Reading Content Standards

Identify the major findings of scientifically-based reading research on the major elements of beginning reading instruction and their interrelationships (i.e., oral language and phonemic awareness, phonics, fluency, vocabulary knowledge, and comprehension of informational and literary texts) (AK/PK).

Identify criteria for selecting intervention and supplemental reading materials (AK/PK).

Identify the features of scientifically-based reading research (reliable, valid, rigorous, trustworthy) (AK).

Identify the major findings of scientifically-based research on the relationship between socio-economic status and reading achievement, early reading achievement and subsequent reading achievement, and early language development and subsequent reading achievement, and on the relative effectiveness of early intervention versus subsequent intervention (AK).

Identify the major findings of scientifically-based research on genetic, neurobiological (brain-based), and gender differences that are causally related to individual differences in learning to read, write, and use language (AK/PK).

Identify different phonemic awareness skills (e.g., rhyming, segmenting sentences into words, segmenting words into syllables, substituting different sounds for the final sound in a word) and describe a curricular sequence for developing a range of such skills (PK).

Identify reasons for emphasizing blending and segmenting phonemes when teaching phonemic awareness (i.e., how they contribute to decoding and spelling) (AK/PK).

Identify efficient and effective ways to help children develop and display phonemic awareness including how to match and isolate phonemes in initial and final positions of words, blend phonemes into words, and segment words into phonemes. (PK).

Identify linguistic similarities and differences among English phonemes (e.g., consonants and vowels, voiced and unvoiced, continuous and non-continuous) and design systematic instruction based on these similarities and differences (AK).

Identify the different ways in which verbal stimulation, word games, and vocabulary development help young English language learners to develop phonemic awareness skills. Examples include Mother Goose rhymes (e.g., Humpty Dumpty, Georgy Porgy, Jack and Jill, “One, two, Buckle my shoe”) and other nursery rhymes composed in English (AK).

Identify research-based features of efficient and effective teaching of phonemic awareness skills (PK).

Identify ways in which phonetic spellings are related to phonemic awareness and beginning reading development (PK).

Identify different types and purposes of phonemic awareness assessments for instructional planning (PK).

Identify ways to use assessment information to screen children early and design differentiated instruction (PK).

Identify different phonics skills (e.g., identification of sound/symbol relationships, blending, and identification of common spelling patterns) and describe a curricular sequence for developing them (PK).

Identify the ways in which letters, letter combinations, letter patterns, and spellings of roots and morphemes (prefixes and suffixes) represent sounds, syllables, and meaningful units in English words (AK).

Distinguish between regularly and irregularly spelled words and identify appropriate methods of teaching them (PK).

Identify and explain incongruities in English spelling stemming from word history, word origin (e.g., a word adopted from other language), or other word coinage devices (AK/PK).

Identify the most productive phonics and spelling generalizations (e.g., vowels affecting hard or soft c sound, consonant doubling before a suffix) and their exceptions (PK).

Identify the most common and reliable principles for dividing multisyllabic words and describing syllable types in English (open, closed, VC, vowel team, vowel +R, -Cle) (AK/PK).

Identify research-based features of effective and efficient teaching of word identification skills (PK).

Identify features of systematic and explicit phonics instruction and how instruction can be made more explicit and systematic (PK).

Identify different types and purposes of phonics assessments for instructional planning (PK).

Identify common reading errors and error patterns and describe appropriate interventions to address these errors (PK).

Identify methods for developing fluency with isolated sounds, individual words, and connected text (PK).

Identify how accuracy, rate, and prosody change from grade to grade and with increasing text difficulty (PK).

Identify the causes of poor fluency and its relationship to reading comprehension (PK).

Identify variables to consider in determining suitability of a text for a particular reader (e.g., interest level, vocabulary difficulty, abstractness of ideas, complexity of sentence structure, and length of text) (PK).

Identify the advantages and limitations of readability formulas (AK).

Identify features of effective and efficient instruction in developing fluency (PK).

Identify different types and purposes of fluency assessments for instructional planning (PK).

Identify ways to use assessment information to design differentiated instruction in developing fluency (PK).

Identify a variety of vocabulary skills and describe a curricular sequence for developing a range of such skills (PK).

Describe different rationales for selecting words for classroom study (PK).

Identify Greek and Latin derived morphemes (roots and affixes) commonly used in elementary reading materials and ways to use these word elements to promote independent vocabulary learning (AK/PK).

Identify the ways suffixes turn concrete nouns and active verbs into abstract concepts, and how suffixes alter stress patterns if the base words are derived from Greek or Latin (AK).

Distinguish words with living prefixes (e.g., pro-labor) from etymologically prefixed words (e.g., proscribe) and how this distinction can be used to determine the literal or figurative meaning of a prefixed word (AK).

Identify the relative level of difficulty of the multiple meanings of one word, or of a group of words related by shades of meaning (e.g., kid/youth), or of a group of words related as cognates (PK).

Identify examples of relational words/phrases for elementary mathematics and science (e.g., fewer than, less than, equal to, smaller than) and methods for teaching them (AK/PK).

Identify specific ways to help children use context to determine the meaning of a word (e.g., restatement or apposition, definition) and methods for teaching them (PK).

Identify common idiomatic phrases and methods for teaching them to elementary-age English language learners (AK/PK).

Identify common foreign words and abbreviations used in elementary reading materials and methods for teaching them (AK/PK).

Identify the meaning of allusions to literary and biblical names and places commonly used in informational texts in the middle/upper elementary grades (e.g., Scrooge, Robin Hood, Camelot, Trojan Horse, David, Goliath, Garden of Eden, Solomon's wisdom, Tower of Babel) and methods for teaching them (AK/PK).

Explain the information given for an entry in a children's dictionary and in an adult dictionary (AK).

Identify effective and efficient strategies for direct instruction in developing vocabulary knowledge (PK).

Identify indirect ways to promote vocabulary development in a classroom (e.g. word wall, independent reading, and personal dictionaries) (PK).

Identify ways to teach the following strategies that students can use either before, during, or after reading to develop reading comprehension: generating their own questions, using graphic and semantic organizers, paraphrasing and summarizing, identifying/outlining the structure of a selection, and monitoring what they have read (PK).

Identify uses of narration for organizing informational texts and primary sources (e.g., history, diaries) (AK).

Identify background knowledge that children might need to understand a particular informational text and effective strategies to activate this knowledge (PK).

Identify a method for teaching children how to locate or infer the author's purpose for an informational text (PK).

Identify the way in which the purpose of an informational text differs from the theme of a literary text (AK).

Distinguish how the point of view (position or perspective) of an informational text differs from the point of view of a literary text (AK).

Identify ways to help children locate the topic sentences and key words in an informational text (PK).

Identify ways to help children locate details in a text that support the text's purpose (PK).

Identify a method to help children figure out the structure of an informational selection (PK).

Identify ways to locate or identify a main clause and the subordinate clauses, transitional phrases, or prepositional phases that qualify its meaning and methods for teaching them (AK/PK).

Identify different types and purposes of comprehension of informational assessments for instructional planning (PK).

Identify ways to use assessment information to design differentiated instruction in comprehending informational texts (PK).

Identify the three major genres of literary texts (fiction, poetry, and drama), some of their many subgenres (e.g., fable, epic poem, tragedy), and several well-known authors and titles for each genre (AK).

Identify the major literary elements (plot, theme, characters, setting, mood, and narrator's point of view) of some well-known examples of children's literature (AK).

Identify the basic structures of fairy tales, myths, folktales, legends, and fables (AK).

Identify how the theme (or meaning) of a literary text differs from the purpose of an informational text and how to teach children to infer or determine the theme (PK).

Distinguish the narrator's point of view (stance) in a story or poem from the author's position, perspective, or point of view (AK).

Identify ways to help students determine the narrator's point of view or stance in a story or poem and its effect on a story or poem (PK).

Identify ways in which mood may be conveyed by word choice, rhyme scheme, rhythm, allusions, repetition, personification, metaphor, hyperbole, alliteration, symbolism, and graphic elements (AK).

Identify the features and uses of different approaches to teaching literature in the elementary school (e.g., anthology readers, readers' workshops and book clubs) (PK).

Identify features of effective and efficient instruction in developing comprehension of a literary text (PK).

Identify different types and purposes of comprehension assessments for literary texts for instructional planning (PK).

Identify ways to use assessment information to design differentiated instruction in comprehending literary texts (PK).

Identify ways to promote and monitor independent reading (PK).

Identify the uses of teacher-directed small group, whole class, and individual instruction for different aspects of reading instruction, and the uses of groupings based on achievement or needs (PK).

Identify the benefits and limitations of various reading activities, such as paired reading, choral reading, guided reading, shared reading, read-alouds, and the workshop models for reading and literature instruction (PK).

Identify ways to provide reading instruction and challenging reading materials for advanced, on-level, and struggling readers in a mixed ability class on a regular basis (PK).