Nes Test Reading and Language Arts Foundations of Language Development and Emergent Literacy

Examination Information Guide

Overview and Test Objectives
Field 190: Foundations of Reading

Test Overview

Table outlining the test format, number of questions, fourth dimension, and passing score.

Format	Reckoner-based test (CBT); 100 multiple-choice questions, 2 open-response items
Number of Items by Subarea	Subarea 1: 43–45 multiple-pick questions Subarea ii: 33–35 multiple-choice questions Subarea iii: 21–23 multiple-choice questions Subarea 4: two open-response items
Time	4 hours (does not include 15-minute CBT tutorial)
Passing Score	240

The Massachusetts Tests for Educator Licensure (MTEL) Foundations of Reading test is designed to measure out a candidate's knowledge of reading/language arts required for the Massachusetts Early on Childhood, Elementary, and Moderate Disabilities licenses. The MTEL are aligned with the Massachusetts educator licensure regulations and, as applicable, with the standards in the Massachusetts curriculum frameworks.

The test objectives specify the content to be covered on the test and are organized by major content subareas. The chart beneath shows the guess percentage of the full examination score derived from each of the subareas.

The Foundations of Reading test assesses the candidate's proficiency and depth of understanding of the field of study of reading and writing development based on the requirement that the candidate has participated in seminars or courses that accost the teaching of reading. Candidates are typically nearing completion of or have completed their undergraduate work when they take the exam.

Sub expanse 1 35%, Sub area two 27%, Sub surface area iii 18%, and Sub area 4 twenty%.

Examination Objectives

Tabular array outlining test content and discipline weighting by sub area and objective.

Subareas		Range of Objectives	Approximate Test Weighting
Multiple-Option
1	Foundations of Reading Evolution	01–04	35%
two	Evolution of Reading Comprehension	05–07	27%
3	Reading Assessment and Educational activity	08–09	18%
			80%
Open-Response
4	Integration of Knowledge and Agreement
	Foundational Reading Skills	10	x%
	Reading Comprehension	11	10%
			20%

Subarea 1–Foundations of Reading Development

Objective 0001: Demonstrate knowledge of principles and prove-based instructional practices for developing linguistic communication and emergent literacy skills, including phonological and phonemic awareness, concepts of impress, and the alphabetic principle.

For example:

• Demonstrate cognition of the role of phonological sensation and phonemic awareness in literacy development, including understanding the distinction between phonological sensation (i.e., the awareness that oral language is composed of smaller units, such equally spoken words and syllables) and phonemic awareness (i.east., a specific type of phonological awareness involving the ability to distinguish the split up phonemes in a spoken word) and between phonemic awareness and the alphabetic principle.
• Demonstrate cognition of the continuum of phonological awareness skills (i.eastward., segmenting sentences into words; blending and segmenting syllables; blending and segmenting onset/rime, including identifying and producing rhyming words and alliteration) and phonemic sensation skills (i.e., identifying offset, medial, and last phonemes in words; blending, segmenting, deleting, adding, and substituting phonemes in words).
• Utilise noesis of testify-based, systematic, explicit educational activity in phonological sensation and phonemic awareness skills.
• Apply cognition of concepts of print and evidence-based instructional strategies for promoting development of concepts of print (eastward.g., agreement that print carries meaning; sensation of the human relationship betwixt spoken and written language; awareness of the organization and bones features of impress, such equally impress directionality, spacing between words, and how words are represented by specific sequences of letters).
• Apply knowledge of evidence-based instructional strategies for promoting letter cognition (eastward.m., skill in recognizing and naming uppercase and lowercase letters, letter formation).
• Utilise cognition of evidence-based instructional strategies for promoting understanding of the alphabetic principle (i.e., the understanding that letters represent the sounds of spoken language [phonemes] and that phonemes have a predictable, systematic relationship to messages and letter of the alphabet combinations).
• Demonstrate noesis of the interrelationship between letter-sound correspondence and offset decoding (east.g., blending letter sounds), and apply cognition of evidence-based instructional strategies for promoting evolution of letter of the alphabet-sound correspondence skills.
• Utilise noesis of evidence-based, developmentally appropriate oral language, reading, and writing strategies for supporting development of and reinforcement in diverse emergent literacy skills (due east.g., encouraging use of phonetic spelling reinforces phonemic awareness, understanding of the alphabetic principle, and knowledge of letter-sound correspondences).
• Demonstrate knowledge of factors that can affect evolution of language and emergent literacy skills (e.g., prior literacy experiences; prior exposure to language-rich, concept-rich environments; presence of disabilities, talents, and/or giftedness; presence of physical and/or medical weather; bilingualism or multilingualism; level[due south] of English language language and/or abode language proficiency; express or interrupted formal teaching).
• Demonstrate knowledge of the interrelationships between oral language and literacy evolution (i.east., speaking, listening, reading, writing, and language) and utilise knowledge of evidence-based, developmentally appropriate (i.e., with a respect for students' emerging abilities) strategies for providing frequent, extensive, varied, and meaningful oral language and literacy experiences (due east.g., modeling conversation and soapbox, interactive read-alouds, accountable talk, shared reading, modeled reading, independent reading, activating prior knowledge, building background knowledge).
• Apply noesis of strategies for providing evidence-based differentiated education and classroom interventions and extensions in language development, phonological and phonemic awareness, concepts of print, and the alphabetic principle in guild to accost the needs of all students (e.thou., English learners, students with disabilities, students who are experiencing difficulty, students who are performing at grade level, students who are highly proficient).

Objective 0002: Demonstrate cognition of principles and bear witness-based instructional practices for developing kickoff reading skills, including phonics, high-frequency words, and spelling.

For example:

• Demonstrate noesis of the relationship between oral vocabulary and the process of decoding and encoding written words, besides as the role of oral language, phonics, loftier-frequency words, and spelling in the structure of meaning.
• Demonstrate knowledge of the office of phonics and high-frequency words in developing authentic, automatic word recognition and the importance of sequencing phonics and high-frequency discussion teaching co-ordinate to the increasing complexity and/or the relative utility of linguistic units (e.g., introducing the letter combination -ck before wr-, introducing the high-frequency word the before only).
• Apply knowledge of evidence-based, explicit strategies for teaching phonics, including strategies for helping students decode words that follow mutual consonant-vowel patterns (e.g., CVC, CVCC, CVCe, CVVC) and give-and-take patterns (e.thousand., onset/rimes or word families).
• Demonstrate knowledge of specific terminology associated with phonics didactics (e.g., phoneme, inflection or inflectional morpheme, syllable types, consonant digraph, consonant blend, vowel squad, diphthong, r- or l-controlled vowel).
• Apply cognition of evidence-based, explicit strategies for teaching high-frequency words and inflectional morphemes (eastward.g., the suffixes -s, -ed, -er, -est, -ing) that are commonly taught as role of phonics pedagogy.
• Apply knowledge of testify-based, explicit methods for promoting the apply of phonics to decode words in connected text.
• Apply knowledge of evidence-based, explicit strategies for teaching the employ of semantic and syntactic clues to confirm a decoded word in connected text or to verify the significant and pronunciation of homographs (i.eastward., words that are spelled the same but accept different meanings and may be pronounced differently [e.g., bow, part of a ship vs. bow, to bend from the waist; tear, a drop of water from the heart vs. tear, to rip]).
• Apply knowledge of the reciprocity betwixt decoding and encoding in the starting time stages of reading and writing (e.g., analyzing the spellings of beginning readers to assess phonics knowledge, using spelling instruction to reinforce phonics skills).
• Demonstrate understanding of the importance of providing beginning readers with frequent opportunities to develop and extend their phonics skills in their reading and writing using a diverseness of texts, including decodable, authentic, and shared texts, in order to reinforce accurate, automatic recognition of phonics elements and high-frequency words.
• Utilise knowledge of evidence-based, developmentally appropriate oral language, reading, and writing strategies for supporting development of and reinforcement in starting time-reading skills, including phonics, high-frequency words, and spelling (e.thou., oral reading or whisper reading with teacher monitoring, word walls, interactive writing).
• Apply knowledge of strategies for providing evidence-based differentiated instruction and classroom interventions and extensions in phonics and related beginning-reading skills (e.g., high-frequency words, spelling patterns, inflections) in order to accost the needs of all students (due east.g., English learners, students with disabilities, students who are experiencing difficulty, students who are performing at grade level, students who are highly adept).

Objective 0003: Demonstrate knowledge of principles and testify-based instructional practices for developing word assay skills and strategies, including syllabication, structural or morphemic analysis, and orthographic skills.

For case:

• Demonstrate agreement of various types of morphemes (e.m., base words, roots, inflections, derivational affixes), including distinctions between inflectional and derivational morphemes (e.g., inflectional suffixes signal grammatical relationships, such as plural, past tense, or possession, and do non change a word'southward lexical category; derivational suffixes directly affect a give-and-take's lexical category [eastward.thou., action is a noun, active is an describing word, activate is a verb]).
• Employ knowledge of evidence-based, explicit strategies for teaching the spelling and meaning of morphemes, such as common prefixes (due east.g., un-, re-, pre-), derivational suffixes (e.thou., -ion, -able), and chemical compound words to promote accurate, automated word recognition and spelling of multisyllable words.
• Demonstrate agreement of the relationship between orthographic knowledge and accurate, automated word recognition and spelling, and apply knowledge of show-based, explicit strategies for pedagogy common orthographic rules (e.1000., dropping silent eastward when adding a suffix that begins with a vowel).
• Demonstrate cognition of the six common English syllable types and employ cognition of evidence-based, explicit strategies for educational activity syllable types and syllabication skills to promote accurate, automated decoding and spelling of multisyllable words.
• Demonstrate agreement of the importance of providing students with frequent opportunities to develop and extend their word assay skills in their reading and writing using a diverseness of texts.
• Apply noesis of prove-based, developmentally appropriate oral linguistic communication, reading, and writing strategies for supporting development of and reinforcement in word analysis skills (e.g., developing and discussing structural or morphemic analysis charts, spelling by illustration [give-and-take families]).
• Apply knowledge of strategies for providing evidence-based differentiated educational activity and classroom interventions and extensions in syllabication, structural or morphemic analysis, and orthographic skills in order to address the needs of all students (eastward.yard., English learners, students with disabilities, students who are experiencing difficulty, students who are performing at grade level, students who are highly skilful), including explicitly developing English language learners' cognate sensation (eastward.g., using etymology [discussion origins, word derivations]).

Objective 0004: Demonstrate knowledge of principles and show-based instructional practices for developing reading fluency at all stages of reading development.

For example:

• Demonstrate knowledge of primal indicators of reading fluency (i.east., accurateness, rate, and prosody) and their interrelationships.
• Demonstrate knowledge of the part of fluency at various stages of reading development (east.k., from accurate, automated letter naming to discussion reading to reading connected text to reading circuitous bookish texts).
• Demonstrate knowledge of the importance of providing students with frequent opportunities to develop and extend their fluency evolution at different stages of reading development (east.g., using decodable texts with beginning readers, transitioning students to a broader range of texts equally they develop more avant-garde decoding skills and greater command of bookish linguistic communication).
• Demonstrate knowledge of the interrelationships between decoding skills (due east.m., phonics, discussion analysis), fluency, and reading comprehension, including the function of fluency as a bridge betwixt decoding and comprehension and the role of prosody equally the bridge between fluency and comprehension.
• Apply knowledge of prove-based, explicit strategies for promoting fluency with respect to accuracy (e.1000., addressing gaps in students' phonics and word analysis skills).
• Employ noesis of evidence-based, explicit strategies for promoting fluency with respect to charge per unit (e.one thousand., having students whose decoding is not automated engage in oral or whisper reading with instructor monitoring and students whose decoding is automated appoint in silent reading with accountability for comprehension).
• Apply cognition of evidence-based, explicit strategies for promoting fluency with respect to prosody (e.g., teacher modeling, phrase-cued reading, echo reading, edifice students' familiarity with complex academic language structures, building students' background knowledge with regard to a text's content).
• Demonstrate cognition of the role of automaticity in developing reading fluency and apply knowledge of testify-based, explicit strategies for promoting the development of automaticity (e.one thousand., reading and rereading a wide range of texts written at one'due south contained reading level).
• Demonstrate knowledge of mutual factors that disrupt fluency at various stages of reading evolution (e.chiliad., express phonics skills and/or word recognition, lack of familiarity with academic vocabulary and language structures, limited background cognition about a text's content) and utilise noesis of evidence-based, explicit strategies for addressing these factors.
• Utilize knowledge of strategies for providing evidence-based differentiated instruction and classroom interventions and extensions in reading fluency in order to address the needs of all students (e.chiliad., English learners, students with disabilities, students who are experiencing difficulty, students who are performing at grade level, students who are highly proficient).

Subarea two–Evolution of Reading Comprehension

Objective 0005: Demonstrate knowledge of principles and evidence-based instructional practices for promoting academic language evolution, including vocabulary evolution.

For example:

• Demonstrate noesis of the relationships between oral and written vocabulary development, reading comprehension, and admission to college-lodge thinking.
• Demonstrate knowledge of the importance of helping students make connections between their oral vocabulary and the same vocabulary encountered in print, and apply knowledge of strategies for promoting oral language development and listening comprehension (e.chiliad., purposeful read-alouds, text- or content-based discussions).
• Demonstrate knowledge of the role of give-and-take consciousness in enhancing students' interest in words and their motivation to learn new vocabulary, and apply knowledge of strategies for promoting word consciousness.
• Use knowledge of evidence-based, explicit instruction in independent give-and-take-learning strategies, such equally using morphology and etymology every bit clues to a word's significant (e.k., applying knowledge of common Latin and Greek roots and affixes and their meanings), using various context clues (e.g., apposition, definition/explanation, restatement/synonym, contrast/antonym, syntax, punctuation) to infer a word'due south meaning, and using impress and digital reference materials (due east.one thousand., dictionary, thesaurus, glossary) to decide the correct pronunciation or clarify the precise meaning of a word or phrase.
• Demonstrate noesis of criteria for selecting vocabulary words for explicit word study (eastward.one thousand., tiered vocabulary, key words, concept words, words whose significant cannot be deduced through context), and apply knowledge of evidence-based, explicit instruction in words and their meanings, including strategies for deepening and extending understanding and for promoting retentiveness of new words (e.g., providing student-friendly definitions and meaningful, contextualized examples; explaining a word'south etymology; discussing a word'south root[s] and/or affixes; grouping words based on conceptual categories and associative meanings [synonyms, antonyms]; developing semantic maps; comparing related words with respect to nuances of significant).
• Demonstrate cognition of common sayings, proverbs, idioms (e.g., raining cats and dogs, improve safety than sorry), foreign words and abbreviations commonly used in English (eastward.m., RSVP), and subject field-specific symbols (e.g., caste symbol as it is used in mathematics to measure angles and in scientific discipline to measure temperature), and use knowledge of evidence-based, explicit strategies for teaching these elements.
• Demonstrate cognition of evidence-based, explicit strategies for promoting comprehension beyond the curriculum by expanding students' knowledge of academic language, including their awareness of the distinctions between tiers of vocabulary (i.e., Tier Ane, Tier Two, and Tier 3); their understanding of differences between the conventions of spoken and written standard English grammer and usage; their command of conventions of standard capitalization, punctuation, and spelling; and their ability to deconstruct complex sentences in bookish texts.
• Demonstrate knowledge of the importance of broad reading (e.yard., reading a variety of genres, cultures, perspectives, and levels of complexity) and frequent, all-encompassing, and varied listening, speaking, and writing experiences in the evolution of academic language and vocabulary, and utilize knowledge of strategies for promoting wide reading and for providing students with repeated, meaningful exposure to new words and language structures in their listening and reading and opportunities to utilize the new words and language structures in their speaking and writing.
• Employ cognition of strategies for providing evidence-based differentiated instruction and classroom interventions and extensions in academic linguistic communication, including vocabulary development, in social club to address the needs of all students (e.g., English learners, students with disabilities, students who are experiencing difficulty, students who are performing at grade level, students who are highly practiced).

Objective 0006: Demonstrate noesis of principles and evidence-based instructional practices for promoting comprehension and analysis of literary texts.

For example:

• Demonstrate knowledge of evidence-based, developmentally appropriate oral language and writing strategies for scaffolding and/or reinforcing comprehension and assay of literary texts (e.g., engaging in purposeful literary discussions, summarizing texts, creating story maps and other graphic organizers, developing character analyses).
• Demonstrate knowledge of levels of reading comprehension (i.e., literal, inferential, and evaluative), and apply noesis of evidence-based instructional strategies for promoting comprehension of literary texts at all three levels.
• Apply understanding of how to promote critical thinking about literary texts by modeling and guiding students in constructing critical/higher-order questions (e.g., questions related to bias; questions related to voices and perspectives, both present and absent).
• Utilize knowledge of evidence-based instructional strategies for developing reading comprehension and analysis skills related to analyzing primal ideas and details in literary texts (e.1000., describing characters, settings, and major events in a story; determining a text'southward central message, lesson, or moral; referring to details in a text to retell a story or describe inferences about characters and events; summarizing a text).
• Apply noesis of prove-based instructional strategies for developing reading comprehension and analysis skills related to interpreting an author's apply of craft and construction in literary texts (e.g., recognizing characteristics of various literary genres; describing how words and phrases, including figurative language, contribute to a text's rhythm or meaning; comparing and contrasting first-person and third-person narration).
• Utilize knowledge of bear witness-based instructional strategies for developing reading comprehension and analysis skills related to integrating noesis and ideas in and across literary texts (due east.grand., comparing and contrasting the experiences of characters in different stories, explaining how a text's illustrations contribute to what is conveyed by the words in a text, comparison and contrasting the treatment of similar themes and topics in literary works from dissimilar cultures).
• Demonstrate knowledge of evidence-based instructional strategies (e.g., recall-alouds, close reading, reciprocal teaching) for modeling and promoting the use of comprehension strategies (e.m., predicting, questioning, clarifying, summarizing, rereading, annotating, visualizing, reviewing, self-monitoring and other metacognitive strategies) to help students develop cocky-efficacy and independence in reading complex literary texts.
• Demonstrate knowledge of evidence-based instructional strategies for promoting students' strategic reading of literary texts for different bookish tasks and purposes (e.grand., skimming, scanning, adjusting reading rate based on text difficulty and comprehension monitoring).
• Employ knowledge of evidence-based, developmentally appropriate oral linguistic communication and writing strategies for supporting students' comprehension and analysis of literary texts (e.one thousand., strategic, purposeful read-alouds; text-based discussions; literature circles; graphic organizers; literary response journals).
• Apply cognition of strategies for providing prove-based differentiated didactics and classroom interventions and extensions in comprehension and analysis of literary texts in order to address the needs of all students (e.m., English learners, students with disabilities, students who are experiencing difficulty, students who are performing at grade level, students who are highly proficient).

Objective 0007: Demonstrate knowledge of principles and show-based instructional practices for promoting comprehension and assay of informational texts.

For example:

• Demonstrate knowledge of evidence-based, developmentally appropriate oral language and writing strategies for scaffolding and/or reinforcing comprehension and assay of informational texts, including digital texts (e.g., engaging in academic conversations about content-area topics and ideas, promoting notation taking, developing semantic maps, outlining, summarizing, educatee-generated questioning).
• Utilize knowledge of evidence-based instructional strategies for promoting comprehension of informational texts at all 3 levels (i.e., literal, inferential, and evaluative), and utilize knowledge of evidence-based instructional strategies for promoting comprehension of advisory texts at all three levels.
• Apply understanding of how to promote critical thinking nigh informational texts past modeling and guiding students in constructing critical/college-guild questions (e.yard., questions related to sources; validity; bias; voices and perspectives, both present and absent-minded).
• Use knowledge of evidence-based instructional strategies for developing reading comprehension and assay skills related to analyzing primal ideas and details in informational texts (e.chiliad., identifying the main topic of a text; describing the connectedness between events, concepts, ideas, or steps in a text; quoting or paraphrasing a text accurately when summarizing a text's main idea[southward] or drawing inferences from the text; explaining how a text's main idea[southward] are supported past key details).
• Employ knowledge of evidence-based instructional strategies for developing reading comprehension and analysis skills related to interpreting an author's utilize of craft and construction in informational texts (e.k., determining or clarifying the significant of words or phrases in a text; using various text features, such as assuming impress, captions, indexes, subheadings, and electronic menus, to locate central information in a text; recognizing common text structures, such as chronological, comparing/dissimilarity, trouble/solution, and cause/effect; determining an author's point of view or purpose in a text; analyzing an author'south development of an idea or argument).
• Apply knowledge of evidence-based instructional strategies for developing reading comprehension and analysis skills related to integrating knowledge and ideas in and across advisory texts (e.g., using both the illustrations and print in a text to determine the text's key ideas, describing the logical connections between particular sentences and paragraphs in a text, drawing on data from multiple print or digital texts to locate information or solve a problem efficiently, comparing and contrasting two or more authors' presentations of the same consequence or concept, evaluating the logic or credibility of an statement or specific claims in a text).
• Demonstrate noesis of evidence-based instructional strategies (e.g., think-alouds, close reading, reciprocal pedagogy) for modeling and promoting the use of various comprehension strategies (e.g., activating schema, predicting, rereading to confirm or clarify, annotating, visualizing, text-based questioning, paraphrasing) to aid students develop cocky-efficacy and independence in reading complex informational texts.
• Demonstrate noesis of testify-based instructional strategies for promoting students' strategic reading of informational texts for different bookish tasks and purposes (due east.grand., skimming, scanning, adjusting reading charge per unit based on text difficulty and comprehension monitoring).
• Apply knowledge of evidence-based instructional strategies for developing students' disciplinary literacy skills (e.g., comparing data from primary and secondary sources; developing an accurate summary of a text that is singled-out from background knowledge or opinions; distinguishing discipline-specific meanings of words, such equally factor and power, as they are used in mathematics, scientific discipline, and social studies).
• Apply knowledge of evidence-based, developmentally advisable oral language and writing strategies for supporting students' comprehension and analysis of informational texts (e.g., text-based discussions, oral and written paraphrasing and summarizing, note taking, outlining, graphic organizers).
• Apply knowledge of strategies for providing evidence-based differentiated instruction and classroom interventions and extensions in comprehension and analysis of informational texts in order to accost the needs of all students (e.one thousand., English learners, students with disabilities, students who are experiencing difficulty, students who are performing at grade level, students who are highly practiced).

Subarea 3–Reading Assessment and Didactics

Objective 0008: Utilize knowledge of principles and evidence-based best practices for assessing reading evolution.

For example:

• Demonstrate cognition of valid approaches to assessing the major components of reading (phonemic awareness, phonics, fluency, vocabulary, and text comprehension).
• Demonstrate understanding of the importance of using data from ongoing reading cess to conform instructional planning and delivery to meet students' reading needs.
• Demonstrate cognition of cardinal purposes of reading cess, including determining students' current skills with respect to specific course-level standards (i.eastward., screening or entry-level assessment), determining students' progress toward a standard and/or their response to instruction/intervention (i.e., formative or progress-monitoring assessment), determining whether students accept achieved grade-level standard(due south) (i.e., summative cess), identifying specific reading difficulties and/or deficits (i.e., diagnostic assessment), and determining the effectiveness of educational activity (i.due east., pre and post assessment).
• Demonstrate noesis of the characteristics and uses of standardized criterion-referenced and norm-referenced tests to assess reading development and identify reading difficulties, including demonstrating agreement of primal assessment concepts (e.1000., validity, reliability, bias in testing).
• Apply knowledge of the characteristics and uses of informal reading assessments (eastward.m., phonics inventories, oral reading fluency measures, written or oral response to text), including agreement the distinctions between group and individual reading assessments.
• Demonstrate understanding of the importance of using both code-based and meaning-based reading assessments, and use knowledge of strategies, tools, and techniques for assessing detail aspects of reading (east.1000., using oral retellings, written responses, or text-based questioning to appraise reading comprehension and vocabulary development; using word lists to appraise recognition of high-frequency words; using word pattern surveys, pseudoword assessments, phonics inventories, writing samples, or spelling inventories to assess phonics knowledge and skills).
• Demonstrate knowledge of how to translate the results of various reading assessments and use this data to identify reading strengths and difficulties and to guide instructional decision making (due east.g., selecting and/or modifying appropriate instructional materials, strategies, and activities for individual students; developing flexible instructional groupings; applying advisable scaffolds; determining the almost advisable instructional format for a lesson [i.e., whole class, small group, or individual]).
• Apply cognition of techniques for determining students who are at take a chance for reading difficulties and strategies for using the results to inform instructional determination making.
• Utilise knowledge of testify-based strategies for differentiating assessments in order to accurately appraise the reading needs of all students (e.g., English language learners, students with disabilities, students who are experiencing difficulty, students who are performing at grade level, students who are highly proficient).

Objective 0009: Utilize knowledge of principles and testify-based best practices of reading instruction.

For case:

• Demonstrate cognition of the major components of reading educational activity (i.e., phonemic awareness, phonics, fluency, vocabulary, and text comprehension), including the essential roles that oral language, writing, and motivation play in promoting reading development.
• Demonstrate knowledge of interrelationships between reading, writing, listening, speaking, and linguistic communication (i.east., knowledge and utilise of conventions of standard English grammar and usage and vocabulary); and use knowledge of strategies for providing reading instruction that reflects an integrated model of literacy (e.g., planning a reading lesson that strategically combines relevant standards from two or more English language arts strands).
• Demonstrate knowledge of the significant theories, approaches, and practices for developing reading skills (e.k., stages or phases of word reading) and reading comprehension (e.g., reading as a process to construct meaning).
• Demonstrate understanding of principles of standards-based reading teaching (e.g., aligning reading assessment and instruction to reading standards), including differentiated instruction (east.g., using flexible grouping; modifying resources and/or the pacing, intensity, and/or complexity of instruction to assistance all students achieve grade-level standards).
• Demonstrate knowledge of strategies for planning, organizing, managing, and differentiating reading instruction on the ground of the results of ongoing assessment and data assay to support the reading development of all students.
• Demonstrate knowledge of tiered instructional models (eastward.g., Multi-Tiered Systems of Support [MTSS]), including basic components of these models (e.g., shared responsibility and decision making, show-based interventions, progress monitoring), and employ knowledge of the uses of large-group, pocket-sized-group, and individualized reading instruction in the context of a tiered instructional model.
• Demonstrate knowledge of the challenges and supports in a text (e.g., pictures, predictability, decodability), and apply knowledge of strategies for evaluating and sequencing texts for reading teaching co-ordinate to text complexity (e.k., quantitative dimensions, qualitative dimensions, reader and chore).
• Demonstrate knowledge of the importance of balancing students' exposure to and reading of authentic literary and informational texts, including balancing shorter and extended texts; and apply cognition of strategies for selecting and using texts for reading and content didactics that reflect a multifariousness of genres, cultures, perspectives, and time periods (e.g., integrating various genres of literary and informational texts into a social studies unit).
• Demonstrate agreement of the role of shut reading and rereading of well-crafted, content- and idea-rich texts in developing students' power to read increasingly complex materials with efficacy, and demonstrate noesis of key components of an evidence-based close-reading routine or protocol (east.thousand., using text-dependent questions and notation; rereading a text for different levels of significant, including to examine vocabulary, determine cardinal ideas and details, analyze genre/text structure, examine an author'southward craft, and make comparisons to other texts; engaging in collaborative conversations near the text).
• Use knowledge of evidence-based strategies for creating an environment that supports motivation for and engagement in reading, helps develop self-confidence and self-efficacy with respect to reading, and promotes the development of lifelong readers, including strategies for promoting independent reading in the classroom and at home.
• Demonstrate cognition of various uses of instructional technologies to promote reading development and reading appointment and motivation.
• Demonstrate noesis of resources and evidence-based best practices for supporting the reading development of individual students, including readers with various strengths, needs, and/or cultural and linguistic backgrounds (eastward.g., focusing on key skills; providing physical examples and scaffolds; reteaching challenging skills; providing additional practice; using multisensory activities; edifice on and extending current skills; promoting transfer of skills from the habitation language to English).

Subarea 4–Integration of Knowledge and Agreement

Objective 0010: Prepare an organized, adult analysis on a topic related to the development of foundational reading skills.

For example:

• Analyze, interpret, and discuss accurately and appropriately the results of an assessment of foundational reading skills for an individual student.
• Demonstrate the ability to select appropriate examples from a student'southward reading performance that place a forcefulness and a need related to foundational reading skills (due east.g., phonemic awareness skills, phonics skills, recognition of high-frequency words, syllabication skills, morphemic analysis skills, automaticity, reading fluency [i.e., accuracy, rate, and prosody]).
• Demonstrate the power to select and accurately describe an advisable, effective instructional strategy, activity, intervention, or extension to build on a educatee's identified strength or address a student's identified need in foundational reading skills.
• Demonstrate the ability to explain the effectiveness of the selected instructional strategy, activity, intervention, or extension in building on a student's identified strength and/or addressing a student'due south identified need, using sound reasoning and knowledge of foundational reading skills.

Objective 0011: Prepare an organized, adult analysis on a topic related to the development of reading comprehension.

For instance:

• Clarify, interpret, and discuss accurately and appropriately the results of an assessment of reading comprehension for an individual student.
• Demonstrate the power to select appropriate examples from a educatee'south reading performance that identify a strength and a demand related to reading comprehension (due east.g., vocabulary knowledge; knowledge of bookish language structures, including conventions of standard English grammar and usage; application of literal, inferential, or evaluative comprehension skills; use of comprehension strategies; application of text analysis skills to a literary or informational text, including determining primal ideas and details, analyzing craft and structure, or integrating cognition and ideas within a text or beyond texts).
• Demonstrate the ability to select and accurately depict an appropriate, effective instructional strategy, activity, intervention, or extension to build on a educatee'south identified strength or address a student's identified need in reading comprehension.
• Demonstrate the ability to explain the effectiveness of the selected instructional strategy, activity, intervention, or extension in building on a pupil's identified forcefulness and/or addressing a educatee's identified need, using sound reasoning and cognition of reading comprehension.

finchdopignal.blogspot.com

Source: http://www.mtel.nesinc.com/Content/StudyGuide/MA_SG_OBJ_190.htm

Share this post