Reading Teacher (Grades K–12) Subtest 2
Subarea II: Vocabulary and Comprehension Development
0012
Understand vocabulary development and strategies for addressing students' needs in this area.
- 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 development of robust listening, speaking, reading, and writing vocabularies
- applying knowledge of components of effective vocabulary instruction, including instruction of content-area vocabulary (e.g., explicitly teaching words and word-learning strategies, promoting word consciousness and a love of words, encouraging and supporting wide reading, providing meaningful exposure and opportunities to use new vocabulary)
- demonstrating knowledge of criteria for selecting Tier Two and Tier Three words for vocabulary instruction (e.g., general academic, content-area specific)
- applying knowledge of research-based, explicit instruction in independent strategies for building vocabulary (e.g., using structural analysis to deduce meaning from root words/morphemes, prefixes, and suffixes) and for determining the meaning and pronunciation of unfamiliar or multiple-meaning words encountered through listening and reading (e.g., using contextual clues, such as appositives and semantic and syntactic clues; using 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 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 vocabulary development
0013
Understand the development of reading comprehension and comprehension strategies and strategies for addressing students' needs in this area.
- applying 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)
- recognizing different levels of reading comprehension (i.e., literal, inferential, and evaluative), and applying knowledge of explicit strategies for promoting students' literal, inferential, and evaluative comprehension before, during, and after reading
- applying knowledge of research-based, explicit instruction in comprehension strategies (e.g., prediction, making connections to prior knowledge, monitoring, think-aloud, text structure, visual representation, mental imagery, summarization, retelling, identifying key ideas and details, 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 differentiated instruction 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 reading comprehension and the development of comprehension strategies
0014
Understand literary texts and how to promote students' ability to comprehend, analyze, and respond to literary texts.
- demonstrating knowledge of children's and adolescents' literature representing a range of genres (e.g., poetry, drama, prose), eras, perspectives, and cultures
- demonstrating knowledge of challenges presented by different types of literary texts; identifying key characteristics and elements of literary texts (e.g., story elements such as character and plot, stylistic elements such as figurative language); and applying knowledge of explicit instruction in key features, genres, and elements of literary texts to promote students' comprehension
- applying knowledge of explicit instruction in reading response skills to promote students' appreciation of literary texts and support their development of critical and independent thinking about literary texts (e.g., using evidence from a text to support responses, analyzing story elements, interpreting figurative language, recognizing that texts can reflect diverse cultural perspectives)
- applying knowledge of critical literacy to encourage students to question what they are reading while analyzing literary texts from multiple viewpoints or perspectives
- applying knowledge of the close-reading process and how to model and guide students' use of various comprehension strategies (e.g., setting a purpose for reading, text-based questioning, analyzing vocabulary) that support understanding and analysis of complex literary texts
- applying knowledge of reading response skills to engage students in dialogue, critical thinking, and reflection around issues of social justice
- applying knowledge of methods for integrating knowledge and ideas, including comparing and contrasting a passage of written literary text with a piece of media or another piece of text written about a similar topic or pertaining to the same theme
- applying knowledge of differentiated instruction 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 their ability to comprehend, analyze, and respond to different types of literary texts
0015
Understand informational texts and how to promote students' ability to comprehend, analyze, and respond to informational texts.
- demonstrating knowledge of various types of informational texts, including recognizing challenges presented by different types of informational texts
- demonstrating knowledge of identifying key textual features (e.g., indexes, headings), graphic features (e.g., charts, diagrams), and organizational text structures (e.g., descriptive, chronological, cause/effect, comparison/contrast); and applying knowledge of explicit instruction in key features and organizational structures of informational texts to promote students' comprehension
- applying knowledge of explicit instruction in analysis, response, and research skills to support students' development of critical and independent thinking about informational texts (e.g., using evidence from a text to support conclusions; analyzing an author's point of view or argument; evaluating a text with respect to credibility, bias, internal consistency, or logic; withholding judgment about a text; synthesizing information from multiple sources; considering multiple solutions to a problem)
- applying knowledge of critical literacy to encourage students to question what they are reading while analyzing informational texts from multiple viewpoints or perspectives
- applying knowledge of the close-reading process and how to model and guide students' use of various comprehension strategies (e.g., setting a purpose for reading, text-based questioning, analyzing vocabulary) that support understanding and analysis of complex informational and content-area texts
- applying knowledge of analysis, response, and research skills to engage students in dialogue, critical thinking, and reflection around issues of social justice
- applying knowledge of methods for integrating knowledge and ideas, including comparing and contrasting a passage of written informational text with a piece of media or another piece of text written about the same topic or subject
- applying knowledge of differentiated instruction 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 their ability to comprehend, analyze, and respond to different types of informational texts
0016
Understand the roles of oral language and writing to support, reinforce, and enhance students' literacy development.
- recognizing the developmental progression of oral language and the foundational role of oral language in reading development (e.g., oral vocabulary knowledge, acquisition of syntax, transfer of skills from oral language to written language)
- applying knowledge of explicit oral language instruction that supports, reinforces, and enhances all students' reading development and their appreciation and comprehension of texts (e.g., read-alouds; discussions for different purposes, such as to clarify meaning and/or build background knowledge; literature circles; think-pair-share; questioning the author; oral preview-review of text content)
- applying knowledge of explicit instruction to promote all students' writing development (e.g., knowledge of academic language structures and writing conventions) in order to support, reinforce, and enhance their reading development and their appreciation and comprehension of texts (e.g., written summaries, response journals, outlines, notes, graphic organizers)
- applying knowledge of writing instruction, including the sequence of writing development, writing processes, and foundational skills (e.g., oral rehearsal, sentence construction, spelling, word processing), and its relationships with other aspects of literacy
- demonstrating knowledge of the special linguistic needs of English learners (ELsE L s) and the importance of using explicit instruction to help them use and develop their oral language skills and knowledge of spoken and written academic English to support their literacy development and learning
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