Knowledge Indicators - The competent business, marketing, and computer education teacher:
3A. understands that the reading process is the construction of meaning through the interactions of
the reader’s background knowledge and experiences, the information in the text, and the purpose
of the reading situation.
3B. recognizes the relationships among the four language arts (reading, writing, listening, and
speaking), and knows how to provide opportunities to integrate these through instruction.
3C. understands how to design, select, modify and evaluate materials in terms of the reading needs
of the learner.
3D. understands the importance of and encourages the use of literature for adolescents in the
curriculum and for independent reading.
3E. understands the relationship between oral and silent reading.
3F. understands the role of subject-area vocabulary in developing reading comprehension.
3G. understands the importance of the unique study strategies required of the specific content area in
developing reading comprehension.
3H. understands the importance of the relationship between assessment and instruction in planning.

Performance indicators - The competent business, marketing, and computer education teacher:
3I. plans and teaches lessons for students that develop comprehension of content-area materials
through instructional practices that include analyzing critically, evaluating sources, synthesizing,
and summarizing material.
3J. plans and teaches lessons on how to monitor comprehension and correct confusions and
misunderstandings that arise during reading.
3K. plans and models use of comprehension strategies before, during, and after reading of text.
3L. provides opportunities for students to develop content-area vocabulary through instructional
practices that develop connections and relationships among words, use of context clues, and
understanding of connotative and denotative meaning of words.
3M. plans and teaches lessons that encourage students to write about the content read in order to
improve understanding.
3N. plans and teaches lessons to help students develop study strategies that include previewing and
preparing to read text effectively, recognizing organizational patterns unique to informational text,
and using graphic organizers as an aid for recalling information.
3O. plans and teaches units that require students to carry out research or inquiry using multiple texts,
including electronic resources.
3P. provides continuous monitoring of students’ progress through observations, work samples, and
various informal reading assessments.
3Q. analyzes and evaluates the quality and appropriateness of instructional materials in terms of
readability, content, length, format, illustrations, and other pertinent factors.
3R. promotes the development of an environment that includes classroom libraries that foster
reading.