Prekindergarten/Primary PK–3
Subtest 2: Language Arts and Reading (532)

Test Competencies and Skills Worksheet

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Competency 1—Knowledge of literacy and literacy instruction

  • Approximate Percentage of Total Subtest Questions: 24%
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Check this box if the course listed above covers the content described by this skill
Check this box if the course listed above covers the content described by this skill
Check this box if the course listed above covers the content described by this skill
Check this box if the course listed above covers the content described by this skill
Check this box if the course listed above covers the content described by this skill
Check this box if the course listed above covers the content described by this skill
This section of the worksheet allows users to map the test competencies and skills to the curriculum by entering up to six courses in the course name fields, and checking the boxes if the content of the course covers the information described by the test skills in the rows below.
Skills Course 1:
 Course 2:
 Course 3:
 Course 4:
 Course 5:
 Course 6:
1. Identify the components of emergent literacy (i.e., oral and written language development, phonological awareness, letter knowledge, print concepts) and early literacy (i.e., phonemic awareness, phonics, fluency, vocabulary, comprehension).
2. Identify common emergent literacy difficulties and apply strategies for prevention, intervention, and remediation.
3. Apply evidence-based practices for developing emergent literacy (i.e., oral and written language development, phonological awareness, letter knowledge, print concepts) and early literacy (i.e., phonemic awareness, phonics, fluency, vocabulary, comprehension).
4. Identify appropriate, multisensory emergent and early literacy activities (e.g., literacy songs, manipulatives, Elkonin boxes).
5. Select specific evidence-based practices (e.g., group size, explicit, systematic, differentiated, individualized, corrective feedback) for developing emergent and early literacy.
6. Identify the components of and techniques for creating a print-rich environment to impact classroom instruction.
7. Analyze the components of a structured literacy program (e.g., phonemic awareness, phonics, fluency, vocabulary, comprehension).
8. Identify effective methods and strategies to integrate reading, writing, speaking, listening, viewing, and representing across the curriculum.
9. Determine effective techniques for motivating students to engage in academic and personal reading (e.g., setting reading goals, encouraging self-selection of texts).
Notes on Competency 1:

Competency 2—Knowledge of literary and informational texts

  • Approximate Percentage of Total Subtest Questions: 18%
Check this box if the course listed above covers the content described by this skill
Check this box if the course listed above covers the content described by this skill
Check this box if the course listed above covers the content described by this skill
Check this box if the course listed above covers the content described by this skill
Check this box if the course listed above covers the content described by this skill
Check this box if the course listed above covers the content described by this skill
Check this box if the course listed above covers the content described by this skill
Check this box if the course listed above covers the content described by this skill
Check this box if the course listed above covers the content described by this skill
Check this box if the course listed above covers the content described by this skill
This section of the worksheet allows users to map the test competencies and skills to the curriculum by entering up to six courses in the course name fields, and checking the boxes if the content of the course covers the information described by the test skills in the rows below.
Skills Course 1:
 Course 2:
 Course 3:
 Course 4:
 Course 5:
 Course 6:
1. Select a variety of texts that build background knowledge and language skills.
2. Identify and distinguish the elements of various literary genres and formats of prose and poetry (e.g., traditional literature, fantasy, realistic fiction).
3. Analyze and compare literature with common themes written from a variety of viewpoints.
4. Identify instructional approaches and apply strategies for developing literary analysis (e.g., story-mapping, plot structure, literary devices).
5. Select appropriate techniques for encouraging students to respond to literature and informational texts in a variety of ways (e.g., retelling, dramatizing, writing).
6. Identify a variety of uses and purposes for multiple representations of information (e.g., maps, graphic representations, print and nonprint media).
7. Identify evidence-based practices (e.g., activating background knowledge, questioning, summarizing) for facilitating students' reading comprehension across the curriculum.
8. Identify and use text structures (e.g., cause and effect, chronological order, compare and contrast) to develop students' comprehension.
9. Identify informational text features and their purposes (e.g., glossary, headings, table of contents) to develop students' comprehension.
10. Apply instructional approaches and strategies for teaching informational literacy skills (e.g., reference materials, research skills).
Notes on Competency 2:

Competency 3—Knowledge of foundational reading skills

  • Approximate Percentage of Total Subtest Questions: 24%
Check this box if the course listed above covers the content described by this skill
Check this box if the course listed above covers the content described by this skill
Check this box if the course listed above covers the content described by this skill
Check this box if the course listed above covers the content described by this skill
Check this box if the course listed above covers the content described by this skill
Check this box if the course listed above covers the content described by this skill
This section of the worksheet allows users to map the test competencies and skills to the curriculum by entering up to six courses in the course name fields, and checking the boxes if the content of the course covers the information described by the test skills in the rows below.
Skills Course 1:
 Course 2:
 Course 3:
 Course 4:
 Course 5:
 Course 6:
1. Identify appropriate stages of word recognition development and apply teaching strategies to guide students through these stages (i.e., pre-alphabetic, partial-alphabetic, full-alphabetic, consolidated alphabetic, automatic stages).
2. Identify effective word analysis strategies that skilled readers use in the decoding process (e.g., phonemic awareness, phonics).
3. Identify the components of reading fluency (i.e., accuracy, automaticity, rate, prosody) and apply evidence-based practices for developing reading fluency (e.g., practice with connected text, high-frequency words, timed repeated readings).
4. Select evidence-based practices and strategies for increasing vocabulary acquisition and development (e.g., tiered vocabulary, graphic organizers, morphemic and contextual analysis) across the curriculum.
5. Select and apply evidence-based practices for teaching essential comprehension skills (e.g., utilizing graphic organizers, activating background knowledge, developing content-specific vocabulary, asking questions).
6. Apply effective reading comprehension strategies (e.g., retelling, summarizing) for complex literary and informational texts.
Notes on Competency 3:

Competency 4—Knowledge of language elements used for effective oral and written communication

  • Approximate Percentage of Total Subtest Questions: 22%
Check this box if the course listed above covers the content described by this skill
Check this box if the course listed above covers the content described by this skill
Check this box if the course listed above covers the content described by this skill
Check this box if the course listed above covers the content described by this skill
Check this box if the course listed above covers the content described by this skill
Check this box if the course listed above covers the content described by this skill
Check this box if the course listed above covers the content described by this skill
Check this box if the course listed above covers the content described by this skill
Check this box if the course listed above covers the content described by this skill
Check this box if the course listed above covers the content described by this skill
Check this box if the course listed above covers the content described by this skill
This section of the worksheet allows users to map the test competencies and skills to the curriculum by entering up to six courses in the course name fields, and checking the boxes if the content of the course covers the information described by the test skills in the rows below.
Skills Course 1:
 Course 2:
 Course 3:
 Course 4:
 Course 5:
 Course 6:
1. Distinguish among the developmental stages of writing (e.g., drawing, scribbling, letter-like formations, strings of letters).
2. Identify developmentally appropriate writing strategies for developing print concepts (e.g., directionality) and conventions (e.g., spelling, punctuation).
3. Determine the stages of the writing process (e.g., prewriting, editing, publishing).
4. Identify and distinguish characteristics of various modes of writing (e.g., narrative, expository, argumentative).
5. Select and analyze the appropriate mode of writing for a variety of occasions, purposes, and audiences, using textual support, reader response, and research as needed.
6. Apply strategies for conducting research and incorporating textual evidence into written communication using direct and indirect citation.
7. Identify developmentally appropriate strategies for enhancing writers' craft (e.g., supporting details, dialogue, transition words).
8. Determine effective strategies for comprehension and collaboration (e.g., following multiple-step directions, following group rules, participating in group discussions).
9. Identify key elements in students' presentations of ideas (e.g., visual and digital components, organization of ideas, clarity of thought).
10. Analyze the increasing complexity of conventions of English (e.g., common prepositions, personal and possessive pronouns, subject-verb agreement, regular and irregular plural nouns).
11. Compare characteristics and uses of formal and informal language (e.g., oral, written).
Notes on Competency 4:

Competency 5—Knowledge of assessments to inform literacy instruction

  • Approximate Percentage of Total Subtest Questions: 12%
Check this box if the course listed above covers the content described by this skill
Check this box if the course listed above covers the content described by this skill
This section of the worksheet allows users to map the test competencies and skills to the curriculum by entering up to six courses in the course name fields, and checking the boxes if the content of the course covers the information described by the test skills in the rows below.
Skills Course 1:
 Course 2:
 Course 3:
 Course 4:
 Course 5:
 Course 6:
1. Identify appropriate oral and written methods for assessing individual student progress in reading and writing (e.g., fluency probes, conferencing, rubrics).
2. Interpret and analyze data from informal and formal reading assessments using qualitative measures (e.g., reading behaviors) and quantitative measures (i.e., screening, progress monitoring, diagnosis, outcome measures) to guide differentiated instruction.
Notes on Competency 5:

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