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Descriptive Statements:
- Analyze the role of vocabulary in reading development (e.g., the role of oral vocabulary in word recognition, the role of vocabulary knowledge in comprehension, the correlation between students' vocabulary knowledge in the primary grades and their later reading achievement) and factors related to vocabulary development (e.g., the critical role of wide and varied reading).
- Apply knowledge of components of effective vocabulary instruction (e.g., explicit teaching of words and word-learning strategies; promoting word consciousness and wide and varied reading; providing meaningful exposure to and opportunities to use new vocabulary) and factors involved in selecting words for vocabulary instruction (e.g., identifying content-specific vocabulary).
- Apply knowledge of research-based, explicit instruction in words and their meanings, including use of explicit examples and oral-language and writing activities that promote integration of vocabulary knowledge.
- Apply knowledge of research-based, explicit instruction in independent strategies for building vocabulary and for determining and verifying the meanings and pronunciations of unfamiliar words or words with multiple meanings (e.g., using structural analysis, contextual analysis, and reference materials; applying knowledge of common Latin and Greek roots and their meanings).
- Apply knowledge of differentiated instruction (e.g., interventions, modifications, enrichments) in vocabulary development to address the needs of all students (i.e., students who are experiencing difficulty in this area, students with special needs, students who are English language learners or speakers of nonstandard English, and students who are advanced in this area).
Sample Item:
According to research, which of the following is an essential component of effective vocabulary instruction?
- aligning vocabulary instruction with decoding instruction
- teaching students definitions of new words prior to presenting the words in context
- teaching students strategies for memorizing new vocabulary
- providing opportunities to use new words in classroom discussions and independent writing
Correct Response and Explanation (Show Correct ResponseHide Correct Response)
D. This question requires the examinee to apply knowledge of components of effective vocabulary
instruction. Research suggests that providing students with exposure to new vocabulary words in various contexts,
such as providing opportunities for them to use recently taught words in their own speech and writing, promotes
the students' deeper understanding and retention of the words (e.g., Beck et al, 1982; Nagy, Anderson, & Herman,
1987; Senechal & Cornell, 1993; Blachowicz & Fisher, 2000, 2001, 2003; Beck, McKeown, & Kucan, 2002).
Descriptive Statements:
- Analyze the role of academic language and background knowledge in reading comprehension and factors related to the development of academic language and background knowledge.
- Recognize academic language structures (e.g., syntax, grammar) and functions (e.g., analyzing, justifying) used in oral and written academic discourse.
- Apply knowledge of explicit instruction in academic language structures and functions to support comprehension of texts.
- Apply knowledge of research-based, explicit strategies for promoting development of background knowledge to support comprehension of texts.
- Apply knowledge of explicit oral-language, reading, and writing activities to reinforce development of academic language and background knowledge.
- Apply knowledge of differentiated instruction (e.g., interventions, modifications, enrichments) in academic language and background knowledge to address the needs of all students (i.e., students who are experiencing difficulty in one or more of these areas, students with special needs, students who are English language learners or speakers of nonstandard English, and students who are advanced in one or more of these areas).
Sample Item:
A sixth-grade teacher shows students photographs of ancient Mayan cities and illustrations of daily life in a
typical eighth-century Mayan village before beginning a novel that takes place in that setting. This strategy
is likely to enhance students' reading comprehension primarily by:
- helping them set a purpose for reading.
- developing their background knowledge.
- encouraging them to use self-monitoring as they read.
- increasing their interest in learning about historical periods.
Correct Response and Explanation (Show Correct ResponseHide Correct Response)
B. This question requires the examinee to apply knowledge of research-based, explicit
strategies for promoting background knowledge to support comprehension of texts. The prereading activity
described provides students with concrete information relevant to the setting of the book that the students
can call upon during reading to help them visualize and interpret both explicit and implicit aspects of the
narrative they will read.
Descriptive Statements:
- Analyze factors affecting reading comprehension (e.g., oral language development, including vocabulary, academic language, and listening-comprehension skills; automaticity of word recognition; fluency; background knowledge; strategic reading).
- Analyze examples of literal, inferential, and evaluative reading comprehension.
- Apply knowledge of research-based comprehension strategies (e.g., prediction, prior knowledge, monitoring, think-aloud, text structure, visual representation, mental imagery, summarization, questions/questioning).
- Apply knowledge of components of research-based instruction in comprehension strategies (i.e., explicit description, teacher modeling, collaborative use, guided practice, and independent use), including selecting texts appropriate for teaching a specific strategy.
- Apply knowledge of effective classroom comprehension routines or approaches that promote use of multiple research-based comprehension strategies before, during, and after reading.
- Apply knowledge of differentiated instruction (e.g., interventions, modifications, enrichments) in reading comprehension and comprehension strategies to address the needs of all students (i.e., students who are experiencing difficulty in one or more of these areas, students with special needs, students who are English language learners or speakers of nonstandard English, and students who are advanced in one or more of these areas).
Sample Item:
During a lesson on reading comprehension strategies, a fourth-grade teacher explains that skilled readers
often ask themselves questions about a text as they read and that this enhances their understanding of the
text. To promote students' ability to use this strategy effectively, which of the following steps would be
most appropriate for the teacher to take next?
- asking students to keep a journal of questions they think of while they silently read a selected text
- arranging for pairs of students to engage in a partner reading of a selected text and a discussion of teacher-prepared questions
- using thinking aloud to model the strategy for students during a teacher read-aloud of a selected text
- providing the opportunity for students to practice using the strategy aloud during a small-group oral reading of a selected text
Correct Response and Explanation (Show Correct ResponseHide Correct Response)
C. This question requires the examinee to apply knowledge of components of research-based
instruction in comprehension strategies. Convergent research (e.g., as reported by the National Reading Panel, 2000)
indicates that effective comprehension strategy instruction includes specific components, including explicit
explanation followed by teacher modeling of the strategy. In this lesson, the teacher has already provided a
description of and rationale for the use of self-questioning as a comprehension strategy. Before students can
effectively attempt to apply the skill, they require a practical understanding of the strategy, which teacher
modeling of the strategy can provide.
Descriptive Statements:
- Analyze the uses of formal and informal assessments in vocabulary, academic language, background knowledge, comprehension, and comprehension strategies.
- Interpret results from formal and informal assessments in vocabulary, academic language, background knowledge, comprehension, and comprehension strategies.
- Demonstrate ability to use the results of formal and informal assessments in vocabulary, academic language, background knowledge, comprehension, and comprehension strategies for screening, diagnostic, instructional, progress-monitoring, and evaluative purposes (i.e., determining students' current knowledge, skills, and abilities with respect to relevant standards; planning appropriate instruction and interventions; monitoring student progress; modifying or adjusting instruction as needed; and determining whether students have achieved relevant standards).
Sample Item:
Several third-grade students demonstrate good comprehension of grade-level narrative texts but inconsistent
comprehension of grade-level informational texts. This evidence most likely indicates that the teacher should
modify future reading instruction for these students by increasing emphasis on activities that:
- reinforce knowledge of grade-level sight words.
- promote development of reading fluency.
- reinforce grade-level word identification skills.
- promote development of content-specific vocabulary.
Correct Response and Explanation (Show Correct ResponseHide Correct Response)
D. This question requires the examinee to demonstrate the ability to use the results of
informal assessments in comprehension for planning appropriate instruction. The fact that these students
demonstrate good comprehension of grade-level narrative texts provides evidence that they have mastered
grade-level sight words and word identification skills, and are reading narrative texts fluently. At the
third-grade level, lack of familiarity with content-specific vocabulary is a frequent cause of comprehension
difficulties specific to informational texts.
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