We've detected that Javascript is not enabled. It is required for an optimal survey taking experience. Please check your browser's settings and make sure Javascript is turned on. Learn how to enable Javascript.
Teacher candidates must demonstrate the necessary depth and breadth of content knowledge needed to support all students in mastering grade level expectations as outlined in the 2017 Massachusetts English Language Arts and Literacy Framework.
Evidenced-based (formally evaluated in peer-review literature) concepts of language and literacy
Components of Reading: according to the National Reading Panel (2000): concepts of print, phonological awareness (including phonemic awareness, phonics, word recognition, fluency, vocabulary, oral language, and comprehension)
Components of Language: phonology, syntax, semantics, morphology, orthography, discourse, pragmatics
Elements of Composition
Craft and structure of texts in various genres/forms
Composition process
The reciprocal relationships among
phonemic awareness, rapid automatic naming speed, phonological awareness, decoding, word recognition, spelling
decoding, encoding, fluency and comprehension
background knowledge, vocabulary, composition and comprehension
listening comprehension and reading comprehension
reading, writing, language, viewing, speaking, and listening
Identifying the distinguishing characteristics of diverse learner profiles, including the strengths and needs commonly demonstrated by multilingual students, and students with reading disabilities including dyslexia
Effective instructional approaches and materials for all learners, including approaches to adapting instructional materials to meet diverse needs
Aspects of learners to consider when evaluating and selecting curriculum and print/digital texts, including: a student’s current literacy strengths and needs, background knowledge, cultural relevance, interests and motivation, and reading difficulties and disabilities
Apply knowledge of evidence-based practices for explicit and systematic instruction in the following topics, aligned to grade specific standards in the Massachusetts English Language Arts and Literacy Framework and the Massachusetts Standards for Digital Literacy.
Concepts of print and the alphabetic principle
Phonological and phonemic awareness, including the progression of phonological awareness skills and of phoneme skill development
Phonics for word recognition and spelling, including the systematic, cumulative progression of phonics concepts, sight words, syllabication, and spelling rules/generalizations
Oral reading fluency at the word, sentence, and passage levels
Comprehension, including automatic decoding, vocabulary, word knowledge, text structures,summarizing, monitoring for understanding, and integration of content presented in diverse formats
Vocabulary, including approaches for selecting words to teach in-depth and word learning strategies such as use of context and word parts (morphology)
English grammar and usage, and conventions of English
Writing, including the organization and purpose of arguments, informative/explanatory, and narratives, using the writing process and awareness of task/audience/purpose
Handwriting and developmentally appropriate keyboarding
Speaking and listening skills, including skills required for collaborative conversations and presentations.
Digital/media literacies, with particular emphasis on online research and evaluating online information for accuracy and bias.
Progression of writing skills, including: letter formation, encoding/spelling, conventions, sentence structure, paragraph formation, and idea development
Purposes, attributes, and strengths/limitations of various types of assessments including screening, diagnostic, and curriculum-based measurements (CBM) and assessments used for formative/progress monitoring, summative and outcome purposes. (Congress defined reading criteria 20USC6368(7))
Purpose, components, and procedures for administering research-based assessments designed to identify students at risk for reading difficulties, addressing a variety of constructs, including rapid automatized naming, letter naming, phonological awareness, phonics, fluency, vocabulary and comprehension
Collaborative leadership and adult learning theories that support:
Ability to serve as a mentor
Planning and leading professional development
Developing and vetting a vision/plan for literacy instruction and assessment that integrates the relevant evidence-based strategies informed by research
Ability to lead process of curriculum design, selection, and evaluation