Foundations, Objective 6

For example: knowledge of reading as a process to construct meaning; knowledge of reading comprehension and analysis skills for reading literature (e.g., analyzing a text's key ideas and details, interpreting an author's use of craft and structure, integrating knowledge and ideas from multiple literary works); knowledge of levels of reading comprehension (i.e., literal, inferential, and evaluative) and strategies for promoting comprehension of imaginative/literary texts at all three levels; strategies for promoting close reading of imaginative/literary texts; development of literary response skills (e.g., connecting elements in a text to prior knowledge and other sources; using evidence from a text to support analyses, develop summaries, and draw inferences and conclusions);

development of literary analysis skills (e.g., identifying features of different literary genres, analyzing story elements, analyzing character development, interpreting figurative language, identifying literary allusions, analyzing the author's point of view); use of comprehension strategies to support effective reading (e.g., rereading, visualizing, reviewing, self-monitoring and other metacognitive strategies); use of oral language activities to promote comprehension (e.g., retelling, discussing);

the role of reading fluency in facilitating comprehension; use of writing activities to promote literary response and analysis (e.g., creating story maps and other relevant graphic organizers; comparing and contrasting different versions of a story, different books by the same author, or the treatment of similar themes and topics in different texts or genres);

and development of the reading comprehension skills and strategies of individual students (e.g., English Language Learners, struggling readers through highly proficient readers).