Educational Testing Service



Test Content CategoriesHow well do I know the content? (scale 1–5)What resources do I have/need for this content?Where can I find the resources I need?Dates I will study this contentDate completedI. Emergent Literacy (12%)A. Oral LanguageThe reading teacher1. Understands the interrelatedness between oral language development and reading skills such as phonemic awareness, vocabulary, fluency, and comprehension2. Recognizes receptive and expressive components associated with stages of oral language development3. Understands how environmental influences affect students’ oral language development4. Knows how to model the rules of standard English while respecting regional and dialectical variations5. Understands appropriate techniques to assess students’ oral language developmentB. Concepts of PrintThe reading teacher1. Recognizes the interrelatedness between print and speech2. Understands how environmental print, pictures, and symbols contribute to literacy development3. Understands the importance of modeling one-to-one word correspondence and directionality, including left-to-right, top-to-bottom, front-to-back4. Understands how environmental influences affect students’ development of print awareness5. Understands the importance of students’ being able to differentiate words and spaces, first and last letters, and identification of basic punctuation6. Understands appropriate strategies for teaching letter recognition7. Knows appropriate techniques, including observation, to assess students’ print awarenessII. Phonological Awareness (12%)The reading teacher1. Understands the relationship between phonological and phonemic awareness2. Understands the fundamental relationship between phonemic awareness and the development of decoding and encoding skills3. Understands the progression of phonological awareness skills (e.g., word awareness, responsiveness to rhyme and alliteration, syllable awareness, onset and rime manipulation, and phoneme awareness)4. Knows the age ranges at which the various phonological awareness skills should be acquired and how that knowledge applies to instructional practice5. Knows systematic and explicit instructional strategies for teaching phonological awareness skills6. Understands the theory and practice of effective techniques to assess students’ phonological awarenessIII. Alphabetic Principle/Phonics and Word Analysis (12%)The reading teacher1. Understands the differences between phonics and phonological awareness2. Understands the developmental stages that readers of all ages progress through when learning to decode and encode (spell)3. Understands that the instruction of phonics for decoding and encoding progresses from simple to more complex (e.g., letter-sound correspondences, blends, and digraphs)4. Understands how to differentiate between phonetically regular and irregular words5. Knows syllable types and syllabication principles6. Understands systematic and explicit instructional strategies for teaching phonics and word analysis7. Understands instructional strategies for reading and spelling multisyllabic words using meaningful units, such as morphemes, syllables, and affixes8. Understands that the use of decodable text, writing practice, and spelling practice can reinforce specific phonics skills9. Knows effective techniques to assess students’ phonics and word analysis skills (e.g., formal and informal phonics and spelling inventories)IV. Comprehension and Fluency (25%)A. ComprehensionThe reading teacher1. Understands the relationship between students’ background knowledge and comprehension2. Understands that vocabulary is an important part of comprehension3. Understands the relationship between comprehension and students’ cultural and linguistic backgrounds4. Understands how to use systematic and explicit instruction to develop comprehension skills (i.e., self-monitoring, using graphic organizers and story structures, generating questions, and summarizing)5. Understands that students should use multiple strategies to enhance reading comprehension6. Understands the role of language structures of text (e.g., sentence, phrase, paragraph) in comprehension7. Understands the role that features of text (e.g., headings, subheadings) play in comprehension8. Understands how to use genres of written text that have recognizable structures to enhance comprehension9. Understands how to use writing activities to support reading comprehension10. Knows how to model effective strategies for comprehending a variety of writing styles, such as narrative, expository, descriptive, and persuasive11. Knows how to choose appropriate text for students, taking into account interest and ability level12. Understands effective formal and informal methods to assess students’ reading comprehensionB. FluencyThe reading teacher1. Understands that fluency with all components of reading acts as a bridge to the comprehension of text2. Understands that oral reading fluency consists of accuracy, appropriate rate, automaticity, and prosody (i.e., intonation, expression, and flow)3. Understands that fluency in the different components of reading can be developed through various strategies such as repeated use of word lists, phrases, and passages at appropriate instructional levels4. Understands how to use effective instructional strategies to improve oral reading fluency5. Understands how to use formal and informal methods of assessing reading fluencyV. Vocabulary (14%)The reading teacher1. Knows how to model the use of context as a strategy to confirm word meaning2. Understands how common prefixes, suffixes, and roots affect the meaning of English words3. Understands basic word relationships such as synonyms, antonyms, and homonyms4. Understands how to use direct and indirect methods to teach vocabulary5. Understands how to select appropriate words for vocabulary instruction6. Understands how grammatical functions and word forms affect meaning7. Understands the importance of both offering a wide range of reading opportunities and providing materials with rich contextual support for vocabulary development8. Understands how to assess and monitor vocabulary knowledgeVI. Instructional Processes (25%)A. Instructional PracticesThe reading teacher1. Creates a learning environment that supports literacy development by incorporating motivational strategies that encourage active student engagement2. Understands a variety of strategies to differentiate instructionB. Curriculum MaterialThe reading teacher1. Recognizes the differences in kinds of texts and their various uses2. Understands how to select instructional materials that reflect societal diversity3. Understands how to integrate appropriate technology to support literacy instructionC. AssessmentThe reading teacher1. Understands how to use a variety of types of assessments2. Uses assessment data to inform instruction3. Communicates students’ progress in reading to stakeholders (i.e., parents and administration) ................
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