Reading Teacher (Grades K–12) Subtest 1
Subarea
I:1: Foundations of Literacy and Planning Literacy Instruction
0001
Understand literacy theories and research, and child development as it relates to literacy development and instruction.
- understanding the physical, social, emotional, moral, and cognitive development of children, preadolescents, and adolescents as it relates to literacy instruction
- demonstrating knowledge of the progression of reading development (i.e., emergent, beginning, transitional, intermediate, and advanced) and awareness of variations among individual students (e.g., English learners [ELsE L s], speakers of dialects other than standard American English, students with reading disabilities, adolescent learners, students who are experiencing difficulty through students who are highly proficient)
- demonstrating knowledge of literacy theories; applying knowledge of how to translate theories into effective practices; and recognizing how to support a philosophy of literacy instruction with theory and research
- demonstrating knowledge of how to use scientifically based reading research to inform reading instruction at the elementary school, middle school, and high school levels
- demonstrating knowledge of the major theoretical, conceptual, historical, and evidence-based aspects of the sequence of writing development, writing processes, and foundational writing skills; and their relationships with other aspects of literacy
- demonstrating knowledge of theoretical, conceptual, historical, and evidence-based components of language (e.g., speaking, listening, viewing, visually representing); and their relationships with other aspects of literacy
- demonstrating knowledge of foundational theories of providing culturally responsive instruction and promoting equity to diverse learners and how to design and implement instruction that is culturally responsive and acknowledges and values diversity in school and society
0002
Understand principles and best practices related to planning and organizing literacy instruction.
- understanding the principles of standards-based literacy instruction (e.g., alignment of standards, assessment, and instruction)
- identifying a wide range of instructional practices, approaches, and methods to support literacy instruction that addresses the evidence-based needs of a diverse student population (e.g., English learners [ELsE L s], speakers of dialects other than standard American English, students with reading disabilities, adolescent learners, students who are experiencing difficulty through students who are highly proficient)
- demonstrating knowledge of the importance of flexible grouping for literacy instruction, and identifying instructional grouping options (e.g., individual, small group, whole group, differentiated, peer tutoring, computer based) appropriate for different instructional situations and purposes
- applying knowledge of procedures and approaches (e.g., scaffolding, differentiation, intervention, enrichment, remediation) for planning and organizing literacy instruction to support the needs of a diverse student population (e.g., English learners [ELsE L s], speakers of dialects other than standard American English, students with reading disabilities, adolescent learners, students who are experiencing difficulty through students who are highly proficient)
- demonstrating knowledge of the importance of activating and promoting background knowledge and experiences to support students in comprehending and making connections to texts
0003
Understand the use of effective texts, materials, and technological resources to support literacy instruction, including appropriate texts and materials to implement interventions, remediation, and extensions.
- understanding the importance of using a wide range of texts in literacy instruction (e.g., high-quality literature representing various cultures and genres, informational and content-area texts, electronic texts, nonprint materials, high-interest/low-readability texts)
- applying knowledge of how to select and use a wide range of texts, materials, and technological resources for addressing the interests, cognitive levels, reading needs, and cultural and linguistic backgrounds of students; and recognizing appropriate strategies for supporting students and colleagues in the selection of materials
- demonstrating knowledge of and selection criteria for literary and informational texts for the purpose of literacy instruction (e.g., qualitative and quantitative text complexity measures, reader and task variables, students' assessed reading levels)
- applying knowledge of various instructional and informational technologies and electronic resources to support literacy instruction
- applying knowledge of appropriate texts and materials for supporting instruction, interventions, remediation, and extensions in key areas of reading (e.g., decodable texts to reinforce phonics skills; independent-level texts to promote automaticity, increase reading rate, support prosodic reading, and/or build confidence; informational texts to develop academic language, vocabulary, and background knowledge)
- applying knowledge of methods for selecting and adapting literacy resources and technologies that address the needs of individual students (e.g., English learners [ELsE L s], speakers of dialects other than standard American English, students with reading disabilities, adolescent learners, students who are experiencing difficulty through students who are highly proficient)
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