Study Guide
Field 150–151: Elementary Education Subtests 1 and 2
Test Design and Framework
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The test design below describes general assessment information. The framework that follows is a detailed outline that explains the knowledge and skills that this test measures.
Test Design
*Does not include 15-minute C B T tutorial
Test Frameworks
Field 150: Elementary Education Subtest 1: Reading/Language Arts
Pie chart of approximate test weighting outlined in the table below.
Subarea roman numeral I –Reading
Competency 0001–Apply knowledge of the foundations of literacy development in English as well as research-based, systematic instruction and assessment of phonological and phonemic awareness.
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- Demonstrate knowledge of the relationships between oral language, reading, writing, and spelling in English with respect to literacy (e.g., how phonology and morphology relate to spelling and orthography) and how students' development in oral language and phonological awareness directly influence their literacy development.
- Apply knowledge of phonological awareness (i.e., oral language is composed of smaller units, such as spoken words and syllables) and how to provide research-based, systematic (implicit and explicit) instruction in phonological awareness skills (e.g., identifying spoken syllables, recognizing rhyming words, manipulating onsets and rimes).
- Apply knowledge of phonemic awareness (i.e., a specific type of phonological awareness involving the ability to distinguish and manipulate the separate phonemes in a spoken word) and how to provide research-based, systematic (implicit and explicit) instruction in phonemic awareness skills (e.g., identifying phonemes; isolating initial, medial, and final phonemes; blending, segmenting, deleting, and substituting phonemes).
- Apply knowledge of appropriate texts and learning materials; strategies for creating an inclusive, reflective, and engaging literacy environment; and activities that promote all students' foundational literacy development (e.g., oral language, phonological awareness, phonemic awareness).
- Apply knowledge of formal and informal methods for assessing students' foundational literacy development (e.g., oral language, phonological awareness, phonemic awareness), including how to interpret and use assessment results to plan instruction and communicate assessment results to parents/guardians and colleagues.
- Apply knowledge of strategies for addressing the assessed needs of individual students with respect to oral language, phonological awareness, and phonemic awareness.
Competency 0002–Apply knowledge of the beginning stages of literacy development as well as research-based, systematic instruction and assessment in the areas of alphabetic principle, phonics, spelling, and regularly and irregularly spelled words to promote word recognition.
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- Demonstrate knowledge of literacy terminology (as used in the Oklahoma Academic Standards for English Language Arts) and concepts (e.g., the relationship between beginning stages of word reading and beginning stages of spelling, the reciprocity between decoding and encoding) related to phonics and spelling.
- Apply knowledge of the alphabetic principle and research-based, systematic (implicit and explicit) instruction in letter-sound correspondences.
- Apply knowledge of concepts of print, letter recognition, and letter formation as well as strategies for promoting students' development in these areas.
- Apply knowledge of research-based, systematic (implicit and explicit) phonics instruction and strategies to use at the beginning stages of literacy development to promote students' accurate decoding of words that follow basic, regular phonics patterns of increasing complexity.
- Apply knowledge of research-based, systematic (implicit and explicit) instruction in regularly and irregularly spelled words, orthographic word patterns, and common inflectional morphemes (e.g., -ed, -er, -est, -ing, -s) to promote students' rapid, automatic word recognition and accurate spelling of regular and irregular words.
- Apply knowledge of appropriate texts (e.g., decodable texts for application of learned phonics skills) and learning materials; strategies for creating an inclusive, reflective, and engaging literacy environment; and activities to support all students' beginning literacy development (e.g., concepts of print, letter recognition, letter formation).
- Apply knowledge of formal and informal methods for assessing students' development in concepts of print, letter recognition, letter formation, letter-sound correspondence, decoding, and spelling in the early stages of literacy development, including how to interpret and use assessment results to plan instruction and communicate assessment results to parents/guardians and colleagues.
- Apply knowledge of strategies for addressing the assessed needs of individual students with respect to concepts of print, letter recognition, letter formation, letter-sound correspondence, decoding, and spelling in the early stages of literacy development.
Competency 0003–Apply knowledge of the later stages of literacy development as well as research-based, systematic instruction and assessment in the areas of advanced phonics, spelling, and regularly and irregularly spelled words to promote word recognition.
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- Apply knowledge of research-based, systematic (implicit and explicit) instruction in decoding complex spelling patterns (e.g., qu-, kn-, ph-, -tch, -tion) as well as developmentally and grade-level-appropriate orthographic word patterns and regularly and irregularly spelled words to promote students' accurate, automatic decoding and spelling of complex regular and irregular single-syllable and multisyllable words.
- Apply knowledge of research-based, systematic (implicit and explicit) instruction in syllable patterns (e.g., open, closed), syllabication guidelines, and structural analysis skills (e.g., recognizing root words, prefixes, suffixes, affixes, and compound words) to promote students' accurate, automatic decoding and spelling of multisyllable words.
- Apply knowledge of appropriate texts and learning materials; strategies for creating an inclusive, reflective, and engaging literacy environment; and activities to support all students' development of decoding, spelling, and word recognition skills in the later stages of literacy development.
- Apply knowledge of formal and informal methods for evaluating students' development in decoding and spelling in the later stages of literacy development, including how to interpret and use assessment results to plan instruction and communicate assessment results to parents/guardians and colleagues.
- Apply knowledge of strategies for addressing the assessed needs of individual students with respect to decoding, spelling, and word recognition in the later stages of literacy development.
Competency 0004–Apply knowledge of the development and assessment of fluency at all stages of reading.
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- Demonstrate knowledge of fluency at all stages of reading development, including key indicators of reading fluency (i.e., accuracy, rate, and prosody), factors that can disrupt fluency (e.g., lack of automaticity; lack of familiarity with vocabulary, academic language, native language, dialect, or background knowledge), and the role of fluency in reading comprehension.
- Apply knowledge of research-based, systematic (implicit and explicit) instruction and strategies to promote all students' development of fluent reading.
- Apply knowledge of the use of a wide range of appropriate texts at students' independent reading ability; strategies for creating an inclusive, reflective, and engaging literacy environment; and activities to promote all students' fluency development.
- Apply knowledge of formal and informal methods for assessing students' fluency at various stages of reading development, including how to interpret and use assessment results to plan instruction and communicate assessment results to parents/guardians and colleagues.
- Apply knowledge of strategies for addressing the assessed needs of individual students in the area of reading fluency.
Competency 0005–Apply knowledge of vocabulary development and assessment.
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- Demonstrate knowledge of the components of effective vocabulary instruction, strategies for promoting vocabulary development (e.g., explicitly teaching words and word-learning strategies, promoting word consciousness and wide reading, providing meaningful exposure and opportunities to use new vocabulary, using the native language or dialect, integrating prior knowledge), and criteria for selecting words for vocabulary instruction.
- Apply knowledge of research-based implicit and explicit instruction in words and their meanings (e.g., academic language, content language, common Latin and Greek roots, figurative language, idiomatic expressions, foreign words and expressions used in English).
- Apply knowledge of research-based implicit and explicit instructional strategies for building vocabulary in both independent and collaborative contexts (e.g., structural analysis, graphic organization) as well as strategies for verifying the meaning and pronunciation of unfamiliar words and words with multiple meanings (e.g., using appositives, semantic and syntactic clues, and reference materials).
- Apply knowledge of strategies for creating an inclusive, reflective, and engaging literacy environment; and activities to promote all students' vocabulary development through appropriate texts and learning materials.
- Apply knowledge of formal and informal methods for assessing students' vocabulary development, including how to interpret and use assessment results to plan instruction and communicate assessment results to parents/guardians and colleagues.
- Apply knowledge of strategies for addressing the assessed needs of individual students in the area of vocabulary development.
Competency 0006–Apply knowledge of the development and assessment of reading comprehension and supporting strategies for multiple formats.
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- Demonstrate knowledge of different types of reading comprehension (i.e., literal, inferential, and evaluative) and factors affecting reading comprehension (e.g., interest and engagement, native language/dialect and environment, fluency, vocabulary knowledge, background knowledge, comprehension strategies, linguistic and organizational complexity of text).
- Apply knowledge of research-based implicit and explicit instruction in reading comprehension strategies (e.g., predicting, accessing prior knowledge, self-monitoring, think-aloud, text structure, visual representation, mental imagery, summarizing, questions/questioning, conversation, research circles) to enhance students' comprehension of genres of texts and digital and multimodal texts.
- Apply knowledge of syntactic language structures to aid in comprehension of text.
- Apply knowledge of strategies and activities for creating an inclusive, reflective, and engaging literacy environment and to facilitate critical-thinking skills and comprehension (i.e., before, during, and after reading) through the use of appropriate and varied genres of texts, including digital and multimodal text.
- Apply knowledge of formal and informal methods for assessing students' development in reading comprehension, including how to interpret and use assessment results to plan instruction and communicate assessment results to parents/guardians and colleagues.
- Apply knowledge of strategies for addressing the assessed needs of individual students in the area of reading comprehension and the use of comprehension strategies.
Competency 0007–Understand the importance of literary analysis, the use of culturally relevant texts in classroom instruction, and the assessment of literature comprehension.
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- Demonstrate knowledge of key features of major works, authors, and genres of children's literature from various cultures and time periods and key characteristics and elements of literary texts (e.g., story elements such as character and plot, stylistic elements such as figurative language).
- Apply knowledge of research-based instruction in comprehending and analyzing key ideas and details in literature (e.g., using evidence from a text to support responses; analyzing story elements such as character, setting, and theme).
- Apply knowledge of research-based instruction in comprehending and analyzing craft and structure in literature (e.g., interpreting figurative language, evaluating tone and mood, recognizing that texts can reflect diverse cultural perspectives).
- Apply knowledge of research-based instruction in critical thinking, including integrating, analyzing, and evaluating knowledge and ideas from literary texts in multimodal formats (e.g., analyzing the contribution of multimedia elements in a text, comparing and contrasting the treatment of similar themes in different texts).
- Demonstrate knowledge of oral language, reading, and writing activities as well as strategies for creating an engaging, inclusive, and reflective literacy environment to promote all students' comprehension and analysis of literary texts.
- Apply knowledge of formal and informal methods for assessing students' skills in comprehending and analyzing literature, including how to interpret and use assessment results to plan instruction and communicate assessment results to parents/guardians and colleagues.
- Apply knowledge of strategies for addressing the assessed needs of individual students in the areas of comprehending and analyzing literature.
Competency 0008–Understand the importance of informational text analysis, the use of informational texts in classroom instruction, and the assessment of informational text comprehension.
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- Demonstrate knowledge of key features (e.g., textual features such as indexes and headings, graphic features such as charts and diagrams) and organizational structures (e.g., descriptive, chronological, cause/effect, comparison/contrast, problem/solution) of various types of informational texts (e.g., textbook, news article, persuasive essay) from various cultures and time periods.
- Apply knowledge of research-based instruction in comprehending and analyzing key ideas and details in informational texts (e.g., determining the main idea of a text, citing textual evidence).
- Apply knowledge of research-based instruction in comprehending and analyzing craft and structure in informational texts (e.g., analyzing the structure an author uses to organize a text, determining the meaning of words as they are used in a text).
- Apply knowledge of research-based instruction in critical thinking, including integrating, analyzing, and evaluating knowledge and ideas from informational texts in diverse media and formats (e.g., evaluating an argument and specific claims in a text, integrating information from two texts on the same topic).
- Demonstrate knowledge of oral language, reading, and writing activities as well as strategies for creating an engaging, inclusive, and reflective literacy environment to promote all students' comprehension and analysis of informational texts.
- Apply knowledge of formal and informal methods for assessing students' skills in comprehending and analyzing informational texts, including how to interpret and use assessment results to plan instruction and communicate assessment results to parents/guardians and colleagues.
- Apply knowledge of strategies for addressing the assessed needs of individual students in the areas of comprehending and analyzing informational texts.
Subarea roman numeral 2 –Language Arts
Competency 0009–Apply knowledge of the foundations of writing development and the elements of the writing process.
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- Apply knowledge of the relationship between oral and written language and elements of language structure (e.g., the syntactic system, the semantic system, the relationships between linguistic units).
- Apply knowledge of language conventions (e.g., grammar, figurative language, mechanics, content vocabulary, specific terminology), influences on language acquisition (e.g., native language, dialect, social and historical contexts, culture), and the impact of language acquisition on the language learning process.
- Apply knowledge of the stages of writing development and writing processes used across developmental stages to communicate knowledge, ideas, insights, and experiences.
- Apply knowledge of how to develop and strengthen writing by planning, drafting, revising, editing, publishing, integrating technology, or trying a new approach.
- Demonstrate knowledge of effective oral language, reading, and writing activities as well as strategies for creating an engaging, inclusive, and reflective literacy environment to promote all students' writing development.
- Apply knowledge of formal and informal methods for assessing students' writing skills and processes, including how to interpret and use assessment results to plan instruction and communicate assessment results to parents/guardians and colleagues.
- Apply knowledge of strategies for addressing the assessed needs of individual students in the area of writing skills and processes.
Competency 0010–Demonstrate knowledge of strategies for producing writing that is developed, organized, and appropriate to the task, purpose, and audience.
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- Demonstrate knowledge of the types of writing for various tasks, purposes, and audiences (e.g., opinion pieces, arguments, informative/explanatory texts, narratives, responses to literature).
- Apply knowledge of strategies for writing opinion pieces on topics or texts and for writing arguments to support or refute claims with clear reasons and relevant evidence.
- Apply knowledge of strategies for writing informative/explanatory texts to examine a topic and convey ideas, concepts, and information through the selection, organization, evaluation, and analysis of relevant content.
- Apply knowledge of strategies for writing narrative texts to develop real or imagined experiences or events using appropriate techniques; descriptive details; and clear, well-structured event sequences.
- Apply knowledge of uses of print (e.g., reports, essays, poems, scripts), nonprint (e.g., photographs, drawings, collages, videos, graphics), and digital multimodal text for specific tasks, purposes, and audiences.
- Apply knowledge of strategies for using technology, including the Internet, to produce, revise, and publish writing (e.g., storybooks, essays, newsletters, classroom anthologies, school newspapers) individually and collaboratively as well as cite and link to sources.
- Apply knowledge of instructional practices, strategies, and materials for promoting all students' ability to produce well-developed and organized writing that is appropriate to the task, purpose, and audience.
Competency 0011–Apply knowledge of the fundamental elements of research.
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- Apply knowledge of strategies for developing research projects (e.g., exploring issues and interests, posing problems, generating questions).
- Apply knowledge of strategies for gathering relevant information from multiple print and digital sources; assessing the validity, reliability, and accuracy of sources; and interpreting and synthesizing information.
- Apply knowledge of strategies for quoting and paraphrasing the data and conclusions of others, avoiding plagiarism, and following a standard format for citation.
- Apply knowledge of strategies for conducting research (e.g., accessing databases, visiting the library, reading bibliographies, searching the Internet) as well as exchanging topically relevant information and ideas with others.
- Apply knowledge of strategies for drawing conclusions based on evidence from literary or informational texts to support comprehension, analysis, reflection, and research.
- Apply knowledge of instructional practices, strategies, and materials for promoting all students' ability to conduct, organize, and share research.
Competency 0012–Apply knowledge of multimodal literacies, including alphabetic, aural, gestural, spatial, and visual literacy.
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- Apply knowledge of the components of the communication process and the importance of effective listening and speaking skills across multiple settings.
- Apply knowledge of the characteristics of expressive and receptive language in oral, aural, and visual formats and the characteristics of style in oral language (e.g., tone, volume, phrasing) and visual literacy (e.g., environmental print, color choice, pictures vs. symbols).
- Apply knowledge of strategies and classroom designs for promoting students' engagement in a range of collaborative discussions with varied and diverse peers, building on others' ideas, respecting points of view, and expressing one's own ideas clearly.
- Apply knowledge of strategies for analyzing main ideas, supporting details, and understanding the purpose of information presented in multimodal formats (e.g., visually, quantitatively, orally); explaining how information contributes to or clarifies a topic, text, or issue; and evaluating the motives (e.g., social, commercial, political) behind a presentation.
- Apply knowledge of the listening and speaking skills needed to comprehend, analyze, respond to, and discuss a text read aloud or information presented orally (e.g., recounting or describing key ideas and details, asking clarification questions, identifying reasons and evidence, summarizing and retelling key details).
- Apply knowledge of ways of representing and conveying information or expressing oneself using nonverbal means, such as through visual images (e.g., drawings, maps, charts, artwork, photography) or physical performance.
- Apply knowledge of how to integrate multimedia and visual displays into presentations to clarify information, strengthen claims and evidence, emphasize salient points, and add interest.
- Demonstrate knowledge of oral language, reading, and writing activities as well as strategies for creating an engaging, inclusive, and reflective literacy environment to promote all students' effective understanding and use of multimodal literacies.
- Apply knowledge of formal and informal methods for assessing students' listening, speaking, viewing, and representing skills, including how to interpret and use assessment results to plan instruction and communicate assessment results to parents/guardians and colleagues.
- Apply knowledge of strategies for addressing the assessed needs of individual students in the area of listening, speaking, viewing, and representing skills.
Field 151: Elementary Education Subtest 2:
Social Studies/Mathematics/Science/Health, Fitness, and the Arts
Pie chart of approximate test weighting outlined in the table below.
Subarea roman numeral 1 –Social Studies
Competency 0001–Apply knowledge of social studies process skills.
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- Demonstrate knowledge of how to interpret pictures, maps, graphs, charts, diagrams, and timelines; analyze points of view; and apply criteria (e.g., date, authorships, analysis, credibility) for evaluating research information.
- Identify the appropriate use of various sources (e.g., primary and secondary sources, maps, statistical data, digital information).
- Apply knowledge of techniques for formulating well-supported oral and written arguments, policies, and positions; evaluating arguments and claims in a text; and using knowledge in new settings.
- Identify information resources typically available from museums; historical sites; presidential libraries; local and state historical societies; and community resources, such as field studies, guest speakers, and historical museums.
- Apply knowledge of instructional practices, strategies, literacy, and materials for promoting all students' ability to apply social studies process skills.
Competency 0002–Apply knowledge of the basic principles of government, civics, and economics.
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- Analyze the purpose of government and the differences between various forms of government (e.g., socialism, theocracy, totalitarianism, constitutional monarchy, democratic republic).
- Analyze the beliefs and ideals of a democratic republican form of government (e.g., the rule of law, equality, human dignity).
- Distinguish among the functions, powers, duties, and roles of the judicial, legislative, and executive branches of federal, state, and local governments and tribal sovereignties.
- Analyze important historical documents, such as the U.S. Constitution and Oklahoma Constitution, and the freedoms provided by the U.S. Bill of Rights (e.g., freedom of the press, freedom of assembly, freedom of speech) and subsequent amendments and articles.
- Apply knowledge of the rights (e.g., life, liberty, justice) and responsibilities (e.g., to vote, to respect the property of others, to pay taxes, to respect the rights of others, to be tolerant, to work for the common good) of the individual in a democratic society.
- Analyze the influence of historically significant figures, civic discussions, special interest groups, and citizen actions on policy decisions and actions of governments in the United States.
- Apply knowledge of economic concepts and terminology (e.g., supply and demand, profits, scarcity, capital, tariff, opportunity cost, natural resources, trade embargo) and the events and resources that have historically influenced economic development (e.g., triangular trade route, Native American agricultural practices) in Oklahoma, the United States, and the world.
- Apply knowledge of economic relationships that influence federal, state, and local governments and tribal sovereignties as well as the effects of available resources and economic events on human populations, standards of living, and movement.
- Apply knowledge of instructional practices, strategies, literacy, and materials for promoting all students' understanding of the basic principles of government, civics, and economics.
Competency 0003–Apply knowledge of the basic principles of geography.
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- Apply knowledge of different types of maps (e.g., thematic, topographical, political, relief), geographic representations (e.g., absolute location, relative location), and tools (e.g., geographic information systems [GIS], population pyramids) used to analyze, interpret, research, acquire, and report information about the spatial organization of people, places, and environments on Earth's surface.
- Analyze the human characteristics of a place (e.g., continents, cities, buildings, roads, bridges, ports) or region (e.g., Midwest, New England, Caribbean, southern Africa) and ways in which regions are connected (e.g., river systems, cultural ties, trade).
- Analyze the characteristics, distribution, and migration of human populations (e.g., push-and-pull factors, population density).
- Identify characteristics of different landforms (e.g., mountains, valleys, plateaus, oceans, glaciers, islands, plains) and the physical processes and phenomena that shape the patterns of Earth's surface (e.g., floods, tornadoes, hurricanes, earthquakes, drought).
- Analyze the influence of changes to the environment from human activities (e.g., dam building, urban growth, deforestation, desertification, Dust Bowl) and human migration.
- Apply knowledge of the geographic features of Oklahoma and how these characteristics have influenced the history of state, local, and tribal communities.
- Apply knowledge of instructional practices, strategies, literacy, and materials for promoting all students' understanding of the basic principles of geography.
Competency 0004–Apply knowledge of events and developments in the history of Oklahoma, the United States, and the world.
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- Apply knowledge of the chronological organization of important events in the history of Oklahoma, the United States, and the world.
- Analyze timelines of key events, people, and periods of a historical era and the ways in which major events are related to one another in time.
- Apply knowledge of key movements (e.g., abolition, woman suffrage, civil rights) and major themes (e.g., European colonization, the development of the U.S. Constitution, the creation of the U.S. political system) in the history of Oklahoma, the United States, and the world.
- Analyze important events (e.g., French and Indian War, Constitutional Convention, Townshend Acts) in the development of nations, institutions, economic systems, and culture.
- Analyze connections between geography and the historical development of Oklahoma, the United States, and the world.
- Demonstrate knowledge of scientific and technological innovations (e.g., telescope, World Wide Web, X-ray machine) that shaped history.
- Demonstrate knowledge of how to determine central ideas for themes in a text; assess how point of view shapes the content of a text; and distinguish fact from opinion, relevant from irrelevant information, essential from incidental information, and verifiable from unverifiable information in historical narratives and stories.
- Apply knowledge of instructional practices, strategies, literacy, and materials for promoting all students' understanding of the history of Oklahoma, the United States, and the world.
Subarea roman numeral 2 –Mathematics
Competency 0005–Apply knowledge of number sense, number systems, operations, and basic algebra.
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- Apply knowledge of prenumber concepts (e.g., one-to-one correspondence, cardinality, order of operations), place value, and properties of operations to perform multi-digit arithmetic.
- Apply knowledge of how to represent, compare, and order numbers using a variety of models and media (e.g., number lines, base-ten blocks, diagrams, texts, digital applications).
- Apply knowledge of basic concepts of number theory (e.g., factors, prime and composite, multiples).
- Apply knowledge of how to solve algorithms involving basic operations with real numbers and use number properties (e.g., associative, commutative, distributive) as well as the order of operations to justify procedures, solve real-world problems, and evaluate basic algebraic expressions.
- Solve problems (e.g., addition, division, rates, ratios) involving fractions, percents, decimals, radicals, integer exponents, and scientific notation.
- Solve mathematical and real-world problems involving mental math, whole numbers, integers, rational and irrational numbers, fractions, decimals, roots, and powers.
- Apply knowledge of instructional practices, strategies, literacy, and materials for promoting all students' understanding of number sense, number systems, operations, and basic algebra.
Competency 0006–Apply knowledge of algebraic and proportional reasoning, expressions, and equations.
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- Analyze proportional relationships and use them to solve real-world and mathematical problems.
- Analyze the connections between proportional relationships, lines, and linear equations.
- Apply mathematical reasoning to solve equations and inequalities.
- Apply knowledge of properties of functions (e.g., input, output) and how to use functions to plot points on a coordinate plane and describe graphs.
- Analyze functions using different representations (e.g., tabular, algebraic, graphic, verbal).
- Demonstrate knowledge of how to model relationships between two quantities.
- Apply knowledge of instructional practices, strategies, literacy, and materials for promoting all students' understanding of algebraic and proportional reasoning, expressions, and equations.
Competency 0007–Apply knowledge of measurement and geometry concepts.
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- Demonstrate knowledge of how to use the customary (e.g., in., ft., yd.) and metric (e.g., cm, m, km) systems appropriately and convert within and between them.
- Apply knowledge of how to analyze and solve measurement problems involving angle measure, length, perimeter, and circumference.
- Solve real-world mathematical problems involving area, surface area, volume, and composite geometric figures.
- Apply knowledge of how to identify, analyze, and compare two-dimensional and three-dimensional figures, including comparing and contrasting defined attributes.
- Apply knowledge of rotations, reflections, translations, and dilations and how to relate their properties to congruence and similarity.
- Apply the Pythagorean theorem and the concepts of Euclidean geometry (e.g., similarity, parallel lines, perpendicular lines, vertical angles) to solve real-world and mathematical problems.
- Apply coordinate geometry (e.g., distance, slope) to explore the properties of geometric figures and solve mathematical and real-world problems.
- Apply knowledge of instructional practices, strategies, literacy, and materials for promoting all students' understanding of measurement and geometry concepts.
Competency 0008–Apply knowledge of data analysis and probability concepts.
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- Demonstrate knowledge of how to use and compare data in a variety of formats (e.g., frequency distribution, boxplot, circle graph, stem-and-leaf plot).
- Apply concepts of central tendency (e.g., mean, median, mode) and dispersion (e.g., range, percentiles) to data sets and data distributions.
- Apply knowledge of how to describe and summarize data for the purpose of making decisions, predicting, and solving real-world problems.
- Apply knowledge of how to identify an appropriate sample space and use a variety of tools in problems involving probability (e.g., tables, raw data, frequency diagrams, simulations).
- Demonstrate knowledge of how random sampling is used to draw inferences about a population and how concepts of probability are used to solve simple and compound events.
- Apply knowledge of how to represent and solve real-world probability problems using multiple representations (e.g., tree diagrams, Venn diagrams).
- Apply knowledge of instructional practices, strategies, literacy, and materials for promoting all students' understanding of data analysis and probability concepts.
Subarea roman numeral 3–Science
Competency 0009–Apply knowledge of scientific inquiry and scientific engineering practices.
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- Apply knowledge of processes by which new scientific knowledge is generated.
- Apply knowledge of principles and procedures for designing and carrying out investigations.
- Apply knowledge of methods and criteria for collecting, organizing, analyzing, presenting, and communicating scientific data.
- Analyze the design and effectiveness of a scientific experiment and interpret data using mathematical methods.
- Apply knowledge of the engineering design process to solve a problem or address a need.
- Identify methods for maintaining safety during scientific investigations and demonstrations.
- Apply knowledge of different forms of measurement (e.g., metric system) and the tools used in measurement (e.g., metric ruler, graduated cylinder, balance, stopwatch).
- Apply knowledge of the classification of objects, organisms, and events based on similarities, differences, and interrelationships.
- Apply knowledge of instructional practices, strategies, literacy, and materials for promoting all students' understanding of scientific inquiry and scientific engineering practices.
Competency 0010–Apply knowledge of the fundamental concepts and core ideas of physical science.
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- Apply knowledge of the structure and properties of objects and matter.
- Evaluate different types and results of physical and chemical changes.
- Apply knowledge of the characteristics of different forces (e.g., gravity, friction, inertia) and their effect on the motion and position of objects.
- Analyze different forms of energy (e.g., kinetic, thermal, chemical, potential), the processes of energy transfers and transformations, and the conservation of energy.
- Apply knowledge of the properties of waves and electromagnetic radiation.
- Apply knowledge of the characteristics of light, heat, sound, electricity, and magnetism.
- Apply knowledge of instructional practices, strategies, literacy, and materials for promoting all students' understanding of the fundamental concepts and core ideas of physical science.
Competency 0011–Apply knowledge of the fundamental concepts and core ideas of Earth and space science.
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- Apply knowledge of Earth's structure (e.g., inner core, mantle), materials (e.g., minerals, water), and systems (e.g., water cycle, rock cycle).
- Apply knowledge of Earth's location in the universe, its history as a planet, and the geological processes that have, and continue to, shape it (e.g., plate tectonics, erosion).
- Apply knowledge of the solar system, Earth's movement in the solar system, and the motion of objects in the sky to explain phenomena such as the seasons, day and night, tides, and eclipses.
- Analyze basic weather phenomena (e.g., wind, rain, snow, fog), patterns, and processes (e.g., atmospheric circulation).
- Analyze the relationships between human activity and Earth's systems and natural resources.
- Apply knowledge of instructional practices, strategies, literacy, and materials for promoting all students' understanding of the fundamental concepts and core ideas of Earth and space science.
Competency 0012–Apply knowledge of the fundamental concepts and core ideas of life science.
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- Apply knowledge of the characteristics and life processes of living organisms (e.g., cells, photosynthesis, respiration).
- Analyze the relationships between structure and function in living systems.
- Evaluate the growth and development of organisms (e.g., life cycles, factors affecting growth).
- Apply knowledge of reproduction and heredity, including the roles of genes and chromosomes, and the ways in which organisms pass on traits to their offspring.
- Apply knowledge of the diverse nature of species, changes in species that occur through genetic variations, sources of genetic variation, and environmental adaptations of species over the course of time (e.g., behavior, population, regulation).
- Analyze the interrelationships of organisms with their environment and with each other (e.g., food web, predators, biotic and abiotic factors, biodiversity) and the cycling of matter and energy through ecosystems.
- Apply knowledge of instructional practices, strategies, literacy, and materials for promoting all students' understanding of the fundamental concepts and core ideas of life science.
Subarea roman numeral 4––Health/Fitness and the Arts
Competency 0013–Demonstrate knowledge of health, fitness, and safety concepts and skills.
start italics The following topics are examples of content that may be covered under this competency. end italics
- Apply knowledge of the structure and function of the human body and its systems (e.g., circulatory, digestive, nervous, respiratory).
- Demonstrate knowledge of motor skills and sequences of motor development.
- Recognize the importance and benefits of sound nutrition, physical fitness, physical activity, and wellness.
- Demonstrate knowledge of various influences on health behaviors, and skills for enhancing health and safety.
- Demonstrate knowledge of benefits of a healthy lifestyle, characteristics of common illnesses and diseases, and disease prevention concepts and practices.
- Apply knowledge of how to locate and evaluate the validity and reliability of health and fitness information, products, and services.
- Apply knowledge of instructional practices, strategies, literacy, and materials for integrating health and fitness into the classroom environment, promoting students' interest and engagement, and establishing cross-curricular connections.
Competency 0014–Demonstrate knowledge of basic genres, materials, tools, and historical and cultural traditions of visual art.
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- Recognize the basic elements (e.g., value, color, texture, shape, volume), materials (e.g., clay, glass, charcoal, canvas), and tools (e.g., chisel, brush, easel, kiln) of visual art.
- Demonstrate knowledge of visual art processes (e.g., collage, digital imaging, etching, photography, stenciling).
- Recognize characteristics of different genres (e.g., landscape painting, still life painting, carved sculpting, relief sculpting) of visual art.
- Apply knowledge of the historical and cultural influences on visual art elements, processes, and genres.
- Apply knowledge of instructional practices, strategies, literacy, and materials for integrating visual art into the classroom environment, establishing cross-curricular connections, and fostering students' appreciation of and engagement with visual art content.
Competency 0015–Demonstrate knowledge of basic genres and historical and cultural traditions of the performing arts and media arts.
start italics The following topics are examples of content that may be covered under this competency. end italics
- Recognize the basic elements of music (e.g., melody, rhythm, harmony, tempo), dance (e.g., movement, time, space, body), theatre (e.g., script, process, audience), and media arts (e.g., sound, lighting, framing).
- Demonstrate knowledge of different genres of music (e.g., folk, jazz, rock, blues), dance (e.g., modern, ballet, jazz, tap), theatre (e.g., improvisational, mime, musical, puppetry), and media arts (e.g., cinema, TV, video art, animation, graphic design, Web design, virtual design, video games).
- Demonstrate knowledge of the characteristics of works of music (e.g., "1812 Overture," "Clair de Lune," "Mo Li Hua"), dance (e.g., The Nutcracker, The Firebird, Serenade of Strings), theatre (e.g., Macbeth, The Crucible, A Raisin in the Sun), and media arts (e.g., Wonder, Hidden Figures) from various historical and cultural perspectives.
- Apply knowledge of instructional practices, strategies, literacy, and materials for integrating the performing and media arts into the classroom environment, establishing cross-curricular connections, and fostering students' appreciation of and engagement with performing and media arts content.