Strategies for Evaluating and Sequencing Texts for Reading Instruction According to Text Complexity

Study Guide

Test Design and Framework
Field 190: Foundations of Reading

The test design beneath describes general testing information. The framework that follows is a detailed outline that explains the knowledge and skills that this test measures.

Test Blueprint

Format	Computer-based examination (CBT)
Number of Questions	100 multiple-choice questions, two open-response item assignments
Number of Items by Subarea	Subarea 1: 43–45 multiple-choice questions Subarea ii: 33–35 multiple-choice questions Subarea three: 21–23 multiple-choice questions Subarea 4: 2 open-response items
Time	4 hours testing time 15 minutes additional time to complete CBT tutorial

Table outlining examination content and subject weighting by sub area and objective.

Subareas		Range of Objectives	Guess Test Weighting
Multiple-Choice
1	Foundations of Reading Development	01–04	35%
two	Development of Reading Comprehension	05–07	27%
three	Reading Assessment and Educational activity	08–09	eighteen%
			80%
Open-Response
4	Integration of Noesis and Understanding
	Foundational Reading Skills	10	10%
	Reading Comprehension	11	ten%
			20%

Test Framework

Subarea 1–Foundations of Reading Evolution

Objective 0001: Demonstrate knowledge of principles and show-based instructional practices for developing language and emergent literacy skills, including phonological and phonemic sensation, concepts of print, and the alphabetic principle.

For example:

• Demonstrate knowledge of the role of phonological awareness and phonemic awareness in literacy development, including understanding the stardom betwixt phonological awareness (i.east., the awareness that oral language is composed of smaller units, such as spoken words and syllables) and phonemic awareness (i.due east., a specific blazon of phonological awareness involving the ability to distinguish the split phonemes in a spoken word) and between phonemic awareness and the alphabetic principle.
• Demonstrate knowledge of the continuum of phonological awareness skills (i.e., segmenting sentences into words; blending and segmenting syllables; blending and segmenting onset/rime, including identifying and producing rhyming words and ingemination) and phonemic sensation skills (i.e., identifying kickoff, medial, and final phonemes in words; blending, segmenting, deleting, adding, and substituting phonemes in words).
• Apply knowledge of evidence-based, systematic, explicit instruction in phonological awareness and phonemic sensation skills.
• Use cognition of concepts of impress and evidence-based instructional strategies for promoting development of concepts of print (east.one thousand., agreement that print carries meaning; awareness of the relationship betwixt spoken and written language; awareness of the organization and basic features of print, such as impress directionality, spacing betwixt words, and how words are represented by specific sequences of letters).
• Apply knowledge of evidence-based instructional strategies for promoting letter knowledge (east.g., skill in recognizing and naming upper-case letter and lowercase messages, letter formation).
• Apply cognition of show-based instructional strategies for promoting agreement 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 knowledge of the interrelationship between letter-sound correspondence and beginning decoding (e.g., blending letter sounds), and use cognition of evidence-based instructional strategies for promoting development of letter-sound correspondence skills.
• Apply knowledge of evidence-based, developmentally appropriate oral language, reading, and writing strategies for supporting development of and reinforcement in various emergent literacy skills (e.k., encouraging employ of phonetic spelling reinforces phonemic awareness, agreement of the alphabetic principle, and knowledge of letter of the alphabet-audio correspondences).
• Demonstrate knowledge of factors that can touch development of language and emergent literacy skills (eastward.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 conditions; bilingualism or multilingualism; level[s] of English language and/or home language proficiency; limited or interrupted formal education).
• Demonstrate noesis of the interrelationships between oral language and literacy development (i.due east., speaking, listening, reading, writing, and language) and utilise knowledge of show-based, developmentally advisable (i.e., with a respect for students' emerging abilities) strategies for providing frequent, extensive, varied, and meaningful oral linguistic communication and literacy experiences (e.one thousand., modeling conversation and discourse, interactive read-alouds, answerable talk, shared reading, modeled reading, independent reading, activating prior knowledge, edifice background cognition).
• Use cognition of strategies for providing evidence-based differentiated instruction and classroom interventions and extensions in language development, phonological and phonemic awareness, concepts of print, and the alphabetic principle in guild to address 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 proficient).

Objective 0002: Demonstrate knowledge of principles and testify-based instructional practices for developing outset reading skills, including phonics, high-frequency words, and spelling.

For case:

• Demonstrate knowledge of the relationship between oral vocabulary and the process of decoding and encoding written words, as well as the role of oral linguistic communication, phonics, high-frequency words, and spelling in the construction of meaning.
• Demonstrate knowledge of the office of phonics and loftier-frequency words in developing accurate, automatic word recognition and the importance of sequencing phonics and high-frequency word pedagogy co-ordinate to the increasing complication and/or the relative utility of linguistic units (due east.m., introducing the letter combination -ck before wr-, introducing the high-frequency word the before only).
• Employ knowledge of evidence-based, explicit strategies for instruction phonics, including strategies for helping students decode words that follow common consonant-vowel patterns (e.thousand., CVC, CVCC, CVCe, CVVC) and give-and-take patterns (e.g., onset/rimes or word families).
• Demonstrate cognition of specific terminology associated with phonics instruction (e.1000., phoneme, inflection or inflectional morpheme, syllable types, consonant digraph, consonant blend, vowel team, diphthong, r- or fifty-controlled vowel).
• Utilise knowledge of bear witness-based, explicit strategies for pedagogy high-frequency words and inflectional morphemes (e.one thousand., the suffixes -s, -ed, -er, -est, -ing) that are usually taught as part of phonics instruction.
• Utilise knowledge of evidence-based, explicit methods for promoting the use of phonics to decode words in continued text.
• Utilize knowledge of evidence-based, explicit strategies for teaching the utilise of semantic and syntactic clues to ostend a decoded word in continued text or to verify the meaning and pronunciation of homographs (i.east., words that are spelled the same only take different meanings and may be pronounced differently [e.g., bow, part of a send vs. bow, to bend from the waist; tear, a drib of water from the eye vs. tear, to rip]).
• Use knowledge of the reciprocity betwixt decoding and encoding in the offset stages of reading and writing (eastward.g., analyzing the spellings of beginning readers to assess phonics noesis, using spelling education to reinforce phonics skills).
• Demonstrate agreement of the importance of providing outset 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 social club to reinforce accurate, automatic recognition of phonics elements and high-frequency words.
• Use knowledge of show-based, developmentally appropriate oral language, reading, and writing strategies for supporting development of and reinforcement in commencement-reading skills, including phonics, high-frequency words, and spelling (e.thou., oral reading or whisper reading with instructor monitoring, word walls, interactive writing).
• Apply cognition of strategies for providing evidence-based differentiated instruction and classroom interventions and extensions in phonics and related beginning-reading skills (east.g., loftier-frequency words, spelling patterns, inflections) in order to address the needs of all students (e.k., English language learners, students with disabilities, students who are experiencing difficulty, students who are performing at grade level, students who are highly proficient).

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

For example:

• Demonstrate understanding of various types of morphemes (e.g., base of operations words, roots, inflections, derivational affixes), including distinctions between inflectional and derivational morphemes (e.grand., inflectional suffixes point grammatical relationships, such equally plural, past tense, or possession, and do not change a give-and-take's lexical category; derivational suffixes directly bear upon a word's part of speech [e.g., action is a noun, active is an adjective, activate is a verb]).
• Apply knowledge of show-based, explicit strategies for teaching the spelling and pregnant of morphemes, such every bit common prefixes (e.g., un-, re-, pre-), derivational suffixes (e.one thousand., -ion, -able), and compound words to promote accurate, automatic word recognition and spelling of multisyllable words.
• Demonstrate agreement of the relationship between orthographic noesis and accurate, automatic give-and-take recognition and spelling, and apply knowledge of evidence-based, explicit strategies for teaching mutual orthographic rules (e.g., dropping silent eastward when adding a suffix that begins with a vowel).
• Demonstrate knowledge of the six common English syllable types and apply knowledge of evidence-based, explicit strategies for teaching syllable types and syllabication skills to promote authentic, automated decoding and spelling of multisyllable words.
• Demonstrate understanding of the importance of providing students with frequent opportunities to develop and extend their discussion assay skills in their reading and writing using a variety of texts.
• Apply noesis of bear witness-based, developmentally advisable oral language, 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 [word families]).
• Apply knowledge of strategies for providing testify-based differentiated instruction and classroom interventions and extensions in syllabication, structural or morphemic analysis, and orthographic skills in order to address the needs of all students (e.yard., English language learners, students with disabilities, students who are experiencing difficulty, students who are performing at class level, students who are highly proficient), including explicitly developing English language learners' cognate awareness (eastward.chiliad., using etymology [word origins, give-and-take derivations]).

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

For instance:

• Demonstrate cognition of key indicators of reading fluency (i.e., accuracy, rate, and prosody) and their interrelationships.
• Demonstrate knowledge of the role of fluency at various stages of reading development (e.1000., from accurate, automated letter naming to give-and-take reading to reading connected text to reading complex academic texts).
• Demonstrate noesis of the importance of providing students with frequent opportunities to develop and extend their fluency development at unlike stages of reading development (e.one thousand., using decodable texts with beginning readers, transitioning students to a broader range of texts as they develop more than advanced decoding skills and greater command of academic linguistic communication).
• Demonstrate knowledge of the interrelationships between decoding skills (due east.m., phonics, word assay), fluency, and reading comprehension, including the role of fluency as a bridge betwixt decoding and comprehension and the role of prosody as the span between fluency and comprehension.
• Apply noesis of evidence-based, explicit strategies for promoting fluency with respect to accuracy (e.k., addressing gaps in students' phonics and discussion analysis skills).
• Apply knowledge of evidence-based, explicit strategies for promoting fluency with respect to rate (due east.g., having students whose decoding is not automated engage in oral or whisper reading with teacher monitoring and students whose decoding is automatic appoint in silent reading with accountability for comprehension).
• Apply knowledge 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 circuitous academic language structures, building students' background knowledge with regard to a text's content).
• Demonstrate cognition of the part of automaticity in developing reading fluency and employ knowledge of evidence-based, explicit strategies for promoting the development of automaticity (e.yard., reading and rereading a wide range of texts written at one's independent reading level).
• Demonstrate knowledge of common factors that disrupt fluency at various stages of reading development (e.yard., limited phonics skills and/or word recognition, lack of familiarity with academic vocabulary and language structures, express groundwork noesis about a text's content) and employ knowledge of evidence-based, explicit strategies for addressing these factors.
• Apply noesis of strategies for providing evidence-based differentiated didactics and classroom interventions and extensions in reading fluency 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 class level, students who are highly adept).

Subarea 2–Development of Reading Comprehension

Objective 0005: Demonstrate knowledge of principles and bear witness-based instructional practices for promoting bookish language development, including vocabulary development.

For instance:

• Demonstrate cognition of the relationships between oral and written vocabulary evolution, reading comprehension, and access to higher-order thinking.
• Demonstrate knowledge of the importance of helping students make connections between their oral vocabulary and the aforementioned vocabulary encountered in print, and utilise knowledge of strategies for promoting oral linguistic communication evolution and listening comprehension (e.one thousand., purposeful read-alouds, text- or content-based discussions).
• Demonstrate knowledge of the role of word consciousness in enhancing students' interest in words and their motivation to learn new vocabulary, and apply knowledge of strategies for promoting word consciousness.
• Apply knowledge of evidence-based, explicit instruction in independent word-learning strategies, such as using morphology and etymology as clues to a word's meaning (eastward.thou., 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'southward meaning, and using print and digital reference materials (e.g., dictionary, thesaurus, glossary) to make up one's mind the correct pronunciation or analyze the precise meaning of a word or phrase.
• Demonstrate knowledge of criteria for selecting vocabulary words for explicit give-and-take study (eastward.thousand., tiered vocabulary, key words, concept words, words whose meaning cannot be deduced through context), and apply knowledge of show-based, explicit didactics 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's etymology; discussing a discussion's 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 knowledge of mutual sayings, proverbs, idioms (e.g., raining cats and dogs, better rubber than sorry), foreign words and abbreviations usually used in English language (e.thousand., RSVP), and subject area-specific symbols (east.g., degree symbol equally it is used in mathematics to measure angles and in scientific discipline to measure temperature), and apply knowledge of evidence-based, explicit strategies for teaching these elements.
• Demonstrate noesis of evidence-based, explicit strategies for promoting comprehension beyond the curriculum by expanding students' knowledge of academic linguistic communication, including their awareness of the distinctions between tiers of vocabulary (i.e., Tier I, Tier Ii, and Tier Iii); their understanding of differences between the conventions of spoken and written standard English grammar and usage; their control of conventions of standard capitalization, punctuation, and spelling; and their ability to deconstruct complex sentences in academic texts.
• Demonstrate knowledge of the importance of wide reading (e.thou., reading a variety of genres, cultures, perspectives, and levels of complexity) and frequent, extensive, and varied listening, speaking, and writing experiences in the development of academic language and vocabulary, and apply cognition 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 use the new words and linguistic communication structures in their speaking and writing.
• Use knowledge of strategies for providing bear witness-based differentiated education and classroom interventions and extensions in academic linguistic communication, including vocabulary development, in order to address the needs of all students (eastward.g., English learners, students with disabilities, students who are experiencing difficulty, students who are performing at form level, students who are highly proficient).

Objective 0006: Demonstrate noesis of principles and bear witness-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 analysis of literary texts (e.one thousand., engaging in purposeful literary discussions, summarizing texts, creating story maps and other graphic organizers, developing character analyses).
• Demonstrate noesis of levels of reading comprehension (i.east., literal, inferential, and evaluative), and use cognition of evidence-based instructional strategies for promoting comprehension of literary texts at all three levels.
• Apply understanding of how to promote critical thinking near literary texts by modeling and guiding students in constructing critical/college-order questions (e.g., questions related to bias; questions related to voices and perspectives, both present and absent-minded).
• Apply cognition of evidence-based instructional strategies for developing reading comprehension and analysis skills related to analyzing key ideas and details in literary texts (e.thou., describing characters, settings, and major events in a story; determining a text'due south central message, lesson, or moral; referring to details in a text to retell a story or draw inferences well-nigh characters and events; summarizing a text).
• Apply cognition of testify-based instructional strategies for developing reading comprehension and analysis skills related to interpreting an author's use of craft and structure in literary texts (e.grand., recognizing characteristics of diverse literary genres; describing how words and phrases, including figurative language, contribute to a text's rhythm or pregnant; comparison and contrasting showtime-person and third-person narration).
• Apply knowledge of evidence-based instructional strategies for developing reading comprehension and analysis skills related to integrating knowledge and ideas in and across literary texts (e.g., comparison 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, comparing and contrasting the handling of similar themes and topics in literary works from different cultures).
• Demonstrate noesis of testify-based instructional strategies (east.g., think-alouds, shut reading, reciprocal teaching) for modeling and promoting the use of comprehension strategies (e.g., predicting, questioning, clarifying, summarizing, rereading, annotating, visualizing, reviewing, self-monitoring and other metacognitive strategies) to assist students develop self-efficacy and independence in reading complex literary texts.
• Demonstrate cognition of evidence-based instructional strategies for promoting students' strategic reading of literary texts for different academic tasks and purposes (e.g., skimming, scanning, adjusting reading charge per unit based on text difficulty and comprehension monitoring).
• Apply knowledge of show-based, developmentally appropriate oral language and writing strategies for supporting students' comprehension and assay of literary texts (east.g., strategic, purposeful read-alouds; text-based discussions; literature circles; graphic organizers; literary response journals).
• Utilize knowledge of strategies for providing evidence-based differentiated educational activity and classroom interventions and extensions in comprehension and analysis of literary texts in order to address the needs of all students (e.chiliad., English language learners, students with disabilities, students who are experiencing difficulty, students who are performing at form level, students who are highly practiced).

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

For example:

• Demonstrate cognition of evidence-based, developmentally appropriate oral linguistic communication and writing strategies for scaffolding and/or reinforcing comprehension and analysis of advisory texts, including digital texts (e.g., engaging in academic conversations about content-surface area topics and ideas, promoting note taking, developing semantic maps, outlining, summarizing, student-generated questioning).
• Apply knowledge of evidence-based instructional strategies for promoting comprehension of informational texts at all iii levels (i.e., literal, inferential, and evaluative), and employ knowledge of bear witness-based instructional strategies for promoting comprehension of informational texts at all three levels.
• Use agreement of how to promote critical thinking about informational texts by modeling and guiding students in constructing critical/higher-order questions (e.grand., questions related to sources; validity; bias; voices and perspectives, both present and absent-minded).
• Apply knowledge of evidence-based instructional strategies for developing reading comprehension and assay skills related to analyzing primal ideas and details in informational texts (e.g., identifying the chief topic of a text; describing the connection between events, concepts, ideas, or steps in a text; quoting or paraphrasing a text accurately when summarizing a text's main idea[due south] or cartoon inferences from the text; explaining how a text's main idea[s] are supported by key details).
• Use knowledge of evidence-based instructional strategies for developing reading comprehension and analysis skills related to interpreting an author's use of craft and structure in informational texts (eastward.one thousand., determining or clarifying the pregnant of words or phrases in a text; using diverse text features, such as bold impress, captions, indexes, subheadings, and electronic menus, to locate fundamental information in a text; recognizing common text structures, such as chronological, comparison/dissimilarity, problem/solution, and cause/result; determining an author's point of view or purpose in a text; analyzing an writer'southward development of an idea or argument).
• Employ knowledge of prove-based instructional strategies for developing reading comprehension and analysis skills related to integrating knowledge and ideas in and across informational texts (e.m., using both the illustrations and print in a text to make up one's mind the text's key ideas, describing the logical connections between item 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 effect or concept, evaluating the logic or brownie of an argument or specific claims in a text).
• Demonstrate knowledge of evidence-based instructional strategies (eastward.thou., call up-alouds, close reading, reciprocal pedagogy) for modeling and promoting the use of various comprehension strategies (due east.k., activating schema, predicting, rereading to confirm or clarify, annotating, visualizing, text-based questioning, paraphrasing) to help students develop self-efficacy and independence in reading complex informational texts.
• Demonstrate knowledge of evidence-based instructional strategies for promoting students' strategic reading of informational texts for dissimilar bookish tasks and purposes (e.k., skimming, scanning, adjusting reading rate based on text difficulty and comprehension monitoring).
• Use knowledge of evidence-based instructional strategies for developing students' disciplinary literacy skills (e.grand., comparing information from primary and secondary sources; developing an accurate summary of a text that is distinct from background knowledge or opinions; distinguishing subject area-specific meanings of words, such as factor and power, every bit they are used in mathematics, science, and social studies).
• Utilize knowledge of evidence-based, developmentally appropriate oral language and writing strategies for supporting students' comprehension and analysis of advisory texts (east.m., text-based discussions, oral and written paraphrasing and summarizing, note taking, outlining, graphic organizers).
• Use knowledge of strategies for providing prove-based differentiated instruction and classroom interventions and extensions in comprehension and assay of informational texts in society to address the needs of all students (e.g., English learners, students with disabilities, students who are experiencing difficulty, students who are performing at class level, students who are highly expert).

Subarea three–Reading Assessment and Pedagogy

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

For instance:

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

Objective 0009: Apply cognition of principles and evidence-based best practices of reading instruction.

For instance:

• Demonstrate knowledge of the major components of reading instruction (i.e., phonemic awareness, phonics, fluency, vocabulary, and text comprehension), including the essential roles that oral linguistic communication, writing, and motivation play in promoting reading evolution.
• Demonstrate knowledge of interrelationships between reading, writing, listening, speaking, and language (i.e., knowledge and use of conventions of standard English grammar and usage and vocabulary); and apply cognition 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 ii or more English language arts strands).
• Demonstrate knowledge of the pregnant theories, approaches, and practices for developing reading skills (due east.g., stages or phases of discussion reading) and reading comprehension (due east.g., reading every bit a process to construct pregnant).
• Demonstrate understanding of principles of standards-based reading educational activity (east.k., aligning reading assessment and education to reading standards), including differentiated instruction (e.1000., using flexible grouping; modifying resource and/or the pacing, intensity, and/or complexity of instruction to help all students achieve grade-level standards).
• Demonstrate knowledge of strategies for planning, organizing, managing, and differentiating reading instruction on the basis of the results of ongoing assessment and data analysis to back up the reading evolution of all students.
• Demonstrate cognition of tiered instructional models (e.g., Multi-Tiered Systems of Support [MTSS]), including bones components of these models (eastward.g., shared responsibility and decision making, evidence-based interventions, progress monitoring), and apply knowledge of the uses of large-grouping, 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.yard., pictures, predictability, decodability), and apply knowledge of strategies for evaluating and sequencing texts for reading instruction co-ordinate to text complexity (due east.thou., quantitative dimensions, qualitative dimensions, reader and job).
• Demonstrate knowledge of the importance of balancing students' exposure to and reading of accurate literary and advisory texts, including balancing shorter and extended texts; and apply knowledge of strategies for selecting and using texts for reading and content instruction that reflect a diverseness of genres, cultures, perspectives, and time periods (eastward.g., integrating various genres of literary and informational texts into a social studies unit).
• Demonstrate understanding of the office of close reading and rereading of well-crafted, content- and idea-rich texts in developing students' ability to read increasingly circuitous materials with efficacy, and demonstrate knowledge of central components of an evidence-based shut-reading routine or protocol (e.1000., using text-dependent questions and annotation; rereading a text for different levels of meaning, including to examine vocabulary, make up one's mind key ideas and details, analyze genre/text structure, examine an author's craft, and make comparisons to other texts; engaging in collaborative conversations virtually the text).
• Utilise knowledge of evidence-based strategies for creating an surround that supports motivation for and appointment in reading, helps develop self-confidence and cocky-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 knowledge of various uses of instructional technologies to promote reading development and reading engagement and motivation.
• Demonstrate cognition of resources and prove-based all-time practices for supporting the reading development of individual students, including readers with various strengths, needs, and/or cultural and linguistic backgrounds (due east.m., focusing on cardinal skills; providing concrete examples and scaffolds; reteaching challenging skills; providing boosted exercise; using multisensory activities; building on and extending current skills; promoting transfer of skills from the dwelling house language to English language).

Subarea iv–Integration of Cognition and Understanding

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

For example:

• Clarify, interpret, and discuss accurately and appropriately the results of an cess of foundational reading skills for an private student.
• Demonstrate the ability to select appropriate examples from a student's reading operation that place a forcefulness and a need related to foundational reading skills (e.thou., phonemic awareness skills, phonics skills, recognition of high-frequency words, syllabication skills, morphemic assay skills, automaticity, reading fluency [i.e., accuracy, rate, and prosody]).
• Demonstrate the ability to select and accurately draw an advisable, constructive instructional strategy, activity, intervention, or extension to build on a student'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, activeness, intervention, or extension in building on a student's identified strength and/or addressing a student's identified need, using sound reasoning and knowledge of foundational reading skills.

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

For example:

• Clarify, interpret, and discuss accurately and appropriately the results of an assessment of reading comprehension for an private student.
• Demonstrate the power to select appropriate examples from a pupil's reading performance that place a strength and a need related to reading comprehension (e.grand., vocabulary knowledge; knowledge of academic language structures, including conventions of standard English grammar and usage; application of literal, inferential, or evaluative comprehension skills; use of comprehension strategies; awarding of text assay skills to a literary or informational text, including determining key ideas and details, analyzing craft and structure, or integrating noesis and ideas within a text or across texts).
• Demonstrate the ability to select and accurately depict an appropriate, effective instructional strategy, activity, intervention, or extension to build on a student's identified strength or accost a student's identified need in reading comprehension.
• Demonstrate the ability to explicate the effectiveness of the selected instructional strategy, activeness, intervention, or extension in edifice on a student's identified strength and/or addressing a student's identified need, using sound reasoning and knowledge of reading comprehension.

Strategies for Evaluating and Sequencing Texts for Reading Instruction According to Text Complexity

Source: https://www.nc.nesinc.com/Content/STUDYGUIDE/SA_SG_obj_190.htm

Share this post