Study Guide
Field 207: English
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 Framework
| subareas | range of competencies |
approximate percentage of test |
|
|---|---|---|---|
| Selected-Response | |||
| roman numeral 1 | listening, speaking, and viewing | 0001to0002 | 18 percent |
| roman numeral 2 | critical reeading and reading process | 0003to0006 | 31 percent |
| roman numeral 3 | critical writing and writing process | 0007to0011 | 36 percent |
| this cell intentionally left blank. | 85 percent | ||
| subareas | range of competencies | approximate percentage of test | |
|---|---|---|---|
| constructed-response | |||
| roman numeral 4 | pedagogical content knowledge | 0012 | 15 percent |
subarea roman numeral 1–Listening, Speaking, and Viewing
Competency 0001–Apply knowledge of speaking, listening, and viewing to inform and increase understanding.
start italics The following topics are examples of content that may be covered under this competency. end italics
- Demonstrate understanding of linguistic diversity across cultures, ethnic groups, geographic regions, genders, and social roles as it relates to communication skills.
- Demonstrate knowledge of the fundamentals of language acquisition and language-learning processes as they apply to communication skills of English language learners.
- Determine styles and registers of language usage appropriate for various purposes, content, audiences, and occasions.
- Analyze and evaluate strategies for effective organization and delivery of formal and informal presentations in relation to given purposes, content, audiences, and occasions.
- Analyze presentations to determine the author's purpose and point of view, identify potential biases, and evaluate the effectiveness of supporting evidence.
- Apply knowledge of the effective use of verbal and nonverbal cues to communicate a message.
- Evaluate multimedia materials and determine appropriate technological tools and applications for use in an oral presentation.
- Analyze and evaluate the various methods creators of visual images use to construct arguments in written, oral, visual, digital, nonverbal, alphabetic, aural, spatial, gestural, and interactive texts.
Competency 0002–Apply knowledge of active listening, speaking, and participating in academic discussions.
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- Apply knowledge of how to communicate effectively with audiences and individuals from various backgrounds and perspectives.
- Analyze how individual, social, and cultural factors affect a listener's ability to understand spoken language in different contexts.
- Apply knowledge of techniques for participating in and contributing to conversations in pairs, groups, and whole-class settings by contributing ideas and building on and challenging the ideas of others.
- Analyze techniques for effective communication in small- and large-group situations (e.g., paraphrasing to clarify, monitoring reactions by interpreting nonverbal cues).
- Apply knowledge of large- and small-group dynamics; factors that influence group communication (e.g., group composition, member roles); and strategies for managing conflicts, solving problems, and making decisions in large and small groups (e.g., compromising, collaborating).
subarea roman numeral 2–Critical Reading and Reading Process
Competency 0003–Apply knowledge of strategies for developing reading comprehension through vocabulary knowledge.
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- Apply knowledge of various word identification strategies, including the use of phonics, semantic and syntactic cues, context clues, and word structure (e.g., affixes; Anglo-Saxon, Greek, and Latin roots; stems).
- Apply knowledge of the relationships between words (e.g., homonyms, synonyms, antonyms) and the issues related to word identification and recognition (e.g., denotative and connotative meanings, words with multiple meanings, idioms, similes, metaphors).
- Apply knowledge of general academic and domain-specific vocabulary to deepen understanding of a text.
- Demonstrate understanding of the fundamentals of language acquisition and language-learning processes as they apply to vocabulary development and reading comprehension of English language learners.
Competency 0004–Apply knowledge of comprehension strategies for reading informational and argumentative texts.
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- Demonstrate knowledge of the characteristics of a range of types of informational and argumentative texts.
- Analyze how authors' perspectives affect stylistic choices.
- Evaluate how authors' perspectives contribute to meaning.
- Determine the organizational structure of a text (e.g., cause and effect, compare and contrast) and analyze how that structure helps convey and clarify the ideas in the text.
- Analyze how common literary and rhetorical devices (e.g., exaggeration, understatement, analogy, anecdote, appeals) are used to achieve specific effects in the text.
- Determine the main idea and purpose of a text and details used to support the main idea.
- Make inferences and draw conclusions from a text.
- Interpret graphic features used in a text (e.g., tables, charts, maps, photographs).
- Evaluate texts for potential biases resulting from faulty assumptions; inaccurate, incomplete, extraneous, or unclear evidence; and logical fallacies.
- Evaluate the relevance, importance, and quality of evidence offered in support of an argument in a text.
- Evaluate the relevance, reliability, and validity of various sources of information used in a text.
- Determine the appropriate reading strategy (e.g., scanning, skimming, close reading, rereading) to use for informational texts before, during, and after reading to enhance comprehension.
Competency 0005–Apply knowledge of comprehension strategies for reading literary texts.
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- Demonstrate knowledge of the characteristics of genres of prose (e.g., folktale, memoir, fantasy, mystery, realistic novel, drama, historical documents) and poetry (e.g., epic, ode, villanelle, sonnet, haiku, free verse, blank verse).
- Analyze how the use of literary elements (e.g., setting, plot structure, characterization, conflict, point of view, archetype) contributes to theme, mood, and tone.
- Analyze the use of common literary devices in a literary text, including figurative language (e.g., simile, metaphor, personification, hyperbole, imagery, symbolism), sound devices (e.g., onomatopoeia, alliteration, assonance), and irony.
- Analyze the use of common dramatic devices (e.g., soliloquy, aside, subplot, irony, suspense) in dramatic works.
- Apply knowledge of metrical structures (e.g., iambic pentameter) and stanzaic structures (e.g., couplet, tercet, quatrain).
- Analyze how specific words and phrases create or reveal a particular mood, tone, voice, or style in a literary text.
- Use textual evidence to determine the narrative point of view in a literary text.
- Determine the appropriate reading strategy (e.g., scanning, skimming, close reading, rereading) to use for literary texts before, during, and after reading to enhance comprehension.
Competency 0006–Apply knowledge of literature representing a range of historical, cultural, ethnic, and global perspectives from a variety of genres.
start italics The following topics are examples of content that may be covered under this competency. end italics
- Apply knowledge of the characteristics and significance of mythology and folk literature from oral traditions.
- Apply knowledge of thematic concerns and stylistic and formal characteristics associated with American literature from the precolonial period through the present.
- Apply knowledge of thematic concerns and stylistic and formal characteristics associated with British literature of the Anglo-Saxon period through the present.
- Apply knowledge of thematic concerns and stylistic and formal characteristics associated with a range of world literatures, historical traditions, genres, cultures, and lived experiences.
- Analyze, within the context of a passage, references to historical and cultural movements that have influenced or been influenced by the development of literature.
- Analyze, within the context of a passage, the expression of values and ideas (e.g., historical, cultural, ethnic, global) in works of literature.
- Apply knowledge of thematic concerns and stylistic and formal characteristics of a range of genres of fiction written for young adults (e.g., realistic, dystopian, fantasy).
subarea roman numeral 3–Critical Writing and Writing Process
Competency 0007–Apply knowledge of recursive writing processes.
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- Apply knowledge of prewriting strategies for determining audience and purpose and generating, developing, and organizing ideas.
- Apply syntactical knowledge and diction (e.g., sentence structures, use of phrases and clauses, active and passive voice) to achieve desired effects in writing, such as variety, clarity, and concision.
- Apply methods of revising text to clarify meaning (e.g., including subordinating ideas, maintaining parallel form, using appropriate transitional words and phrases, using precise language, eliminating extraneous details, keeping related ideas together).
- Apply methods of editing text so that the text conforms to appropriate language conventions (e.g., grammar, usage, mechanics, format).
- Demonstrate familiarity with proofreading techniques and other tools used to finalize a text.
- Demonstrate knowledge of how to use contemporary technologies and digital media to publish texts.
- Apply knowledge of effective ways to incorporate graphic features in a text (e.g., tables, charts, graphs, maps, photographs, illustrations).
- Demonstrate knowledge of how to use contemporary technologies and digital media to compose multimodal discourse.
- Demonstrate understanding of the fundamentals of language acquisition and language-learning processes as they apply to written expression of English language learners.
Competency 0008–Apply knowledge of strategies for composing narratives.
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- Apply knowledge of strategies for developing engaging plots that involve complex characters resolving conflicts.
- Apply knowledge of strategies for writing narratives reflecting real or imagined experiences that convey a message or point of view clearly and concisely and that engage the audience.
- Apply knowledge of strategies for using specific details and sequences of events to achieve a specific effect (e.g., create suspense, establish mood, reflect theme).
- Apply knowledge of strategies for using clear descriptions, precise language, sensory details, and dialogue.
- Apply knowledge of strategies for writing narratives reflecting real or imagined experiences that make effective and appropriate use of various literary elements and literary devices.
- Apply knowledge of strategies for blending narratives and other modes of writing to suit the audience and purpose.
Competency 0009–Apply knowledge of strategies for composing informative essays, reports, and technical writing.
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- Apply knowledge of strategies for selecting an appropriate subject or topic for writing informative texts and methods of formulating a specific question for addressing it in writing.
- Apply knowledge of strategies for developing a defensible thesis that expresses the main idea of a piece of writing.
- Select an appropriate organizational structure for developing ideas.
- Apply knowledge of how to incorporate relevant evidence (e.g., specific facts, details, charts and graphs, data) in writing informative texts.
- Apply knowledge of strategies for developing a conclusion to a text that follows logically from the information presented and provides a resolution or a suggested course of action.
Competency 0010–Apply knowledge of strategies for composing arguments.
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- Apply knowledge of how to introduce precise, informed claims and distinguish them from alternate or opposing claims.
- Apply knowledge of how to organize claims, counterclaims, and evidence in a logical sequence.
- Apply knowledge of how to provide the most relevant evidence to develop balanced arguments using credible sources.
- Apply knowledge of how to provide commentary to substantiate a claim.
- Apply knowledge of strategies for anticipating and responding to counterarguments.
- Apply knowledge of how to compose a logical concluding statement.
Competency 0011–Apply knowledge of research strategies for acquiring, refining, and sharing knowledge.
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- Apply knowledge of strategies for acquiring and refining knowledge through a variety of written, oral, visual, digital, nonverbal, and interactive texts.
- Apply knowledge of how to formulate a viable research question and how to narrow or broaden inquiry.
- Apply knowledge of how to distinguish between primary and secondary sources and how to evaluate the credibility of the information gathered based upon its relevance, reliability, and validity.
- Apply knowledge of how to evaluate the strengths and limitations of a source in terms of task, purpose, and audience.
- Apply knowledge of how to integrate quotes, paraphrases, and summaries from research, following a consistent citation style (e.g.,
- Demonstrate knowledge of how to avoid plagiarism by following ethical and legal guidelines for collecting, recording, and citing information.
subarea roman numeral 4–Pedagogical Content Knowledge
Competency 0012–Apply pedagogical content knowledge to plan developmentally appropriate instruction to help students achieve a specific, standards-aligned learning goal in English language arts that engages all learners.
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- Apply knowledge of how to evaluate student readiness for a standards-aligned learning goal for English language arts content, including how to identify potential and apparent student difficulties.
- Apply knowledge of how to plan specific, developmentally appropriate instruction that monitors students' progress toward established goals in English language arts.
- Apply knowledge of how to use appropriate and effective instructional strategies for helping students analyze a literary or informational text.
- Cite rationales for the use of instructional strategies in an English language arts lesson.
- Apply knowledge of how to differentiate instruction to meet the needs of all students, including English language learners, students with disabilities, students from diverse language and learning backgrounds, those designated as gifted and talented, and those at risk.
- Apply knowledge of how to analyze student data to identify and address students' strengths and needs in English language arts.
- Cite evidence of student learning in an English language arts lesson.
- Apply knowledge of appropriate and effective assessment strategies for engaging students' learning in English language arts.