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Descriptive Statements:
- Demonstrate knowledge of language development, including foundational concepts related to primary home- and English-language acquisition, factors affecting language development, the role of oral language development in emergent literacy, and the importance of building on students' current language skills to promote their language and literacy development.
- Demonstrate knowledge of effective listening skills for a variety of purposes and audiences, and strategies for promoting development of students' listening skills to support their language and literacy development and their learning across the curriculum.
- Demonstrate knowledge of phonological and phonemic awareness skills, the distinction between phonological and phonemic awareness, the role of phonological and phoneme awareness in emergent literacy, and strategies for developing students' phonological and phonemic awareness skills.
- Demonstrate knowledge of concepts of print and the alphabetic principle and strategies for promoting students' development of concepts of print, letter knowledge, letter formation skills, and the knowledge of letter-sound correspondence.
Sample Item:
A young child says, "I drawed you a picture!" The error in this sentence best
illustrates which process of language development?
- overgeneralization of morphological rules
- incorrect use of pronoun reference
- overextension of the meaning of nouns
- confusion of past and future tenses
Correct Response and Explanation (Show Correct ResponseHide Correct Response)
A. This question requires the examinee to demonstrate knowledge of a
foundational concept related to English-language acquisition. Applying the regular past
tense inflection -ed to verbs that have an irregular past tense form is an example of
overgeneralizing a morphological rule, an error typical of a particular stage of language
development.
Descriptive Statements:
- Demonstrate knowledge of the role of phonics and sight words in developing accurate, automatic word recognition and reading fluency and strategies for promoting development of phonics skills and sight words.
- Demonstrate knowledge of the use of phonics patterns and word analysis strategies, including syllabication and morphology, as techniques for decoding multisyllable words.
- Demonstrate knowledge of the reciprocity between decoding and encoding and strategies for promoting spelling development at all stages of reading development.
- Demonstrate knowledge of reading fluency and strategies for promoting fluency development at all stages of reading development.
- Demonstrate knowledge of strategies for promoting phonics, word analysis, spelling, and fluency skills for diverse learners.
Sample Item:
A first-grade teacher puts the rime -all in magnetic letters on a board and gives a
student three onsets for that rime. The teacher asks the student to place one onset
in front of the rime and read the word aloud. This activity would be most effective
for promoting the student's:
- letter-name recognition skills.
- phonics blending skills.
- morphological skills.
- sight-word identification skills.
Correct Response and Explanation (Show Correct ResponseHide Correct Response)
B. This question requires the examinee to demonstrate knowledge of
strategies for promoting development of phonics skills. In this activity, the student
learns to read words by blending the sound of an onset with the sound of a rime.
Descriptive Statements:
- Recognize factors affecting reading comprehension.
- Apply knowledge of literal, inferential, and evaluative comprehension skills.
- Apply knowledge of strategies for promoting the reading comprehension skills of students who are at different stages of reading and for facilitating comprehension before, during, and after reading.
- Demonstrate knowledge of the role of vocabulary development in reading and strategies for increasing students' vocabulary knowledge and their ability to apply vocabulary in new contexts.
Sample Item:
A fourth-grade teacher regularly integrates content-area vocabulary into language arts
lessons and activities. This practice benefits students primarily by:
- introducing them to new vocabulary words.
- increasing their level of engagement during language arts work.
- providing them with a systematic overview of the content-area curriculum.
- enhancing their ability to understand and use the new vocabulary words in context.
Correct Response and Explanation (Show Correct ResponseHide Correct Response)
D. This question requires the examinee to demonstrate knowledge of
strategies for increasing students' vocabulary knowledge. Providing students with
frequent exposure to and opportunities to use new vocabulary in a variety of meaningful
contexts promotes depth of vocabulary knowledge.
Descriptive Statements:
- Demonstrate knowledge of characteristics of various literary genres, elements of story structure, and literary devices and strategies for promoting students' comprehension and analysis of literary texts.
- Recognize diverse genres of children's literature.
- Demonstrate knowledge of the characteristics and features of various types of informational, persuasive, and functional texts, and strategies for promoting students' comprehension of various types of texts and analysis of text structures.
- Demonstrate knowledge of the characteristics and features of various types of graphic sources, such as advertisements and editorial cartoons; how visual elements can be used to convey a particular message, meaning, or theme; and strategies for promoting students' comprehension and analysis of graphic sources.
Sample Item:
Foreshadowing is a device used in literary works primarily to:
- create a mood of apprehension or fear.
- highlight important traits of the characters.
- suggest an important turn of events in advance.
- place emphasis on important themes in a text.
Correct Response and Explanation (Show Correct ResponseHide Correct Response)
C. This question requires the examinee to demonstrate knowledge of
literary devices. In a work of fiction or drama, an author is said to use the literary
device of foreshadowing when she or he uses dialogue, action, or description to indirectly
suggest an important event or revelation that will occur later in the work.
Descriptive Statements:
- Apply knowledge of the processes, or steps, involved in developing a composition or oral presentation, including identifying an audience and purpose, generating and organizing ideas, evaluating the credibility and reliability of resources, revising and editing a draft, and incorporating aural or visual media or technology.
- Demonstrate knowledge of the structure and key elements of various modes of communication, including intrapersonal, interpersonal, and academic modes.
- Apply knowledge of conventions of Standard American English in written and oral communication, including correct spelling, capitalization, punctuation, grammar, and word usage.
- Demonstrate knowledge of elements of effective writing and speaking, including appropriate language styles and registers and the use of nonverbal elements in speaking.
Sample Item:
In which stage of the writing process should a writer focus on sharpening a persuasive
argument?
- prewriting
- drafting
- revising
- proofreading
Correct Response and Explanation (Show Correct ResponseHide Correct Response)
C. This question requires the examinee to apply knowledge of the processes,
or steps, involved in developing a composition. During the revising stage of the writing
process, a writer should edit, improve, and build upon arguments and points made in the
drafting stage.
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