Framework

Field 138: Reading Endorsement

The framework below is a detailed outline that explains the knowledge and skills that this assessment measures.

Framework

Domain		Range of Competencies	Approximate Percentage of Subtest Score
I 1	Foundations of Language and Literacy Acquisition	0001–0003	30%
II 2	Vocabulary, Comprehension, and Writing	0004–0006	30%
III 3	Assessment and Differentiated Instruction	0007–0008	20%
IV 4	Professional Knowledge	0009–0010	20%

Domain I 1 –Foundations of Language and Literacy Acquisition

0001 Understand principles and evidence-based approaches for developing oral language and emergent literacy skills, including phonological and phonemic awareness, concepts of print, and the alphabetic principle.

Includes:

1. Demonstrate knowledge of the stages of language acquisition and the interrelationships between oral language and literacy development.
2. Apply knowledge of evidence-based strategies for providing frequent, extensive, varied, and meaningful oral language and literacy experiences.
3. Demonstrate knowledge of the distinctions between phonological and phonemic awareness and the role of each at different stages of reading and spelling development.
4. Apply knowledge of evidence-based strategies for developing students' phonological and phonemic awareness skills.
5. Apply knowledge of evidence-based approaches for promoting students' development of concepts of print and alphabet knowledge and understanding of the alphabetic principle.
6. Demonstrate knowledge of common English language phoneme pronunciations, as well as variations among students who speak more than one language or dialect, and how this knowledge can assist students with developing English phoneme pronunciation and structural analysis of words in English.
7. Demonstrate knowledge of instructional approaches that support cultural and linguistic diversity for developing emergent literacy skills in all students.
8. Demonstrate knowledge of factors that impact emergent literacy development and apply evidence-based, differentiated instructional strategies for emergent literacy skills.

0002 Understand principles and systematic, evidence-based approaches for developing beginning reading skills and spelling skills, including high-frequency words, phonics, spelling, and structural analysis.

Includes:

1. Demonstrate knowledge of the importance of sequencing phonics instruction systematically according to the increasing complexity of linguistic units or concepts.
2. Apply knowledge of evidence-based instructional strategies for helping students decode single-syllable words that follow or contain common phonics and patterns (e.g., CVC, CVCC, CVCe).
3. Apply knowledge of evidence-based practices for promoting students' decoding and word recognition and for spelling words with common phonics patterns and morphemes, including regularly and irregularly spelled high-frequency words.
4. Demonstrate knowledge of the role of invented spelling and of evidence-based approaches supporting students' development of conventional spelling, including the reciprocity between decoding and encoding.
5. Apply knowledge of the six common English syllable types and of evidence-based, explicit instructional strategies for teaching syllable types.
6. Apply knowledge of evidence-based approaches to support the development of students' knowledge of inflectional endings and related orthographic rules and of students' understanding of the relationship between spelling and meaning.
7. Apply knowledge of evidence-based strategies for developing students' ability to apply common syllable-division patterns and word analysis skills to support their accurate reading and spelling of multisyllabic words.
8. Demonstrate knowledge of evidence-based instructional resources (e.g., decodable texts) for supporting and reinforcing students' development of phonics skills and related spelling skills.
9. Demonstrate knowledge that all languages may not include the phonemes occurring in English and that English learners may require additional instructional strategies in order to perceive, produce, read, or spell certain phonics elements.
10. Demonstrate knowledge of factors that impact beginning reading development and apply evidence-based, differentiated instructional strategies for teaching high-frequency words, phonics, spelling, and structural analysis.

0003 Understand principles and evidence-based approaches for supporting the development of reading fluency.

Includes:

1. Demonstrate knowledge of the role of fluency at various stages of reading development and the interrelationship between decoding, fluency, and comprehension.
2. Demonstrate knowledge of the role of phonics, high-frequency words, and word analysis in developing accurate, automatic word recognition.
3. Demonstrate knowledge of the distinctions between the components of fluency (i.e., accuracy, rate, and prosody).
4. Apply knowledge of evidence-based, explicit strategies for promoting fluency with respect to rate.
5. Apply knowledge of evidence-based, explicit strategies for promoting fluency with respect to accuracy.
6. Apply knowledge of evidence-based, explicit strategies for promoting fluency with respect to prosody.
7. Demonstrate knowledge of factors that impact fluency development and apply evidence-based differentiated strategies for fluency development.

Domain II 2 –Vocabulary, Comprehension, and Writing

0004 Understand principles and evidence-based approaches to developing vocabulary and academic language.

Includes:

1. Demonstrate knowledge of the role of vocabulary in supporting reading comprehension and evidence-based strategies for pre-teaching vocabulary to support comprehension.
2. Demonstrate knowledge of vocabulary tiers (i.e., Tier One—everyday words, Tier Two—general academic words, and Tier Three—discipline-specific words) and instructional strategies for explicitly teaching all students vocabulary words that are key to understanding new concepts or comprehending texts.
3. Apply knowledge of evidence-based instructional strategies for developing students' structural and morphemic analysis skills to support their accurate reading of multisyllabic words.
4. Apply knowledge of criteria for selecting vocabulary words for explicit word study and evidence-based, explicit instruction in words and their meanings.
5. Apply knowledge of evidence-based strategies for promoting and expanding the academic, disciplinary, and content-related vocabulary development of all students.
6. Apply knowledge of evidence-based strategies for promoting students' use of independent word-learning strategies, including etymology and contextual analysis, and students' use of print and digital resources.
7. Demonstrate knowledge of evidence-based instructional resources for supporting students' development of various word analysis skills.
8. Demonstrate knowledge of factors that impact vocabulary development and apply evidence-based differentiated strategies for vocabulary instruction.

0005 Understand principles and evidence-based approaches for promoting comprehension of literary and informational texts.

Includes:

1. Demonstrate knowledge of literal, inferential, and evaluative comprehension skills.
2. Demonstrate knowledge of ways to assist students in understanding the specific reading demands of various texts (e.g., literary, discipline-specific, multimedia) and text structures.
3. Demonstrate knowledge of ways to promote students' analysis of literary texts, including identifying a text's main ideas and supporting details, an author's purpose for writing, a story's elements (e.g., characters, plot, setting, theme) and genre (e.g., fiction, historical fiction, drama), and an author's craft (e.g., word choice, imagery, figurative language), and students' use of evidence from a literary text to support responses.
4. Apply knowledge of evidence-based instructional strategies (e.g., think-alouds, close reading, reciprocal teaching) for promoting students' use of comprehension strategies (e.g., predicting, questioning, clarifying, summarizing, rereading, annotating, visualizing, reviewing, self-monitoring) and to support students' ability to read and comprehend complex literary texts.
5. Demonstrate knowledge of ways to promote students' analysis of informational texts, including identifying text structures (e.g., descriptive, comparison/contrast, cause/effect, sequential, chronological) or using text features (e.g., subtitles, bold or italicized text) and graphic features (e.g., charts, diagrams).
6. Apply knowledge of evidence-based instructional strategies for promoting students' use of comprehension skills related to analyzing key ideas and details in informational texts (e.g., identifying the main topic; describing connections between events, concepts, or ideas; using textual evidence when summarizing or making inferences).
7. Demonstrate knowledge of factors that impact reading comprehension (e.g., decoding, fluency, background knowledge, vocabulary) and apply evidence-based instructional strategies to promote student comprehension of both literary and informational texts.

0006 Understand principles and systematic, evidence-based approaches for developing students' written expression skills and handwriting.

Includes:

1. Demonstrate knowledge of the components of written expression (e.g., foundational skills, transcription, composition, translation, skilled writing) and instructional approaches to support student development in written expression.
2. Apply knowledge of instructional strategies for teaching the principles of sentence structure and syntax to effectively link writing to academic content.
3. Apply knowledge of explicit instructional strategies for teaching written composition across the phases of the writing process.
4. Apply knowledge of evidence-based instructional strategies for developing students' automaticity in spelling and punctuation to promote proficient writing.
5. Demonstrate understanding of the impact of background knowledge and vocabulary on written expression and ways to develop students' background knowledge and vocabulary.
6. Demonstrate knowledge for incorporating frequent student writing opportunities (before, during, and after reading) to expand and develop students' reading comprehension and content knowledge.
7. Apply knowledge of systematic, evidence-based explicit instructional strategies for the development of students' letter formation skills and handwriting automaticity.
8. Demonstrate knowledge of instructional approaches for effective utilization of assistive technology to support the writing development of all students (e.g., text-to-speech, speech-to-text, word prediction).

Domain III 3 –Assessment and Differentiated Instruction

0007 Understand the attributes, uses, and principles of reading assessments.

Includes:

1. Demonstrate knowledge of the basic principles, terminology, and concepts of assessment, including reliability and validity.
2. Demonstrate knowledge of different types and purposes of assessment, including progress monitoring (e.g., screening, benchmark, diagnostic, formative, summative) for measuring student literacy skills (e.g., phonological awareness, phonemic awareness).
3. Demonstrate knowledge of the characteristics, benefits, and limitations of different types of formal and informal assessments.
4. Apply knowledge of ways to utilize assessment data to plan and guide core instruction, create interventions, and monitor student progress (e.g., developing flexible groupings, differentiating instruction to address the identified literacy needs of all students, determining the effectiveness of the instruction or intervention).
5. Apply knowledge of how to effectively interpret and communicate (i.e., orally and in writing) educational assessment data and results to various stakeholders.

0008 Understand the broad spectrum of reading differences and provide evidence-based approaches for differentiated instruction to support the development of literacy skills for all students.

Includes:

1. Demonstrate knowledge of dyslexia and related reading and learning differences (e.g., language disabilities, attention-deficit/hyperactivity disorder [ADHD], dysgraphia), including understanding the key cognitive/neurological basis of such challenges.
2. Apply knowledge of strategies for providing evidence-based differentiated instruction, classroom interventions, and extensions in literacy skills that meet the needs of students' individual reading profiles.
3. Demonstrate understanding of the importance of early identification and evidence-based intervention to address reading challenges.
4. Demonstrate knowledge of the characteristics and needs of English learners and emergent bilinguals and factors that affect second language literacy development.
5. Apply knowledge of strategies for providing evidence-based differentiated instruction and classroom interventions and extensions in reading and literacy skills that meet the needs of English learners and emergent bilinguals.
6. Demonstrate knowledge of culturally and linguistically responsive literacy instruction that acknowledges and values diversity and inclusion within the school community.

Domain IV 4 –Professional Knowledge

0009 Understand the roles and responsibilities of the reading professional.

Includes:

1. Demonstrate knowledge of major foundational concepts, theories, research, and evidence-based components for the promotion of literacy and language development.
2. Demonstrate knowledge of the commonalities and distinctions between literacy and language development.
3. Apply knowledge of evidence-based approaches of effective reading instruction (e.g., systematic, explicit, cumulative) to support all students in achieving reading success.
4. Apply knowledge of using comprehensive data to drive instructional decision-making within Multi-tiered Systems of Support (MTSS) in literacy.
5. Demonstrate knowledge of instructional grouping options (e.g., whole class, flexible grouping, individual) and strategies or approaches for organizing literacy instruction (e.g., differentiated instruction, cooperative-learning groups) to support decision-making within MTSS and the literacy development of all students.
6. Apply knowledge of evaluating the effectiveness of literacy interventions by analyzing progress-monitoring assessment data to drive instructional decision-making within MTSS in literacy.
7. Apply knowledge of evidence-based instructional strategies for integrating and promoting disciplinary literacy skills across academic disciplines.
8. Demonstrate knowledge of selecting texts that align with state and local literacy standards, connect with students' interests and backgrounds, and provide opportunities for all students to see themselves represented in texts and to learn about others through the reading of diverse literature (e.g., multicultural and multilingual texts, fiction, drama, poetry, nonfiction).
9. Demonstrate knowledge of ways to select, organize, and manage instructional materials and technologies and to appropriately integrate digital technologies into literacy instruction to address the literacy needs and interests of all students.
10. Demonstrate knowledge of how to assist students in selecting a variety of print and digital texts and media for different purposes (e.g., close reading, investigative reading, independent reading, recreational reading) and for motivating and supporting students to read both informational and literary texts.

0010 Understand ways to effectively communicate and collaborate with colleagues and stakeholders to create a literacy environment that meets the needs of all students.

Includes:

1. Demonstrate knowledge of how to collect and analyze data and consider literacy-related research to effectively collaborate with professional colleagues to improve practice and design.
2. Demonstrate knowledge of the purposes of collaboration with a multidisciplinary team in making instructional decisions within Multi-tiered Systems of Support (MTSS) to address the needs of all students.
3. Demonstrate knowledge of approaches to encourage collaborative classroom communities that support and engage all students in reading, writing, listening, speaking, viewing, and visually representing their thoughts and ideas.
4. Demonstrate knowledge of creating a literacy-rich learning environment that supports student risk-taking (e.g., classroom routines, grouping structures, collaboration) and in which students are encouraged to read and write purposefully to make meaning, gain knowledge, and enhance personal growth.
5. Demonstrate knowledge of approaches to communicate, consult with, and advocate on behalf of students and families for effective literacy practices, including using effective communication with students and families.

 

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