NEW YORK STATE TEACHER CERTIFICATION EXAMINATIONS- MULTI-SUBJECT

Multi-Subject Test For New York State Teacher Certification Exam

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Multi-Subject: Teachers of Childhood (221/222/245) Grade 1 - Grade 6) Secrets Study Guide

Test Preparation Study Guide:

This test consists of 3 parts

1. Literacy & Language Arts

2. Maths

3. Science & Social Studies

1. Literacy & Language Arts:

Word Roots & Prefixes & Suffixes:

Morphemes are added to words to create related but different words. 

Field 221: Multi-Subject: Teachers of Childhood
(Grade 1–Grade 6)
Part One: Literacy and English Language Arts

Sample Selected-Response Questions

Competency 0001 
Knowledge of Literacy and Language Arts

1. Which factor is most frequently the underlying cause of children's early difficulty in learning to read?

• weak phonological processing skills

Correct Response: B. This question requires the examinee to demonstrate knowledge of individual variation in literacy development, including knowledge of specific reading difficulties, and knowledge of cognitive, behavioral, environmental, social, cultural, technological, and linguistic factors affecting language and literacy development. Convergent research has shown the most commonly occurring cause of early reading difficulty is weak phonological processing skills. Beginning reading instruction focuses on the development of automatic decoding skills that support the continuing development of reading comprehension, conceptual knowledge, and vocabulary development. When beginning readers have weak phonological processing skills, they have limited knowledge of the component phonemes in spoken words and thus have difficulty connecting letters in printed language to the component sounds and spoken words they represent.

2. Read the passage below from The Phantom Tollbooth, a novel by Norton Juster; then answer the question that follows.

Milo walked slowly down the long hallway and into the little room where the Soundkeeper sat listening intently to an enormous radio set, whose switches, dials, knobs, meters, and speaker covered one whole wall, and which at the moment was playing nothing.

"Isn't that lovely?" she sighed. "It's my favorite program—fifteen minutes of silenceand after that there's a half hour of quiet and then an interlude of lull. Why, did you know that there are almost as many kinds of stillness as there are sounds? But, sadly enough, no one pays any attention to them these days.

"Have you ever heard the wonderful silence just before the dawn?" she inquired. "Or the quiet and calm just as a storm ends? Or perhaps you know the silence when you haven't the answer to a question you've been asked, or the hush of a country road at night, or the expectant pause in a roomful of people when someone is just about to speak, or, most beautiful of all, the moment after the door closes and you're all alone in the whole house? Each one is different, you know, and all very beautiful, if you listen carefully."

In the passage, a series of questions is used primarily to:

• suggest that the world abounds with unheard experiences.

Correct Response: D. This question requires the examinee to demonstrate knowledge of characteristics, elements, and features of a range of text types in children's literature from a broad range of cultures and periods, including stories (e.g., folktales, legends, fables, fantasy, realistic fiction, myths), drama, poetry, and multimedia versions of texts. In the passage, the Soundkeeper asks Milo a series of questions that describe various ways to experience stillness, such as the "silence just before the dawn," "the quiet and calm just before a storm ends," and "the hush of a country road at night." The Soundkeeper's questions suggest that the world abounds with unheard experiences because people fail to listen attentively to nuances of stillness.

3. As an integral part of planning reading instruction, a fifth-grade teacher provides students with opportunities to interact with objects or illustrations related to important content in planned texts. For example, during an earth science unit, before students read an informational passage about the effects of pollution on the ecosystem of a vernal pool, the teacher arranges a guided class visit to a vernal pool in the area. Which statement best explains a research-based rationale for this practice?

• Background knowledge is an important factor in reading comprehension.

Correct Response: D. This question requires the examinee to demonstrate knowledge of the role of background knowledge in text comprehension and strategies for planning a content-rich, text-rich classroom environment and for promoting independent reading in a wide range of text types and genres to support text comprehension through the development of academic background knowledge. Background knowledge is prior knowledge about a topic that supports reading comprehension and learning new concepts. In the scenario described, the teacher ensures that students have concrete experiences that build background knowledge directly related to the topic of the planned reading assignment. Students will then be able to draw on this prior knowledge when they read the text, supporting and enhancing both their literal and inferential comprehension of the material.

4. A fourth-grade student struggles with literal and inferential comprehension of complex grade-level texts. The teacher has determined that the student meets benchmark oral fluency expectations and has at-grade-level vocabulary and spelling skills. Given this information, which method would be most appropriate for the teacher to use to promote the student's comprehension skills?

• modeling think-aloud and brainstorming strategies to help the student activate prior knowledge

Correct Response: C. This question requires the examinee to apply knowledge of factors affecting students' development of text comprehension (e.g., vocabulary, background content knowledge, decoding skills, reading fluency). Background knowledge is necessary to help students connect what they know to what they are reading—to understand and make inferences about a text, one must have some understanding of what it is about. To promote this student's comprehension, the teacher should help the student learn to activate and build on prior knowledge. This can be accomplished by modeling strategies such as think-aloud and brainstorming for the student. Such prior knowledge activation is linked to the ability to understand texts that might otherwise be slightly above the student's comprehension level.

5. Students in a sixth-grade class are preparing to read Laurence Yep's novel Dragonwings, in which the narrator leaves his home in China as a young boy to join his father in California. Over the course of the novel, the father and son confront racial prejudice, experience the 1906 San Francisco earthquake, and forge a friendship. Before students begin the novel, they write in their reading journals about a time when they felt like strangers in a strange land. The assignment will most likely enhance students' ability to:

• understand the perspective of the novel's narrator.

Correct Response: D. This question requires the examinee to apply knowledge of developmentally appropriate, research- and evidence-based assessment and instructional practices to promote students' development of independent strategies that support reading of literature with purpose and understanding (e.g., making and verifying predictions, visualizing, making connections). Writing about a time when they felt like strangers in a strange land will help students relate their personal experience to that of the narrator of Dragonwings. When students can draw connections between themselves and the narrator, they will be more engaged with a novel whose unfamiliar setting might make it challenging. Attempting to draw connections between their own feelings and experiences with those of fictional characters is an independent strategy that will support students' ability to read literature with greater purpose and deeper understanding.

6. While reading aloud a story to first-grade students, a teacher pauses periodically to make statements about the content of the story. Students respond to each statement nonverbally by raising one finger to indicate agreement and two fingers to indicate disagreement. Which additional action by the students would best help the teacher assess their active listening skills?

• citing evidence to support responses during the read-aloud

Correct Response: B. This question requires the examinee to apply knowledge of developmentally appropriate assessment and data-driven instructional practices to promote students' skill in using listening strategies that 

Sample Question:

1. A method of teaching students to read by correlating sounds with letters or groups of letters in an alphabetic writing system. Children are taught, for example, that the letter n represents the sound /n/, and that it is the first letter in words such as more, nice and new.

Ans: Phonics

2. The use of phonemes to process spoken and written language. The broad category of phonological processing includes phonological awareness, phonological working memory, and phonological retrieval.
Ans: Phonological Processing

3. Awareness of the sound structure of a language and the ability to consciously analyse and manipulate this structure via a range of tasks, such as speech sound segmentation and blending at the word, onset-rime, syllable, and phonemic levels.

Ans: Phonological Awareness

4. Word awareness Responsiveness to rhyme and alliteration during word play syllable awareness onset and rime
Ans: Development of phonological Awareness

5. Tracking the words in sentences. Knowledge that words have meaning. (less important to teach directly) Strategy: read-aloud, alphabet

Ans: Word awareness

6. Enjoying and reciting learned rhyming words or alliterative phrases in familiar storybooks or nursery rhymes. Strategy: poetry books, alphabet chants, picture flashcards w/ objects whose names rhyme.
Ans: responsiveness to rhyme and alliteration during word play

7. Counting, tapping, blending, or segmenting a word into syllables. 

Strategy: Flashcards w/objects whose names contain different numbers of syllables.

Ans: Syllable awareness

8. Onset is the initial consonant in a one-syllable word. Rime includes the remaining sounds, including the vowel and any sounds that follow. The ability to produce a rhyming word depends on understanding that rhyming words have the same rime. recognising a rhyme is much easier than producing a rhyme.
Ans: onset and rime manipulation

9. This is the student's awareness of the smallest units of sound in a word. It also refers to a student's ability to segment, blend, and manipulate these units.

- Identify and match the initial sounds in words, then the final and middle sounds (e.g. "which picture begins with /m/?"; Find another picture that ends in /r/").

- Segment and produce the initial sound, then the final and middle sounds (e.g. "What sound does zoo start with?"; Say the last sound in milk"; "Say the vowel sound in rope").

- Blend sounds into words (e.g. "Listen: /f/ / e//t/. say it fast").

-segment the phonemes in two- or three sound words, moving to four- and five sound words as the student becomes proficient (e.g. "The word is eyes. Stretch and say the sounds: /I//z/)".

- Manipulate phonemes by removing, adding, or substituting sounds (e.g. "Say smoke without the /m/)".

strategy: listening to alliterative passages, blending and segmenting words, and manipulating sounds in words through substitution, deletion and addition of phonemics. Elkonin boxes are provided for tactile blending and segmenting activities.

Ans: Phonemic awareness

10. Involves storing phoneme information in a temporary, short-term memory store. This phonemic information is then readily available for manipulation during phonological awareness tasks.

Ans: Phonological Working Memory

11. Phonological retrival is the ability to recall the phonemes associated with specific graphemes, which can be assessed by rapid naming tasks.
Ans: Phonological retrieval

12. Tasks that tap into phonological processing, such as phoneme manipulation tasks (say "cat" without the kuh). have proven to be some of the strongest correlates of learning to read.

Ans: Phoneme manipulation task (strategy)

13. Defined as "the ability to form, store, and access orthographic representation." Orthography is the methodology of writing a language, which primarily consists of spelling, but includes, contractions and capitalisation.

Ans: orthographic processing

14. Encode the meaning of a word and relate it to similar words with similar meaning.

Ans: semantic processing

15. The order and arragement of words in phrases and sentences; you might depend in part on syntactic processing to know the difference between "The cat is on the mat" and "The mat is on the cat."

Ans: syntactic processing

In order to pass the overall assessment, candidates are required to achieve a score that meets or exceeds a separate performance standard for each part. Part Three is shared by all four Multi-Subject assessments;

therefore, candidates seeking Multi-Subject certificates for more than one grade level need to pass Part Three only once.

The New York State Multi-Subject educator has the knowledge and skills necessary to teach effectively in New York State public schools. The teacher draws on knowledge of principles and relationships in the life and physical sciences for scientific inquiry and understands the interconnectedness of science, engineering, and technology. The teacher uses the perspectives of the social sciences to analyze historical events and the

contemporary world; interprets works of art by using knowledge of a variety of forms, techniques, and cultural contexts; understands the principles and practices essential to personal health, fitness, and safety; and can apply skills and concepts related to child development, family and interpersonal relationships, personal resources management, and career development.

As used in this document, the term "research-based" refers to those practices that have been shown to be effective in improving learner outcomes through systematic observation or experiment, rigorous data analysis, ability to replicate results, and publication in a peer- reviewed journal. "Evidence-based" refers to strategies empirically shown to improve learner outcomes, though not necessarily based on systematic experiments or published in a peer-reviewed journal.

Competency:

1. Knowledge of literacy & Language Arts-              17 - 30%

2. Instruction in Foundational Literacy Skills -         17 - 30%

3. Instruction in English Language Arts -                    6 - 10%

4. Analysis, Synthesis, and Application -                           30%

                                                              Total                 40- 100%

KNOWLEDGE OF LITERACY & LANGUAGE ARTS

An effective Grade 1–Grade 6 Multi-Subject teacher has a deep understanding of language and literacy foundations, including an understanding of language and literacy development, individual variation in language and literacy development, principles and practices of literacy assessment and effective instruction, and language structures and processes in literacy.

The teacher has a deep understanding of text structures in reading, writing, listening and speaking, including an understanding of characteristics, elements, and features of a range of text types in literature and informational text written for children, writing purposes and text types (e.g., arguments, informative/explanatory texts, narratives), and language and communication skills related to speaking and listening for different purposes in an academic setting.

1.1 Knowledge of Language and Literacy Development 

1. Proficient reading and writing, including phonological, orthographic, semantic, syntactic, and discourse processing

2. Knowledge of language and literacy development, including major components of reading development (e.g., phonemic awareness, phonics, vocabulary, fluency, and text comprehension) and stages of development in oral language, phonological awareness, word reading, spelling, fluency, text

comprehension, language structures, and written expression

3. Knowledge of specific reading difficulties, and knowledge of cognitive, behavioral, environmental, social, cultural, technological, and linguistic factors affecting language and literacy development 

4. Practices of literacy assessment (e.g., screening, diagnostic, and progress-monitoring assessments) and essential elements of effective literacy instruction, including systematic, explicit instruction; ongoing assessment; and integrated activities in reading, writing, speaking, and listening to reinforce instruction 

5. Language structures important to decoding, encoding, and recognizing words, including knowledge of phonemes (e.g., vowels and consonants, similar and contrasting features) and orthography (e.g., grapheme- phoneme correspondence, historical influences on English morphology and spelling, common spelling patterns, irregular words, six basic syllable types in English).

6. Language structures important to comprehending words and sentences, including knowledge of English morphology (e.g., common inflections, prefixes, and suffixes; Anglo-Saxon, Latin, and Greek morphemes in

English), semantic word relationships (e.g., antonyms, multiple-meaning words), and syntactic categories (i.e., parts of speech) and structures (e.g., phrases, sentences)

1.2 Knowledge of English Language Arts

1. knowledge of characteristics, elements, and features of a range of text types in children's literature from a broad range of cultures and periods, including stories (e.g., folktales, legends, fables, fantasy, realistic fiction, myths), drama, poetry, and multimedia versions of texts.

2. Demonstrates knowledge of characteristics, elements, and features of a range of text types in informational text from a broad range of cultures and periods, including literary nonfiction (e.g., biographies and autobiographies), books about history, social studies, science, and the arts; and technical texts (e.g., directions, forms; information displayed in graphs, charts, maps; digital sources) applies knowledge of visual literacy and effective viewing to analyze, evaluate, and integrate information and ideas presented in diverse media or formats, including print and non-print.

3. Effective writing to analyze and evaluate opinion pieces and arguments, including knowledge of rhetorical features, stylistic features, organizational structures, and key elements and characteristics of this text type applies knowledge of effective writing to analyze and evaluate informative/explanatory texts, including knowledge of rhetorical features, stylistic features, organizational structures, and key elements and characteristics of this text type.

4. Analyze and evaluate narratives, including knowledge of rhetorical features, stylistic features, organizational structures, and key elements and characteristics of this text type.

5. The elements, characteristics, and features of effective communication and collaboration in academic discussions with diverse partners (e.g., effective preparation and focus, discussion rules and strategies, recognition of diverse perspectives and cultural backgrounds).

6. Effective oral presentation that support listener comprehension and analysis (e.g., expressing ideas with clarity and precision, sequencing ideas logically, using multimedia or visual displays), including features of spoken language (e.g., word choice, rate, pitch, tone, volume) and nonverbal cues (e.g., body language, facial expressions) that affect a speaker's ability to communicate effectively demonstrates knowledge of how language functions in different communicative contexts, including differences in grammar, usage, and meaning in different varieties of English (e.g., academic English, standard English, varieties of

vernacular English) and language choices that affect meaning and style in written

or spoken discourse.

2.1 Instruction in Print Concepts and Phonological Awareness

Print concepts

Demonstrates understanding of NYSLS grade-specific standards in phonological awareness with respect to words, syllables, and onsets and rimes for Grade 1– Grade 6 and applies knowledge of developmentally appropriate, research- and evidence-based assessment and instructional practices to promote students'

understanding of and skills in phonological awareness (e.g., blending onsets and rimes).

NYSLS grade-specific standards in phonological

awareness with respect to phonemic awareness for Grade 1–Grade 6 and applies knowledge of developmentally appropriate, research- and evidence-based assessment and instructional practices to promote students' understanding of and skills in phonemic awareness (e.g., segmenting phonemes).

2.2  Phonics, Word Recognition, and Fluency

1. Applies knowledge of factors affecting students' development of decoding skills and

reading fluency demonstrates understanding of the importance of the alphabetic principle in learning to read English and the reciprocity between decoding and encoding skills.

2. Demonstrates understanding of fluency development, including the role of automaticity in reading comprehension and fluency development, and key indicators of fluency demonstrates understanding of NYSLS grade-specific standards in phonics and word recognition pertaining to phonics and syllabication for Grade 1–Grade 6 and

3. Applies knowledge of developmentally appropriate, research- and evidence-based assessment and instructional practices to promote students' development of grade- level phonics skills, including knowledge of the continuum of phonics skills from sounding out VC and CVC words letter by letter to decoding regular words of increasing complexity and/or containing less common phonics patterns to decoding

multisyllabic words that follow basic syllable patterns.

4. Knowledge of developmentally appropriate, research and evidence-based assessment and instructional practices to promote students' development of grade- level word analysis skills for decoding words with inflectional endings and words containing common prefixes and suffixes.

2.3 Instruction in Language Knowledge and Vocabulary

1. Academic experiences in reading, writing, listening, and speaking promotes their command of standard English grammar and conventions and their development of robust vocabularies, including understanding of the importance of incremental, repeated exposures to words in different contexts and opportunities to use new vocabulary and standard English language structures in a variety of modalities applies knowledge of factors that affect students' developing command of the conventions of standard English grammar and usage when reading, writing, listening, and speaking.

2. Applies knowledge of factors that affect students' vocabulary development

(e.g., the importance of early oral language and content experiences; the role of exposure to written language through listening to and reading a wide variety of texts) and the importance of vocabulary knowledge to text comprehension and academic achievement.

3. Standards to the development of college and career readiness in language knowledge and conventions of standard English by the end of grade 12.

4. Applies knowledge of developmentally appropriate assessment and data-driven instructional practices to promote students' command of standard English grammar and usage when writing or speaking.

5. Appropriate Assessment and data-driven instructional practices to promote students' command of standard English capitalization, punctuation, and spelling when writing.

6. Practices to promote students' knowledge and command of varieties of English and language choices in reading, writing, speaking, and listening.

7. NYSLS grade-specific standards in vocabulary acquisition and use for Grade 1–Grade 6 and the relationship of these standards to the development of college and career readiness in vocabulary by the end of

grade 12.

8. Word study, including the development of word consciousness; instruction in general academic words (Tier Two) and domain-specific words (Tier Three); building background knowledge as a base for vocabulary development; building students' understanding of figurative language, word relationships, and nuances of word meanings; and building vocabulary knowledge related to specific texts.

9. Practices for providing opportunities to hear, read, and use new vocabulary in a variety of meaningful contexts to develop depth of understanding of words.

10. Independent word-learning strategies (e.g., using structural analysis, context clues, classroom resources)

2.4 Text Complexity and Instruction in Text Comprehension

1. Applies knowledge of factors affecting students' development of text comprehension (e.g., vocabulary, background content knowledge, decoding skills, reading fluency)

2. Emergent text comprehension relates to comprehension skills that are the focus of instruction in later grades and to essential college and career readiness text-comprehension skills.

3. text comprehension and strategies for planning a content-rich, text-rich classroom environment and for promoting independent reading of a wide range of text types and genres to support text comprehension through the development of academic background knowledge.

4. Daily teacher read-alouds of a range of text types and genres support development of text comprehension

5.  Understanding of the role of academic conversations in comprehension development and applies knowledge of strategies for planning and facilitating purposeful academic conversations focused on the meaning and content of texts.

6. Range of cognitively complex questions that require students to respond by using text-based evidence

7. Knowledge of strategies for scaffolding and extending students' discussions of text content, their responses to a text, and their purposeful engagement in group reading activities applies knowledge of strategies for using instruction in listening comprehension to support the development of emerging reading comprehension skills and strategies. 

8. Quantitative tools and measures for evaluating text complexity.
9. Qualitative dimensions of complexity in texts (e.g., purpose, levels of meaning, clarity, background knowledge demands).

10. Reader variables (e.g., motivation, background knowledge, experiences) and task variables (e.g., purpose and complexity of the task) when matching reader to the text and task. 

11. Text complexity in the selection of texts that are appropriate for supporting student learning goals applies knowledge of assessments of factors that affect listening and reading comprehension and strategies for applying the results to plan appropriate comprehension instruction and interventions.

3.1 Instruction in Reading Literature and Informational Text

1. Appropriate, research- and evidence-based assessment and instructional practices to promote students' comprehension and analysis of key ideas and details in literature and informational text.

2. Promote students' understanding and analysis of craft and structure in literature and informational text

applies knowledge of developmentally appropriate, research- and evidence-based assessment and instructional practices to promote students' development of skills for integrating, analyzing, and evaluating knowledge and ideas from literary and informational text.

3. Support reading or listening to literature and informational text with purpose and understanding (e.g., making and verifying predictions, visualizing, making connections)

4. Promote students' development of skills for responding to literature.

5. Instruction in Writing demonstrates understanding of NYSLS grade-specific standards in writing for

Grade 1–Grade 6 and the relationship of these standards to the development of writing knowledge and skills leading to college and career readiness in writing by the end of grade 12 demonstrates knowledge of strategies for planning concrete experiences and activities and creating a text-rich classroom environment that promotes understanding and application of writing functions and conventions.

6. Instructional practices to promote students' skill in composing pieces corresponding

to specific text types (e.g., opinion pieces, argument, informative/explanatory

writing, narrative writing), using text-based evidence as appropriate

7. Promote students' skill in composing and presenting responses to literature, using text-based evidence as appropriate

8. Promote students' skill in processes and strategies for producing and distributing writing

applies knowledge of developmentally appropriate assessment and data-driven

instructional practices to develop students' skill in conducting research and

presenting knowledge.

9. Digital tools in research and in composing and presenting written and multimedia texts

3.3 Instruction in Speaking and Listening

1. NYSLS grade-specific standards in speaking and listening for Grade 1–Grade 6 and the relationship of these standards to the development of college and career readiness in speaking and listening skills by the

end of grade 12.

2. Providing children with opportunities to express ideas using a variety of media and formats (e.g., songs,

drama, illustrations, technology).

3. Demonstrates understanding of the special role of speaking and listening in early

literacy development and the importance of providing experiences using oral

language purposefully and regularly in the classroom.

4. Applies knowledge of strategies for planning a collegial, literate environment that

promotes students' participation and collaboration in classroom conversations

(i.e., an environment that reflects and values cultural and language diversity and a

variety of perspectives, supports involvement of family and community members in

students' language and literacy development, and promotes respect for students at

all levels of language and literacy development).

5. Promoting students' ability to facilitate mutual understanding and effective communication in collaborative conversations between individuals with different perspectives or cultural backgrounds

6. Appropriate assessment and data-driven instructional practices to promote students' development of oral communication skills, nonverbal communication skills, and listening skills that support their

comprehension of and participation in collaborative conversations.

7. Appropriate assessment and data-driven instructional practices to promote students' skill in using listening strategies that are appropriate for given contexts and purposes

8. Appropriate assessment and data-driven instructional practices to promote students' skill in presenting knowledge and ideas to various audiences and for various purposes

9. Diverse media and formats (e.g., visually, quantitatively, orally) and for making strategic use of digital media and visual representations to support their oral presentations of knowledge and ideas.

COMPETENCY 0004—ANALYSIS, SYNTHESIS, AND APPLICATION

a. Analyzes, interprets, synthesizes, and discusses accurately and appropriately the

results of literacy assessments for an individual student.

b. knowledge of content

c. language knowledge

d. pedagogical content knowledge

Sample Q/A:

Q.1. Which novel is credited as  the origin of the bildungsroman, or the "education novel" genre?

Ans: Wilhelm Meisters Lehrjahre

Bildungsroman is German for "education novel."  This term is also used in English to describe so -called "apprenticeship" novels  focusing on coming -of-age stories, including youth's struggles and  searches for  things such as identity, spiritual understanding, or the meaning in life. Johann Wolfgang von Goethe's Wilhelm Meisters Lehrjahre (1796) is credited as   the origin of this genre. Two of Charles Dickinsons' novels, David Copperfield (1850) and great Expectations (1861), also fit this form H.G. Wells wrote bildungsroman about questing for apprenticeships to address the  complication of modern life in Joan and Peter (1918) and from a Utopian perspective in The Dream(1924). 

Q.2. Which of the following is considered to  be a roman a clef, or a "novel with a key"?

Ans: George Orwell's Animal Farm (1945)

It refers to books that require a real-life frame of reference, or key, for full comprehension.  

Q.3. Unrhymed iambic pentameter is also known as which of the following?

Ans: Blank verse

Q.4. Which of the following refers to a mid-verse pause that interrupts flow?

Ans: Caesura

Q.5. A villanelle is a nineteen-line poem that consists of which of the following?

Ans: 5 tercets & 4 tercets

Q6. Which of the following best describes Aristotle's concept of hamartia in works of tragedy?

Ans: A fatal flaw

Q.7. Who theorized that a tragedy must involve some circumstance in which two values, or two rights, are fatally at odds with one another and conflict directly?

Ans: Hegel

Q.8. Which of the following is  the first step in evaluating an informational text?

Ans: Identify the argument's conclusion

Q.9. Which of the following is NOT considered a  type of appeal for an author to use?

Ans: imagination

Q.10. Which of  the following rhetorical devices exaggerates, ridicules, or pokes fun at human flaws or ideas?

Ans: Satire

Q.11. An author arguing that  his point is correct because everybody else already agrees  with it is an example of which persuasive technique?

Ans: Bandwagon appeal

Q.12 Which of the following is Not one of the first three steps of evaluating an author's argument?

Ans: Evaluate if the author's argument is complete

Q.13. Which of the following affixes refers  to the -o- in "speedometer"?

Ans: intermix

Q.14. Adding the suffix -ness to a  word typically does which of the following?

Ans: Changes an adjective to a noun

Q.15. Which  of   the following  is not considered a common adjective suffix?

Ans: achy.

Q.16. Which of  the following defines    the noun suffix -ation?

Ans: Action, state, result 

Q.17. Which of the following is the least used form of narration used in literature?

Ans: second-person

Q.18. Which of  the following lists  the terms of chronological plots in order from first to last?

Ans: Exposition, rising action, climax, falling action, resolution

Q.19. Who is credited with first using the metaphor of a city, state, or city-state as a ship?

Ans: Alcaeus

Q.20. How many forms of irony are there?

Ans: 3

21. If a writer alludes to another piece of literature, that writer is doing which of the following?

Ans: Referencing it

22. David Elkind's term "adolescence's is derived from which classical story?

Ans: Daedalus and Icarus

23. Which of the following is not a commonly used and discussed literary theory?

Ans: Precolonial theory

24. Dialect can be used in all of the following situations, Except:

Ans: Professional contexts

25. Which of the following writers is not considered a Dark Romantic?

Ans: Ralph Waldo Emerson

26. langston Hughes, Zora Neale Hurston, and Paul Robeson were members of which literary movement?

Ans: Harlem Renaissance

27. Which of  the following writers is included in the postmodernist movement?

Ans: Kurt Vonnegut

28. Speeches should be delivered in which manner?

Ans: Natural and conversational

29. An ad hominem argument does which of the following?

ans: Attacks the person behind an idea rather than refuting the idea itself

30. An apophasis argument does which of  the following?

Ans: Indirectly brings attention to a flaw in an opponent's credibility

31. Which of the following is not considered a type of mood?

Ans: Conjunctive

32. How many different degrees of relative adjectives are there?

Ans: 3

33. In general, adverbs may modify all of the following, Except:

Ans: proper noun

34. Which of  the following is an imperative statement?

Ans: go  to the post office for me 

35. Which of  the following is not a  word used to combine nouns to make a compound subject?

Ans: also

36. Which of  the following is always singular?

Ans: each

37. Identify the indirect object of the following sentence: "We taught the old dog a new trick."

Ans: the old dog

38. Identify the infinitive of the following sentence:"The animals have enough food to eat for the night."

Ans: to eat

39. How many  types  of sentences are there?

Ans: five

40. Which of the following sentences correctly expresses   the idea of parallelism?

Ans: The flurry of blows left him staggered, discombobulated, and overwhelmed before  falling

41. Identify the phrase, "The music paused,'in the following sample sentence:

"The music paused, she continued to  dance through the crowd."

Ans: Essential appositive

42. Which of  the following correctly implements the use of parentheses?

Ans: The rattlesnake is a dangerous snake of North and  South America

43. Which of the following correctly describes   the placement  of punctuation in reference to quotations?

Ans: periods and commas are put inside quotation  marks; colons and semicolons go outside.

44. Which of the following correctly implements   the use of commas?

Ans: He  is meeting me at 456 Delaware Avenue, Washington, D.C. tomorrow  morning.

45. Which of  the following correctly implements the word"affect" as  a noun?

Ans: The patient had a  flat affect during her examination.

46. "Affect" and "effect" would be considered which of   the following?

Ans: Homophones

47. All of  the following are terms in English that signal causes, Except:

Ans: Therefore

48. Which of the following describes logical conclusions that readers  make based on their observations and previous knowledge?

Ans: Inferences

49. Which of the following is most important when drawing conclusions from a text?

Ans: The   conclusions are supported directly by the text

50. All of  the following are true about summaries, Except:

Ans: Summaries should represent  the author's main point, usually in proportion to  the weight given in the original text.

51. All of the following are used for good comprehension, except:

Ans: text-to others  connection

52. Chinese uses which type of writing system?

Ans: Logographic

53. Which of the following is an adjectival suffix?

Ans: -ish

54. Which of  the following further defines literacy as the "ability to identify, understand, interpret, create, communicate, compute, and use printed and written materials associated with varying  contexts"?

Ans: UNESCO

55. Which theory of language development assumes that language is first learned by imitating the speech of adults?

Ans: learning approach

56. Which of the following is a more structured form of brainstorming?

Ans: Free writing

57. Which of the following is considered the main idea of an essay?

Ans: thesis

58. Which of the following are supporting details to the main idea of  a paragraph or a passage?

Ans: examples

59. Which of  the following is not a transitional word or phrase in  the concession category?

Ans: Broadly speaking

60. Which of the following would not be considered formal writing?

Ans: private letters

61. Which of the following sentences contains a verb in the passive voice?

Ans: I was told that there would be food available at the party

62. The Greek word epistle means:

Ans: letter

63. What are the two major principles used   to create an orderly blog?

Ans: Blog layouts need more subheadings, graphics, and other indications of what information follows, and legibility is crucial because onscreen reading is hard on the eyes.

64. Which of the following correctly matches   the term with its definition?

Ans: Thesis: A brief proposal of a solution to a problem

65. All of the following are true about paraphrasing, except:

Ans: Paraphrasing does not require a citation for any paraphrased material.

66. While writing a  research paper, a student cites a study on the subject from three years prior. What type of source is the student's research paper?

Ans: secondary

67. Which  of the following citations follows the Turban format?

Ans: Gaines, Andra. "Ten Things You Won't Believe Dragons Do."studies in Fantasy Fiction 3, no. 8 (2019): 42-65

68. When teaching students  who are actively listening, it is important for a teacher to know which of the following?

Ans: the average speed of thinking is much faster than the speed of speaking, so the gap time should be used to summarize lecture information mentally so students don't lose focus.

69. An assessment finds that a  student is correctly reading 92 percent of the words in a text. Which level of proficiency is the student performing at?

Ans: instructional

70. CRSBI incorporates caring, communication, and curriculum. What does "CRSBI" stand  for?

Ans: Culturally responsive standards-based  instruction 

FIELD 222: PART TWO: MATHEMATICS

COMPETENCY 0001—NUMBER AND OPERATIONS

The New York State Grade 1–Grade 6 Multi-Subject teacher demonstrates deep knowledge of number and operations and algebraic thinking. The teacher interprets arithmetic as a coherent and logical subject that makes sense and demonstrates understanding of how operations used for whole numbers and fractions form the basis for further work in algebra.

The teacher applies operations and algebraic thinking to model and solve problems and works accurately with numbers and algebraic expressions and equations. The teacher interprets numbers and the base-ten system as a coherent and logical set of ideas; extends the properties of whole numbers and number operations to fractions; and analyzes properties of fractions, decimals, and percents. The teacher applies understanding of place value and properties of operations to justify algorithms; works accurately with whole numbers, fractions, decimals, and percents; and uses numbers and operations to model and solve mathematical and real-world problems.

1.1 Operations and Algebraic Thinking

Applies operations and relationships between operations (e.g., division as an unknown factor problem) analyzes properties of factors and multiples applies strategies for writing and interpreting numerical expressions generates and analyzes patterns and relationships and identifies apparent features

of patterns that are not explicit in the rule used to generate them applies and extends principles of arithmetic and the order of operations to algebraic expressions, equations, and inequalities uses properties of operations to generate equivalent expressions analyzes and solves linear equations and inequalities and pairs of simultaneous linear equations solves mathematical and real-world problems using numerical and algebraic expressions and equations

1.2 Number and Operations—Base Ten and Fractions

Demonstrates knowledge of place value applies understanding of place value and properties of operations to round, add, subtract, multiply, and divide multi-digit numbers. Authorized for Distribution by the New York State Education Department analyzes decimal notation and compares decimals, decimal fractions, and fractions justifies computational algorithms analyzes and performs operations with decimals applies number theory concepts (e.g., primes, divisibility, factors, least common multiple, greatest common factor) extends number operations to fractions and performs operations on fractions applies properties of signed rational numbers, ordering, and the absolute value of rational numbers applies and extends understanding of operations with fractions to add, subtract, multiply, and divide rational numbers solves mathematical and real-world problems involving the four basic operations with rational numbers, including the use of the distributive law to justify properties of rational numbers.

COMPETENCY 0002—RATIOS & PROPORTIONAL RELATIONSHIPS & NUMBER SYSTEMS

The teacher applies connections between multiplication and division and ratios and rates, as well as connections between ratios and proportional reasoning, linear equations, and concepts of measurement and geometry. The teacher analyzes properties of whole, rational, and real numbers and interprets the real number system as an extension of the rational numbers. The teacher works accurately with ratios and proportional relationships and rational numbers and uses them to model and solve mathematical and real-world problems.

2.1 Ratios and Proportional Relationships

Solves unit rate problems, including those involving unit pricing; constant speed; and ratios of lengths, areas, and other quantities measured in like or unlike units interprets percents of a quantity as a rate per 100 and solves mathematical and real-world problems involving percents identifies the constant of proportionality in tables, graphs, equations, diagrams, and verbal descriptions of proportional relationships represents proportional relationships by equations.

FIELD 222: PART TWO: MATHEMATICS

Authorized for Distribution by the New York State Education Department explains and analyzes the relationships between graphs of proportional relationships in terms of the situation represented by the relationship uses proportional relationships to solve multistep ratio and percent problems

(e.g., simple interest rates, commissions, percent increase or decrease, percent

error) analyzes the connections between proportional relationships, lines, and linear

equations uses similar triangles to explain why the slope is the same between any two distinct

points on a nonvertical line in the coordinate plane and graphs and analyzes linear

equations.

2.2 Rational and Real Number Systems

Applies knowledge of numbers that are not rational and finds rational approximations of irrational numbers applies properties of repeating decimal expansions and converts between repeating decimal expansions and rational numbers. Analyzes and applies properties of integer exponents and extends them to rational exponents analyzes how the definition and meaning of rational exponents allows for extending the properties of integer exponents rewrites expressions involving radicals and rational exponents by using the properties of exponents uses square roots and cube roots to represent solutions to problems and equations performs operations with numbers expressed in scientific notation uses properties of rational and irrational numbers uses units as a way to understand problems and to guide the solution of multistep problems and chooses and interprets units consistently in formulas.

COMPETENCY 0003—ALGEBRA, MEASUREMENT, GEOMETRY, AND DATA

Structure of algebraic expressions, how algebraic manipulations are governed by properties of operations and exponents, the nature of solutions to equations, and reasoning processes for manipulating expressions and solving equations. The teacher analyzes functions, uses expressions to define functions, applies properties of functions, and analyzes graphs. The teacher uses algebra to model and solve problems and demonstrates skill and accuracy in working with algebraic expressions, equations, and functions. The teacher demonstrates

deep knowledge of measurement and geometry and interprets geometry as a system based on precise definitions and mathematical reasoning. The teacher works with and interprets data, uses measures of center and variability, and draws inferences from data distributions.

The teacher applies knowledge of probability to analyze chance events and understands how statistics and chance processes are used to make inferences. The teacher applies measurement, geometry, and data concepts to model and solve mathematical and real-world problems.

3.1 Algebra

understands the vocabulary of mathematical expressions (e.g., terms, factors, coefficients) and interprets their structures writes expressions in equivalent forms to solve problems (e.g., factor quadratic expressions, complete the square, use properties of exponents) performs arithmetic of polynomials and understands the relationship between zeros and factors of polynomials creates equations and inequalities in one variable and uses them to solve mathematical and real-world problems (e.g., based on verbal descriptions, tables,

graphs), including equations that arise from linear, quadratic, and simple rational and exponential functions creates equations in two or more variables to represent relationships between quantities and analyzes graphs of equations on coordinate axes uses systems of equations or inequalities to represent situations, including constraints (e.g., uses inequalities to represent nutritional and cost constraints on combinations of different foods) analyzes solving equations as a process of reasoning, explains the reasoning, solves equations and inequalities in one variable, and solves systems of equations in two variables.

3.2 Measurement and Geometry:

Analyzes attributes of shapes, including symmetry and properties of their lines and angles solves problems involving measurement and conversions of measurement units solves mathematical and real-world problems involving angle measure, perimeter, area, surface area, and volume solves problems involving congruence and analyzes congruence in terms of a sequence of transformations (e.g., rotations, reflections, and translations) graphs points and shapes on the coordinate plane to solve mathematical and real-world problems applies the Pythagorean theorem to solve a variety of problems, including distance problems in the coordinate plane solves problems involving similarity and analyzes similarity in terms of scale factors and similarity transformations 3.3 Data, Statistics, and Probability represents, analyzes, and solves problems with data presented in various forms (e.g., line plots, bar graphs, picture graphs) demonstrates knowledge of statistical variability and measures and summarizes and describes data distributions (e.g., number lines, dot plots, histograms, box plots).

FIELD 245: PART THREE: ARTS AND SCIENCES

COMPETENCY 0001—SCIENCE AND TECHNOLOGY

1.1 Understand and apply the principles and processes of scientific inquiry and
investigation.

Formulates hypotheses based on reasoning and preliminary results or information

evaluates the soundness and feasibility of a proposed scientific investigation applies mathematical rules or formulas (including basic statistics) to analyze given experimental or observational data interprets data presented in one or more graphs, charts, or tables to determine patterns or relationships evaluates the validity of a scientific conclusion in a given situation applies procedures for the safe and appropriate use of equipment and the care and humane treatment of animals in the laboratory.

1.2 Understand and apply concepts, principles, and theories pertaining to the
physical setting (including Earth science, chemistry, and physics).

• Analyzes interactions between the Earth, the Moon, and the Sun (e.g., seasonal changes, the phases of the Moon)
• Analyzes the effects of interactions between components of air, water, and land (e.g., weather, volcanism, erosion) distinguishes between physical and chemical properties of matter and between
• physical and chemical changes in matter distinguishes between forms of energy and identifies the transformations of energy observed in everyday life.
• Analyzes the effects of forces on objects in given situations infers the physical science principle (e.g., effects of common forces, conservation of energy) illustrated in a given situation.

1.3 Understand and apply concepts, principles, and theories pertaining to the

living environment.

• Recognizes the characteristics of living things and common life processes analyzes processes that contribute to the continuity of life (e.g., reproduction and development, inheritance of genetic information).
• Analyzes the factors that contribute to change in organisms and species over time compares the ways in which a variety of organisms carry out basic life functions and maintain dynamic equilibrium (e.g., obtaining nutrients, maintaining water balance).
• Analyzes the effects of environmental conditions (e.g., temperature, availability of water and sunlight) on living organisms and the relationships between plants and animals within a community infers the life science principle (e.g., adaptation, homeostasis) illustrated in a given situation.

1.4 Apply knowledge of technology and the principles of engineering design.

• Performance Indicators demonstrates an understanding of technological systems (e.g., transportation
• system) and the principles on which technological systems are constructed (e.g., the use of component subsystems).
• Analyzes the roles of modeling and optimization in the engineering design process evaluates a proposed technological solution to a given problem or need applies criteria for selecting tools, materials, and other resources to design and construct a technological product or service.
• Recognizes appropriate tests of a given technological solution analyzes the positive and negative effects of technology on individuals, society, and the environment.

1.5 Understand the relationships between and the common themes that connect

Mathematics, science, and technology, and the application of knowledge and skills in

these disciplines to other areas of learning.

• Makes connections between the common themes of mathematics, science, and technology (e.g., systems, models, magnitude and scale, equilibrium and stability, patterns of change).
• Applies principles of mathematics, science, and technology to model a given situation (e.g., the movement of energy and nutrients between a food chain and the physical environment).
• Applies principles of mathematics, science, and technology to explore phenomena
• from other areas of learning (e.g., applying statistical methodologies to examine
• census data).
• Designs solutions to problems in the physical and social worlds, using Mathematical, Scientific, and Technological reasoning and procedures.
• Analyzes the effects of human activities (e.g., burning fossil fuels, clear-cutting forests) on the environment and evaluates the use of science and technology in solving problems related to these effects.

COMPETENCY 0002—SOCIAL STUDIES

The New York State Multi-Subject teacher demonstrates understanding of major ideas, eras,

themes, developments, and turning points in the history of New York State, the United

States, and the world; geographic concepts and phenomena and the interrelationships of

geography, society, and culture; human development and interactions; economic and

political principles and systems; the roles, rights, and responsibilities of citizenship in the

United States; and skills related to social studies, including gathering, organizing, mapping,

evaluating, interpreting, and displaying information.

2.1 Understand major ideas, eras, themes, developments, and turning points in the
history of New York State, the United States, and the world.

Defines important conceptual terms (e.g., racism, nation-state, nationalism, feudalism) and uses them to analyze general historical phenomena and specific historical events.

Authorized for Distribution by the New York State Education Department analyzes the social effects of major developments in human history (e.g., the agricultural revolution, the scientific revolution, the industrial revolution, the information revolution) understands major political, social, economic, and geographic characteristics of ancient civilizations and the connections and interactions between these

civilizations examines reasons for organizing periods of history in different ways and compares

alternative interpretations of key events and issues in New York State, United States, and world history analyzes the effects of European contact with indigenous cultures and the effects of European settlement on New York State and the Northeast analyzes how the roles and contributions of individuals and groups helped shape United States social, political, economic, cultural, and religious life.

2.2 Understand geographic concepts and phenomena and analyze the
interrelationships of geography, society, and culture in the development of New York
State, the United States, and the world.

• Defines important geographic terms and concepts (e.g., habitat, resource, cultural diffusion, ecology) and uses them to analyze various geographic issues, problems, and phenomena demonstrates an understanding of the six essential elements of geography: the world in spatial terms, places and regions, physical settings, human systems, environment and society, and the use of geography recognizes physical characteristics of the Earth's surface and the continual reshaping of it by physical processes (e.g., how weather, climate, and the water cycle influence different regions).
• Analyzes the development and interaction of social, political, cultural, and religious systems in different regions of New York State, the United States, and the world examines ways in which economic, environmental, and cultural factors influence demographic change and interprets geographic relationships, such as population density and spatial distribution patterns.
• Analyzes the impact of human activity on the physical environment (e.g., industrial development, population growth, deforestation) recognizes how language, literature, the arts, media, architecture, traditions, beliefs, values, and behaviors influence and/or reflect the development and transmission of culture analyzes the roles and functions of social groups and institutions in the United States (e.g., ethnic groups, schools, religions) and their influence on individual and group interactions analyzes why individuals and groups hold different or competing points of view on issues, events, or historical developments understands the processes of social and cultural change.

2.4 Understand economic and political principles, concepts, and systems, and
relate this knowledge to historical and contemporary developments in New York State, the United States, and the world.

Defines important economic and political terms and concepts (e.g., scarcity, opportunity cost, supply and demand, productivity, power, natural rights, checks and balances) and uses them to analyze general phenomena and specific issues analyzes the basic structure, fundamental ideas, accomplishments, and problems of the United States economic system recognizes and compares basic characteristics of major models of economic organization (e.g., traditional, market, command) and various governmental systems (e.g., democratic, authoritarian) analyzes values, principles, concepts, and key features of American constitutional democracy (e.g., individual freedom, separation of powers, due process, federalism) compares different perspectives regarding economic and political issues and policies in New York State and the United States (e.g., taxing and spending decisions).

analyzes ways in which the United States has influenced other nations (e.g., in the development of democratic principles and human rights) and how other nations have influenced United States politics and culture.

2.5 Understand the roles, rights, and responsibilities of citizenship in the United States and the skills, knowledge, and attitudes necessary for successful participation in civic life.

Analyzes the personal and political rights guaranteed in the Declaration of Independence, the United States Constitution, the Constitution of the State of New York, and major civil rights legislation recognizes the core values of the United States democratic system (e.g., justice, honesty, the rule of law, self-discipline, due process, equality, majority rule, respect for minority rights) demonstrates an understanding of the United States election process and the roles of political parties, pressure groups, and special interests in the United States political system explains what citizenship means in a democratic society and analyzes the ways in which citizens participate in and influence the political process in the United States (e.g., the role of public opinion and citizen action groups in shaping public policy) examines the rights, responsibilities, and privileges of individuals in relation to family, social group, career, community, and nation analyzes factors that have expanded or limited the role of the individual in United States political life during the twentieth century (e.g., female suffrage, Jim Crow laws, growth of presidential primaries, role of the media in political elections).

2.6 Understand and apply skills related to social studies, including gathering, 

• Organizing, mapping, evaluating, interpreting, and displaying information. evaluates the appropriateness of various resources and research methods for meeting specified information needs (e.g., atlas, bibliography, almanac, database, survey, poll) and applies procedures for retrieving information using traditional resources and current technologies (e.g., CD-ROM, the Internet)
• Demonstrates an understanding of concepts, tools, and technologies for mapping information about the spatial distribution of people, places, and environments (e.g., mapping grids, latitude and longitude, the advantages and limitations of different types of maps and map projections).
• Authorized for Distribution by the New York State Education Department
• Analyzes information in social studies materials (e.g., identifying central themes in important historical speeches or documents, distinguishing fact from opinion, evaluating multiple points of view in policy debates) interprets information presented in one or more graphic representations (e.g., graph, table, map) and translates written or graphic information from one form to the other summarizes the purpose or point of view of a historical narrative.

COMPETENCY 0003—FINE ARTS, HEALTH AND FITNESS, FAMILY AND CONSUMER SCIENCE, AND CAREER DEVELOPMENT

The New York State Multi-Subject teacher demonstrates understanding of the concepts,

techniques, and materials of visual arts, music, theater, and dance, including cultural

dimensions; principles and practices of health and safety; concepts and practices of physical

education and health-related fitness; concepts and practices related to child development

and care and knowledge of family and interpersonal relationships; skills and procedures

related to consumer economics and resource management; and knowledge of career

development and workplace skills, behaviors, and responsibilities.

3.1 Understand the concepts, techniques, and materials of the visual arts; analyze
works of visual art; and understand the cultural dimensions and contributions of the
visual arts.

• Identifies basic elements (e.g., line, color) and principles (e.g., unity, balance) of art and recognizes how they are used to communicate meaning in works of art.
• Analyzes two-dimensional and three-dimensional works of art in terms of their
• visual and sensory characteristics.
• Applies knowledge of the characteristics of various art media (e.g., two-
• dimensional, three-dimensional, electronic) to select a medium appropriate for a
• given artistic purpose or intent.
• Applies knowledge of basic tools and techniques for working with various materials
• (e.g., clay, textiles, wood).
• Analyzes how works of art reflect the cultures in which they were produced (e.g., materials or techniques used, subject matter, style) compares works of art of different cultures, eras, and artists in terms of characteristics such as theme, imagery, and style.
• compares various types of instruments (e.g., strings, percussion, woodwind, brass,
• electronic) in terms of the sounds they produce
• defines and applies common musical terms (e.g., pitch, tempo)
• uses basic scientific concepts to explain how music-related sound is produced,
• transmitted through air, and received by listeners
• relates characteristics of music (e.g., rhythm, beat) to musical effects produced
• recognizes basic technical skills that musicians must develop to produce a aesthetically acceptable performance (e.g., manual dexterity, breathing techniques, knowledge of musical notation)
• Analyzes how different cultures have created music reflective of their histories and societies (e.g., call-and-response songs, ballads, work songs, folk songs).

3.3 Understand concepts, techniques, and materials related to theater and dance;

• Analyze works of drama and dance; and understand the cultural dimensions and
• contributions of drama and dance.
• Compares dramatic and theatrical forms and their characteristics (e.g., pantomime,
• improvisation).
• Relates types of dance (e.g., ballet, folk, modern) to their characteristic forms of
• movement, expressive qualities, and cultural origins.
• Analyzes how technical aspects of performance (e.g., costumes, props, lighting)
• affect the message or overall impression created by a performance
• recognizes how language, voice, gesture, and movement are used to develop character and create interaction between performers in theatrical productions
• Analyzes ways in which different cultures have used drama and dance (e.g., to teach moral lessons, to preserve cultural traditions, to affirm the sense of community, to entertain).

3.4 Understand basic principles and practices of personal, interpersonal, and

community health and safety; and apply related knowledge and skills (e.g., decision making, problem solving) to promote personal well-being.

Identifies common health problems and explains how they can be prevented,

detected, and treated recognizes the basic knowledge and skills necessary to support positive health

choices and behaviors.

Applies decision-making and problem-solving skills and procedures in individual and group situations (e.g., situations related to personal well-being, self-esteem, and interpersonal relationships).

Recognizes basic principles of good nutrition and uses them to plan a diet that

accommodates nutritional needs, activity level, and optimal weight.

Analyzes contemporary health-related issues (e.g., HIV, teenage pregnancy,

suicide, substance abuse) in terms of their causes, effects, and significance for

individuals, families, and society and evaluates strategies for their prevention

interprets advertising claims for health-care products and services and

distinguishes between valid and invalid health information.

Analyzes environmental conditions and their impact upon personal and community

health and safety.

3.5 Understand physical education concepts and practices related to the

development of personal living skills.

Recognizes sequences and characteristics of physical development throughout the

various developmental levels

Demonstrates knowledge of activities that promote the development of motor skills

(e.g., locomotor, manipulative, body mechanics) and perceptual awareness skills

(e.g., body awareness, spatial and directional awareness).

Applies safety concepts and practices associated with physical activities

(e.g., doing warm-up exercises, wearing protective equipment)

understands skills necessary for successful participation in given sports and

activities (e.g., spatial orientation, eye-hand coordination, movement).

Analyzes ways in which participation in individual or group sports or physical

activities can promote personal living skills (e.g., self-discipline, respect for self and

others, resource management) and interpersonal skills (e.g., cooperation,

sportsmanship, leadership, teamwork, communication).

3.6 Understand health-related physical fitness concepts and practices.

Recognizes components, functions, and common disorders of the major body

systems demonstrates knowledge of basic components of physical fitness (e.g., strength,

endurance, flexibility) and applies principles of training.

Applies strategies for developing a personal fitness plan based on self-assessment,

goal setting, and an understanding of physiological changes that result from

training.

Analyzes the relationship between lifelong physical activity and the prevention of

illness, disease, and premature death.

Applies knowledge of principles and activities for developing and maintaining

cardiorespiratory endurance, muscular strength, flexibility, and levels of body

composition that promote good health.

3.7 Understand concepts and practices related to child development and care and
apply knowledge of family and interpersonal relationships.

• Recognizes stages and characteristics of physical, cognitive, social, and emotional
• development during infancy, childhood, and adolescence.
• Demonstrates knowledge of children's physical, dietary, and hygienic needs (e.g.,
• nutritional guidelines, dental care, proper washing procedures) and applies
• developmentally appropriate methods for promoting self-care during childhood
• identifies causes of common childhood accidents and health-care emergencies and
• applies physical care and safety guidelines for caregivers of infants, toddlers, and
• preschool and school-age children.
• Analyzes factors that affect decisions about whether and when to have children and
• recognizes ways to prepare for the responsibilities of parenthood
• Demonstrates knowledge of family structure (e.g., extended, blended, single
• parent, dual career), roles and responsibilities of family members, and the
• functions of families in society.
• Recognizes the types and characteristics of interpersonal relationships and
• analyzes decision-making processes related to interpersonal relationships
• examines social and cultural influences on interpersonal communication and
• analyzes factors affecting the formation of positive relationships in the family,
• workplace, and community.

3.8 Understand skills and procedures related to consumer economics and personal resource management.

Recognizes rights and responsibilities of consumers in various purchasing situations

(e.g., rights in relation to product and service warranties and guarantees)

demonstrates knowledge of types and characteristics of consumer fraud and

Applies procedures for seeking redress and registering consumer complaints

applies knowledge of procedures for making major purchases (e.g., comparison

shopping, negotiating, interpreting labels or contract terminology)

analyzes considerations involved in selecting and maintaining housing and motor

vehicles, obtaining credit and insurance, and making investments

examines steps and considerations involved in planning and maintaining a

personal or family budget and applies money management guidelines appropriate

for various situations

Demonstrates knowledge of personal and family resources (e.g., time, skills,

energy) and applies decision-making and goal-setting procedures for managing

personal and family resources in various situations.

3.9 Understand basic principles of career development; apply processes and skills

for seeking and maintaining employment; and demonstrate knowledge of workplace

skills, behaviors, and responsibilities.

Demonstrates knowledge of the relationship of personal interests, skills, and

abilities to successful employment and recognizes the relationship between the

changing nature of work and educational requirements recognizes factors to consider when evaluating careers and applies procedures for conducting career research demonstrates knowledge of steps involved in searching for a job and recognizes factors affecting the success of a job search (e.g., writing an effective letter of application, résumé preparation).

Applies skills and procedures for job interviews (e.g., personal appearance and

demeanor, communicating effectively during an interview).

Applies knowledge of effective communication principles, work etiquette, interpersonal skills, and techniques for handling stress or conflict in the workplace recognizes rights and responsibilities in relation to employment (e.g., protection from harassment and discrimination, employer's performance expectations).