowledge of how to use children's interests, reading abilities, and backgrounds as foundations for the reading program (e.g., by encouraging children's use and construction of literacy skills through incorporating their interests and providing them with authentic reasons to read and write)
- demonstrating knowledge of phonological awareness and explicit, research-based instruction in phonological awareness skills (e.g., detecting and identifying the boundaries of words; syllables; onset/rime)
- demonstrating knowledge of phonemic awareness and explicit, research-based, systematic instruction in phonemic awareness skills (e.g., recognizing that words are made up of separate phonemes; distinguishing initial, medial, and final phonemes; orally blending, segmenting, deleting, and substituting phonemes)
- applying knowledge of the use of appropriate materials (e.g., materials that match reading levels, interests, cultural and linguistic backgrounds) and effective, engaging oral language and writing activities to 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 knowledge of how to interpret and use the results of such assessments to plan effective instruction in these areas
- applying knowledge of strategies (e.g., differentiated instruction, interventions, enrichment) to address the assessed needs of individual students (e.g., English language learners, struggling readers through highly proficient readers) in oral language, phonological awareness, and phonemic awareness
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 explicit, research-based instruction in letter recognition and letter formation
- demonstrating knowledge of the alphabetic principle and the nature of letter-sound relationships in English and explicit, research-based instruction in letter-sound correspondence
- applying knowledge of the use of appropriate materials and effective, engaging oral language and writing activities and multisensory techniques to 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 (including automaticity of letter-sound correspondences) and knowledge of how to interpret and use the results of such assessments to plan effective instruction in these areas
- applying knowledge of strategies (e.g., differentiated instruction, interventions, enrichment) to address the assessed needs of individual students (e.g., ELs, students with disabilities, students who are gifted and talented) in concepts of print, letter recognition, letter formation, and letter-sound correspondence
- demonstrating knowledge of basic ways in which the writing systems of other languages may differ from English and the importance of helping ELs transfer literacy skills from their home language to English
0003
Understand the development of phonics and other word-identification strategies, 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 knowledge of strategies for communicating with children's parents/guardians/caregivers about concepts of language and literacy development and age-appropriate learning materials
- demonstrating knowledge of basic terminology used to describe common letter combinations and/or letter-sound relationships in English (e.g., single vowels, single consonants, consonant digraphs, consonant blends, vowel digraphs, diphthongs, r-controlled and l-controlled vowels)
- applying knowledge of research-based, systematic phonics instruction at beginning stages of literacy development to promote students' accurate decoding and spelling of regular words of increasing complexity (e.g., VC, CVC, CVCC, CCVC, CVVC, CVCe)
- applying knowledge of research-based, systematic instruction in sight words, common inflectional morphemes (e.g., -ed, -er, -est, -ing, -s), and orthographic guidelines (e.g., when to change y to i) to promote students' accurate decoding and spelling of irregular and/or inflected words
- applying knowledge of research-based, explicit instruction in syllable patterns (e.g., open, closed), syllabication rules and guidelines (e.g., VC/CV, V/CV), and structural analysis skills (e.g., recognizing word roots, derivational affixes, and compound words) to promote students' accurate decoding and spelling of multisyllable words
- demonstrating knowledge of the key indicators of reading fluency (i.e., accuracy, rate, and prosody), common factors that disrupt fluency (e.g., weak decoding skills, lack of automatic word recognition, gaps in vocabulary or syntactic knowledge), and research-based, explicit instruction to promote fluency
- applying knowledge of the use of appropriate texts (e.g., decodable texts for students whose decoding is not automatic) and effective, engaging reading and writing activities to reinforce students' phonics and other word-identification strategies, spelling, and fluency
- demonstrating knowledge of formal and informal methods for assessing students' development in phonics and other word-identification strategies, spelling, and fluency; and knowledge of how to interpret and use the results of such assessments to plan effective instruction in these areas
- applying knowledge of strategies (e.g., differentiated instruction, interventions, enrichment) to address the assessed needs of individual students (e.g., ELs, students with disabilities, students who are gifted and talented) in phonics and other word-identification strategies, spelling, and fluency
0004
Understand vocabulary development and reading comprehension.
- demonstrating knowledge of different levels of reading comprehension (i.e., literal, inferential, and evaluative), how proficient readers read, and key factors that affect reading comprehension (e.g., automatic decoding, fluency, vocabulary knowledge, knowledge of academic language structures, background knowledge, use of comprehension strategies)
- demonstrating knowledge 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, research-based vocabulary instruction (e.g., explicitly teaching words and their meanings, word-learning strategies such as structural analysis [including teaching the meanings of specific affixes and roots], and strategies for verifying the meaning and pronunciation of unfamiliar or multiple-meaning words; promoting word consciousness and a love of words; 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 comprehension strategies (e.g., prediction, prior knowledge, monitoring, think-aloud, 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 and effective, engaging oral language, reading, and writing activities to reinforce students' vocabulary development; to facilitate their comprehension and analysis of texts before, during, and after reading; and to reinforce their development and use of comprehension strategies
- demonstrating knowledge of the role of independent reading in literacy development and of implicit and explicit strategies for promoting students' extensive independent reading (e.g., making available a variety of reading materials, guiding students in selecting independent reading materials, providing daily opportunities for self-selected reading, sharing what is read, reading aloud regularly) to consolidate their reading competence and promote personal growth and lifelong learning
- demonstrating knowledge of formal and informal methods for assessing students' development in vocabulary and reading comprehension and for determining students' independent, instructional, and frustration reading levels; and demonstrating knowledge of how to interpret and use the results of these assessments to plan effective vocabulary and reading comprehension instruction and to guide students' independent reading
0005
Understand different types of texts and strategies for reading them.
- demonstrating knowledge of children's literature representing a variety of genres, including key characteristics and elements of literary/narrative texts (e.g., story elements such as character and plot, poetic elements such as rhythm and rhyme, stylistic elements such as similes and metaphors); and demonstrating knowledge of explicit instruction in key features, genres, and elements of grade-level-appropriate literary/narrative texts
- applying knowledge of explicit instruction in literary response and analysis skills (e.g., using details from a text to support responses, analyzing story elements, interpreting figurative language, recognizing that texts can reflect diverse cultural perspectives)
- applying knowledge of the use of appropriate texts from a range of genres, eras, perspectives, and cultures and the use of effective, engaging oral language, reading, and writing activities to reinforce students' comprehension of literary/narrative texts and their development in literary response and analysis
- demonstrating knowledge of key features of different types of informational texts and the use of appropriate texts and effective, engaging oral language, reading, and writing activities to promote students' emerging ability to comprehend informational texts and read for different purposes
- demonstrating knowledge of formal and informal methods for assessing students' understanding and analysis of literary and informational texts and knowledge of how to interpret and use the results of such assessments to plan effective instruction in literary response and analysis and content-area literacy skills
- applying knowledge of strategies (e.g., differentiated instruction, interventions, enrichment) to address the assessed needs of individual students (e.g., ELs, students with disabilities, students who are gifted and talented) in literary response and analysis and content-area literacy skills
0006
Understand English language conventions and structures, academic language development, and the development of writing.
- demonstrating basic knowledge of English conventions and the structure of the English language (i.e., sentence structure, grammar, punctuation, capitalization, spelling, syntax, and semantics) and knowledge of strategies for helping students understand similarities and differences between language structures used in spoken English and those used in written English
- applying knowledge of strategies for helping students interpret and apply vocabulary and English grammar and language conventions in authentic reading, writing, listening, and speaking contexts
- applying knowledge of strategies for developing students' ability to use visual and written language to communicate with a variety of audiences for different purposes
- demonstrating knowledge of how to provide explicit instruction and guided practice in written-language structures using a range of approaches and activities to develop students' facility in comprehending and using academic language and in reading and writing across the curriculum
- demonstrating knowledge of formal and informal methods for assessing students' development of written language and the use of written English language conventions and structures and knowledge of how to interpret such assessments to plan writing instruction
- applying knowledge of strategies (e.g., differentiated instruction, interventions, enrichment) to address the assessed needs of individual students (e.g., ELs, students with disabilities, students who are gifted and talented) in the development of written language
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