Reading Teacher (Grades K–12) Subtest 2
Subarea
I:1: Foundational Literacy Skills and Fluency Development
0009
Understand the development of emergent literacy skills, including phonological and phonemic awareness, book-handling skills and concepts of print, and alphabetic knowledge and skills, and strategies for addressing students' needs in these areas.
- demonstrating knowledge of phonological awareness and research-based, explicit instruction in phonological awareness skills (e.g., detecting and identifying individual words in a sentence or string of words, syllables within words, rhyming words, onset/rime)
- demonstrating knowledge of phonemic awareness and research-based, explicit instruction in phonemic awareness skills (e.g., understanding that words are made up of separate phonemes; distinguishing initial, medial, and final phonemes; orally blending, segmenting, deleting, and substituting phonemes)
- demonstrating knowledge of and explicit strategies for promoting students' development of book-handling skills and basic concepts of print, including understanding the directionality of print and that print conveys meaning
- 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
- applying knowledge of the alphabetic principle and the nature of letter-sound relationships and research-based, explicit instruction in letter-sound correspondence, including understanding the role of invented (i.e., phonetic) spelling in learning letter-sound relationships
- applying knowledge of research-based, explicit instructional strategies and interventions for addressing the assessed needs of individual students (e.g., English learners [ELsE L s], speakers of dialects other than standard American English, students with reading disabilities, students who are experiencing difficulty through students who are highly proficient) related to phonological and phonemic awareness, book-handling skills and concepts of print, letter recognition and formation, the alphabetic principle, and letter-sound correspondence, including incorporating multisensory practice through tracing and writing
0010
Understand the development of phonics and other word identification skills, including related spelling skills, and strategies for addressing students' needs in these areas.
- demonstrating knowledge of basic concepts related to beginning reading development (e.g., relationships between beginning stages of reading, writing, and spelling; reciprocity between decoding and encoding)
- demonstrating knowledge of basic terminology used to describe common letter combinations and/or letter-sound relationships in English (e.g., consonant digraphs, consonant blends, vowel digraphs, diphthongs, r- and l-controlled vowels)
- applying knowledge of research-based, systematic phonics instruction to promote students' accurate decoding and spelling of regular words of increasing linguistic complexity (e.g., VC, CVC, CVCC, CCVC, CVVC, CVCe through CCCVCCC)
- applying knowledge of common spelling patterns (i.e., word families) to promote students' accurate spelling and recognition of words that contain a common rime (e.g., -at, -ight, -ump)
- applying knowledge of research-based, explicit instruction in sight words, common inflectional morphemes (e.g., -ed, -er, -est, -ing, -s), and related orthographic guidelines (e.g., doubling the final consonant, dropping or keeping a silent -e, changing 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 prefixes and suffixes, and compound words); and orthographic patterns based on etymology (e.g., phys-, psych-) to promote students' accurate decoding and spelling of multisyllable words
- applying knowledge of research-based, explicit instructional strategies and interventions for addressing the assessed 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) related to phonics and other word identification skills, including related spelling skills
0011
Understand the development of fluency and strategies for addressing students' needs in this area.
- demonstrating knowledge of the role of fluency in reading comprehension, key indicators of reading fluency (i.e., accuracy, rate, and prosody), and the role of automaticity in fluency development
- applying knowledge of research-based, explicit instruction (e.g., echo reading, choral reading, repeated reading, readers theatre) to promote students' development of automaticity and fluency
- demonstrating understanding of the relationship between oral and silent reading, including when and how to promote fluency with respect to oral and silent reading
- demonstrating knowledge of common factors that disrupt fluency (e.g., lack of automaticity, 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 instructional strategies, approaches, and practices for addressing these factors
- applying knowledge of research-based, explicit instructional strategies and interventions for addressing the assessed 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) related to fluency
View Cart