Domain 1: Competency 1

Question 1

(1) Principles of Standards-based reading instruction

a

Answer 1

a) Base instruction on ELA Content Standards and California State Board of Education Adopted Materials “Curriculum.”

Question 2

(1) Principles of Standards-based reading instruction

b

Answer 2

b) Ensuring that instruction provides a balanced, comprehensive reading program as described in the
California Reading/Language Arts (RLA) Framework

Question 3

(1) Principles of Standards-based reading instruction

c

Answer 3

c) making instructional decisions based on ongoing assessment results

Question 4

(1) Principles of Standards-based reading instruction

d

Answer 4

d) ensuring that instruction is systematic and explicit and promotes prevention of reading difficulties before
they occur

Question 5

(1) Principles of Standards-based reading instruction

e

Answer 5

e) recognizing that systematic reading instruction is based on the assumption that students master
particular skills and knowledge at designated points in time and that earlier skills are foundational and
requisite for later, more complex higher-order skills and knowledge

Question 6

(1) Principles of Standards-based reading instruction

f

Answer 6

f) ensuring that daily instruction is differentiated to address the full range of learners in the classroom and
conveys high expectations to all learners

Question 7

(1) Principles of Standards-based reading instruction

g

Answer 7

g) ensuring that planning includes both short- and long-term goals that lead to daily, evidence-based
learning objectives

Question 8

(2) Demonstrate knowledge of key factors to consider in planning differentiated reading instruction.

(a)

Answer 8

a) students’ assessed knowledge and skills in the specific area(s) of reading

Question 9

(2) Demonstrate knowledge of key factors to consider in planning differentiated reading instruction.

(b)

Answer 9

b) prerequisite knowledge and skills (i.e., the knowledge and skills required for students to be able to benefit
from instruction)

Question 10

(2) Demonstrate knowledge of key factors to consider in planning differentiated reading instruction.

(c)

Answer 10

c) pacing of instruction

Question 11

(2) Demonstrate knowledge of key factors to consider in planning differentiated reading instruction.

(d)

Answer 11

d) complexity of the content/skills to be presented

Question 12

(2) Demonstrate knowledge of key factors to consider in planning differentiated reading instruction.

(e)

Answer 12

e) scaffolds to ensure that all students have access to higher-level knowledge and skills

Question 13

(3) Demonstrate knowledge of how to organize and manage differentiated reading instruction and interventions
to meet the needs of all students.

(a)

Answer 13

a) using flexible grouping, individualized instruction, and whole-class instruction as needed

Question 14

(3) Demonstrate knowledge of how to organize and manage differentiated reading instruction and interventions
to meet the needs of all students.

(b)

Answer 14

b) using all components of core California SBE–adopted materials to make grade-level content accessible
to all students

Question 15

(3) Demonstrate knowledge of how to organize and manage differentiated reading instruction and interventions
to meet the needs of all students.

(c)

Answer 15

c) recognizing that students should be grouped for interventions according to the severity of their difficulties
(i. e., benchmark, strategic, and intensive groups)

Question 16

(4) Demonstrate knowledge of components of effective instructional delivery in reading as described in the
California RLA Framework

(a)

Answer 16

a) orientation (e.g., engagement, teacher demonstration)

Question 17

(4) Demonstrate knowledge of components of effective instructional delivery in reading as described in the
California RLA Framework

(b)

Answer 17

b) presentation (e.g., explicit instruction, modeling, pacing)

Question 18

(4) Demonstrate knowledge of components of effective instructional delivery in reading as described in the
California RLA Framework

(c)

Answer 18

c) structured and guided practice (e.g., reinforcement, questioning, feedback, corrections, peer-mediated
instruction)

Question 19

4) Demonstrate knowledge of components of effective instructional delivery in reading as described in the
California RLA Framework

(d)

Answer 19

d) independent practice and application

Question 20

(5) Demonstrate knowledge of strategies for engaging students in reading instruction and motivating them to
progress in their reading development.

(a)

Answer 20

a) providing instruction that enables students to develop the skills necessary for successful reading

Question 21

(5) Demonstrate knowledge of strategies for engaging students in reading instruction and motivating them to
progress in their reading development.

(b)

Answer 21

b) creating a stimulating learning environment

Question 22

(5) Demonstrate knowledge of strategies for engaging students in reading instruction and motivating them to
progress in their reading development.

(c)

Answer 22

c) providing appropriate reading materials (e.g., readable and interesting)

Question 23

5) Demonstrate knowledge of strategies for engaging students in reading instruction and motivating them to
progress in their reading development.

(d)

Answer 23

d) reading aloud to students

Question 24

5) Demonstrate knowledge of strategies for engaging students in reading instruction and motivating them to
progress in their reading development.

(e)

Answer 24

e) encouraging parents/guardians to read to their children and to model the value of reading at home for pleasure and information

Question 25

(6) Demonstrate knowledge of a variety of strategies for promoting purposeful independent reading of a wide
variety of narrative/literary and expository/informational texts

(a)

Answer 25

(a) teaching students how to select books at
appropriate reading levels, using students’ personal interests to help motivate and increase independent
reading, providing structured independent-reading opportunities in class, supporting at-home reading

Question 26

(6) Demonstrate knowledge of a variety of strategies for promoting purposeful independent reading of a wide
variety of narrative/literary and expository/informational texts

(b)

Answer 26

b) methods for monitoring students’ independent reading

(e.g., student-maintained reading logs, book reports,
formal and informal oral presentations, class discussions, book talks).

Question 27

(7) Demonstrate knowledge of factors involved in creating a literacy-rich environment and strategies for
promoting students’ lifelong appreciation for reading for pleasure and for information

Answer 27

encouraging book
clubs, literature circles, author studies, and other reading discussion groups; helping students use reading to
set and pursue their own research goals.

Question 28

(8) Demonstrate knowledge of support systems that can be used to promote the skillful teaching of reading

Answer 28

reading coach, grade-level team meetings and professional development that are focused on
instruction and California SBE–adopted materials