Study Guide
Field 050–051: 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 050: Elementary Education Subtest 1: Reading/Language Arts
subareas | range of competencies | approximate percentage of test | |
---|---|---|---|
roman numeral 1 | reading | 0001–0008 | 57 percent |
roman numeral 2 | language arts | 0009–0012 | 28 percent |
this cell intentionally left blank. | 85 percent |
subareas | range of competencies | approximate percentage of test | |
---|---|---|---|
constructed-response | |||
roman numeral 1 | reading | 0001–0008 | 15 percent |
Subarea I–Reading
Competency 0001–Apply knowledge of foundations of literacy development in English, including development and assessment of phonological and phonemic awareness.
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- Demonstrate knowledge of the relationship between oral and written language in English with respect to literacy (e.g., how phonology and morphology relate to spelling and orthography) and knowledge of how students' oral language development and phonological awareness development directly affect their literacy development.
- Apply knowledge of strategies for promoting students' oral language development to support their literacy development and their interest and engagement in reading and writing.
- Apply knowledge of phonological awareness (i.e., the awareness that oral language is composed of smaller units, such as spoken words and syllables) and research-based, systematic 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 research-based, systematic instruction in phonemic awareness skills (e.g., identifying phonemes; isolating initial, medial, and final phonemes; blending, segmenting, deleting, and substituting phonemes).
- Apply knowledge of concepts of print, letter recognition, and letter formation, including knowledge of strategies for promoting students' development in these areas.
- Apply knowledge of the use of appropriate materials and effective, engaging oral language and writing activities to reinforce students' development in oral language, phonological awareness, phonemic awareness, concepts of print, letter recognition, and letter formation.
- Apply knowledge of formal and informal methods for assessing students' development in oral language, phonological awareness, phonemic awareness, concepts of print, letter recognition, and letter formation, including knowledge of how to interpret and use assessment results to plan effective instruction in these areas.
- Apply knowledge of strategies for addressing the assessed needs of individual students (e.g., English language learners, diverse readers at a range of proficiency levels) with respect to their development in oral language, phonological awareness, phonemic awareness, concepts of print, letter recognition, and letter formation.
Competency 0002–Apply knowledge of the alphabetic principle and the development and assessment of accurate, automatic word recognition and spelling at beginning stages of literacy development.
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- Demonstrate knowledge of terminology (e.g., stop and continuous consonant sounds, consonant digraphs, consonant blends, vowel digraphs, diphthongs, r- and l-controlled vowels) 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 instruction.
- Apply knowledge of the alphabetic principle and research-based, systematic instruction in letter-sound correspondences.
- Apply knowledge of research-based, systematic phonics instruction at beginning stages of literacy development to promote accurate decoding and spelling of words that follow basic, regular phonics/spelling patterns of increasing complexity.
- Apply knowledge of research-based, systematic instruction in sight words, common inflectional morphemes (e.g., -ed, -er, -est, -ing, -s), and orthographic guidelines (e.g., drop final -e before adding an inflectional ending that begins with a vowel) to promote rapid, automatic word recognition and accurate spelling of regular and irregular words.
- Apply knowledge of the use of appropriate texts and effective, engaging reading and writing activities to reinforce students' development in letter-sound correspondence and beginning decoding and spelling.
- Apply knowledge of formal and informal methods for assessing students' development in letter-sound correspondence, decoding, and spelling at beginning stages of literacy development, including knowledge of how to interpret and use assessment results to plan effective instruction in these areas.
- Apply knowledge of strategies for addressing the assessed needs of individual students (e.g., English language learners, diverse readers at a range of proficiency levels) with respect to their development in letter-sound correspondence and beginning decoding and spelling.
Competency 0003–Apply knowledge of development and assessment of accurate, automatic word recognition and spelling at later stages of literacy development.
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- Apply knowledge of research-based, systematic instruction in decoding complex spelling patterns (e.g., qu-, kn-, ph-, -tch, -tion) and developmentally and grade-level-appropriate orthographic guidelines and sight words to promote accurate, automatic decoding and spelling of complex regular and irregular single-syllable and multisyllable words.
- Apply knowledge of research-based instruction in syllable patterns (e.g., open, closed), syllabication guidelines, and structural analysis skills (e.g., recognizing word roots, derivational affixes, and compound words) to promote accurate, automatic decoding and spelling of multisyllable words.
- Apply knowledge of the use of appropriate texts and effective, engaging reading and writing activities to reinforce students' development in decoding and spelling at later stages of literacy development.
- Apply knowledge of formal and informal methods for assessing students' development in decoding and spelling at later stages of reading development, including knowledge of how to interpret and use assessment results to plan effective instruction in these areas.
- Apply knowledge of strategies for addressing the assessed needs of individual students (e.g., English language learners, diverse readers at a range of proficiency levels) in decoding and spelling at later stages of literacy development.
Competency 0004–Apply knowledge of development and assessment of fluency at all stages of reading development.
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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, or background knowledge), and the role of fluency in reading comprehension.
- Apply knowledge of research-based instruction to promote fluency with respect to accuracy, rate, and prosody.
- Apply knowledge of the use of appropriate texts (e.g., using decodable texts with students whose decoding is not automatic, using a wide range of independent-level texts for students at later stages of reading development) and effective, engaging reading activities to reinforce students' fluency development.
- Apply knowledge of formal and informal methods for assessing students' fluency development at various stages of reading development, including knowledge of how to interpret and use assessment results to plan effective fluency instruction.
- Apply knowledge of strategies for addressing the assessed needs of individual students (e.g., English language learners, diverse readers at a range of proficiency levels) in fluency.
Competency 0005–Apply knowledge of development and assessment of vocabulary knowledge and skills.
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- Demonstrate knowledge of components of effective vocabulary instruction (e.g., explicitly teaching words and word-learning strategies, promoting word consciousness and wide reading, providing meaningful exposure and opportunities to use new vocabulary) and criteria for selecting words for vocabulary instruction.
- Apply knowledge of research-based instruction in words and their meanings, including general academic words and domain-specific words, common Latin and Greek roots, figurative language, idiomatic expressions, and foreign words and expressions used in English.
- Apply knowledge of research-based instruction in independent strategies for building vocabulary (e.g., structural analysis) and verifying the meaning and pronunciation of unfamiliar words or words with multiple meanings (e.g., using appositives, semantic and syntactic clues, and reference materials).
- Apply knowledge of the use of appropriate texts and effective, engaging oral language, reading, and writing activities to reinforce students' vocabulary development.
- Apply knowledge of formal and informal methods for assessing students' vocabulary development, including knowledge of how to interpret and use assessment results to plan effective vocabulary instruction.
- Apply knowledge of strategies for addressing the assessed needs of individual students (e.g., English language learners, diverse readers at a range of proficiency levels) in vocabulary development.
Competency 0006–Apply knowledge of development and assessment of reading comprehension and comprehension strategies.
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- Demonstrate knowledge of different levels of reading comprehension (i.e., literal, inferential, and evaluative) and factors affecting reading comprehension (e.g., interest and engagement, automaticity of word recognition, fluency, vocabulary knowledge, knowledge of academic language structures, background knowledge, comprehension strategies, linguistic and organizational complexity of text).
- Apply knowledge of research-based instruction in comprehension strategies (e.g., predicting, accessing prior knowledge, monitoring, think-aloud, text structure, visual representation, mental imagery, summarizing, questions/ questioning, conversation) that students can use to enhance their own comprehension of texts.
- Apply knowledge of the use of appropriate texts and effective, engaging oral language, reading, and writing activities to facilitate students' comprehension of texts before, during, and after reading and to reinforce their development of comprehension and critical-thinking strategies.
- Apply knowledge of formal and informal methods for assessing students' development in reading comprehension, including knowledge of how to interpret and use assessment results to plan effective comprehension instruction.
- Apply knowledge of strategies for addressing the assessed needs of individual students (e.g., English language learners, diverse readers at a range of proficiency levels) in reading comprehension and the use of comprehension strategies.
Competency 0007–Apply knowledge of literary texts and development and assessment of skills and strategies for comprehending and analyzing literature.
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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 effective instruction in skills and strategies for 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 effective instruction in skills and strategies for 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 effective instruction in critical-thinking skills and strategies for integrating, analyzing, and evaluating knowledge and ideas from literary texts in diverse media and formats (e.g., analyzing the contribution of multimedia elements in a text, comparing and contrasting the treatment of similar themes in different texts).
- Apply knowledge of the use of appropriate materials and effective, engaging oral language, reading, and writing activities to reinforce students' comprehension and analysis of literary texts.
- Apply knowledge of formal and informal methods for assessing students' development of skills and strategies for comprehending and analyzing literature, including knowledge of how to interpret and use assessment results to plan effective instruction in these areas.
- Apply knowledge of strategies for addressing the assessed needs of individual students (e.g., English language learners, diverse readers at a range of proficiency levels) in skills and strategies for comprehending and analyzing literature.
Competency 0008–Apply knowledge of informational texts, development and assessment of skills for comprehending and analyzing informational texts, and study and research skills.
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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 effective instruction in skills and strategies for 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 effective instruction in skills and strategies for 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 effective instruction in critical-thinking skills and strategies for 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).
- Apply knowledge of effective instruction in study skills and strategies (e.g., note taking, interpretation of graphs, use of reference materials) and research skills (e.g., identifying research topics, using multiple resources when conducting research, using technology to manage information, paraphrasing information).
- Apply knowledge of the use of appropriate materials and effective, engaging oral language, reading, and writing activities to reinforce students' comprehension and analysis of informational texts and their development of study and research skills.
- Apply knowledge of formal and informal methods for assessing students' development of skills and strategies for comprehending and analyzing informational texts and their study and research skills, including knowledge of how to interpret and use assessment results to plan effective instruction in these areas.
- Apply knowledge of strategies for addressing the assessed needs of individual students (e.g., English language learners, diverse readers at a range of proficiency levels) in skills and strategies for comprehending and analyzing informational texts and in study and research skills.
Subarea roman numeral 2–Language Arts
Competency 0009–Apply knowledge of the foundations of writing development and the fundamental 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 among linguistic units).
- Apply knowledge of the link between the study of grammar and language patterns to the wider purposes of communication and artistic development.
- Apply knowledge of composing processes and writing skills and strategies across developmental stages used to communicate knowledge, ideas, insights, and experiences.
- Apply knowledge of strategies for producing clear and coherent writing in which the development, organization, and style are appropriate to task, purpose, and audience.
- Apply knowledge of how to develop and strengthen writing by planning, drafting, revising, editing, publishing, and rewriting or trying a new approach.
- Demonstrate command of language conventions (e.g., grammar, spelling, punctuation).
Competency 0010–Apply knowledge of writing skills and strategies for various purposes and audiences.
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- Apply knowledge of 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 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, and analysis of relevant content.
- Apply knowledge of strategies for writing narratives to develop real or imagined experiences or events using effective technique, relevant descriptive details, and clear, well-structured event sequences.
- Apply knowledge of the uses of print (e.g., reports, essays, poems, scripts) and nonprint text (e.g., photographs, drawings, collages, videos, graphics) for specific tasks, purposes, and audiences.
- Apply knowledge of how to use technology, including the Internet, individually and collaboratively to produce and publish writing (e.g., storybooks, essays, newsletters, classroom anthologies, school newspapers), as well as to link to and cite sources.
Competency 0011–Apply knowledge of the fundamental elements of research to build and present knowledge.
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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 credibility and accuracy of sources, and interpreting findings.
- Apply knowledge of how to quote and paraphrase the data and conclusions of others while avoiding plagiarism and following a standard format for citation.
- Apply knowledge of how to conduct research by accessing databases, bibliographies, and other data resources, as well as by exchanging ideas and information with computer users around the world.
- Apply knowledge of how to draw evidence from literary or informational texts to support analysis, reflection, and research.
Competency 0012–Apply knowledge of oral language and visual literacy, including listening, speaking, viewing, and representing.
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- Apply knowledge of the components of the communication process and of the importance of effective listening and speaking in daily life.
- Apply knowledge of the characteristics of expressive and receptive language in oral and visual formats and the characteristics of style in oral language and visual literacy.
- Apply knowledge of strategies for engaging effectively in a range of collaborative discussions with diverse partners, building on others' ideas and expressing one's own ideas clearly.
- Apply knowledge of strategies for adapting speech to a variety of contexts and tasks, including using formal English when appropriate to task and situation.
- Analyze the main ideas, supporting details, and purpose of information presented in diverse media and formats (e.g., visually, quantitatively, orally); explain how the information contributes to or clarifies a topic, text, or issue; and evaluate the motives (e.g., social, commercial, political) behind its presentation.
- Apply knowledge of the listening and speaking skills needed to understand, consider, 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 key points).
- Delineate a speaker's argument and specific claims, evaluating the soundness of the speaker's reasoning and the relevance and sufficiency of the speaker's evidence.
- Apply knowledge of the nature of visual images (e.g., concrete, abstract, sensory), and the ways of representing, conveying information, or expressing oneself using nonverbal visual means, such as drawing, computer graphics (e.g., 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, or add interest.
- Apply knowledge of ways to analyze communication conveyed by visual representation, including the use of tactile drawings or diagrams, or gesture and performance.
Field 051: Elementary Education Subtest 2:
Social Studies/Mathematics/Science/Health, Fitness, and the Arts
Subarea roman numeral 1–Social Studies
Competency 0001–Apply social studies process skills.
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- Interpret pictures, maps, graphs, charts, diagrams, and timelines; analyze points of view; and apply criteria for evaluating research information (e.g., date, authorship, analysis, credibility).
- Identify the appropriate use of a variety of sources (e.g., primary and secondary sources, maps, statistical data, electronic technology-based information).
- Apply effective strategies for formulating well-supported oral and written arguments, policies, and positions; evaluating arguments and claims in a text; and applying knowledge in new settings.
- Identify informative 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.
Competency 0002–Analyze 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 powers, duties, and roles of the judicial, legislative, and executive branches of the federal, state, local, and tribal governments.
- Analyze the influence of civic discussion, special interest groups, and citizen action on policy decisions and actions of governments in the United States.
- 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 honest, to be tolerant, to work for the common good) of the individual in a democratic society.
- Identify the freedoms provided by the Bill of Rights (e.g., freedom of the press, freedom of assembly, freedom of speech) and in subsequent amendments to the U S Constitution.
- Apply knowledge of basic economic concepts and terminology (e.g., supply and demand, profits, scarcity, capital, tariff, opportunity cost, natural resources, trade embargo).
- Compare traditional, market, command, and mixed economies as organizing systems for the production, distribution, and consumption of goods and services.
- Analyze factors that affect standards of living in world communities (e.g., availability of natural resources, famine, labor unrest, ethnic conflict, outsourcing, technological innovation).
Competency 0003–Apply 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) to acquire, process, and report information and analyze the spatial organization of people, places, and environments on Earth's surface.
- Identify the human characteristics of a place (e.g., continents, cities, buildings, roads, bridges, ports) or region (e.g., Midwest, New England, Caribbean, southern Africa), ways in which regions are connected (e.g., river systems, cultural ties, trade), and 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) and human migration (e.g., deforestation, desertification, Dust Bowl).
- Apply knowledge of a variety of maps and documents to identify physical and cultural features of neighborhoods, cities, states, and countries and to explain the historical migration of people, expansion and disintegration of empires, and the growth of economic systems.
Competency 0004–Analyze 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 how major events are related to one another in time and interpret timelines of key events, people, and periods of a historical era.
- 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 the United States.
- Analyze important global events (e.g., the development of democracy in Greece, the signing of the Magna Carta, the feudal system) in the development of nations, institutions, economic systems, and culture.
- 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.
- Analyze connections between geography and the historical development of communities, states, and nations.
- Demonstrate knowledge of scientific and technological innovations (e.g., telescope, World Wide Web, X-ray machine) that shaped history.
Subarea roman numeral 2–Mathematics
Competency 0005–Apply operations and algebraic thinking.
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- Analyze prenumber concepts (e.g., one-to-one correspondence, cardinality, order of operations).
- Apply place value understanding and properties of operations to perform multi-digit arithmetic.
- Apply basic concepts of number theory (e.g., factors, prime and composite, multiples).
- Analyze customary algorithms involving basic operations with real numbers, and use number properties (e.g., identity property of addition, distributive property) and the order of operations to justify procedures and solve problems.
- Apply and extend understandings of arithmetic to algebraic expressions.
Competency 0006–Apply number and operations.
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- Represent, compare, and order numbers using a variety of models (e.g., number lines, base-ten blocks, diagrams).
- Solve a variety of problems (e.g., addition, division, rates, ratios) involving fractions, percents, and decimals.
- Solve problems involving radicals and integer exponents, including the use of scientific notation.
- Solve a variety of mathematical and real-world problems involving whole numbers, integers, fractions, decimals, roots, and powers.
- Apply estimation techniques and mental math strategies to mathematical and real-world problems involving whole numbers, integers, and rational and irrational numbers.
Competency 0007–Apply proportional reasoning and 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.
- Use properties of operations to generate equivalent expressions and simplify algebraic expressions (e.g., factoring, laws of exponents).
- Analyze mathematical and real-world problems and translate them into algebraic expressions and equations.
- Solve linear equations and pairs of simultaneous linear equations.
- Reason about and solve equations and inequalities.
Competency 0008–Apply concepts of functions.
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- Apply properties of functions (e.g., input, output) and use functions to plot points on a coordinate plane and describe graphs.
- Analyze functions using different representations (e.g., tabular, algebraic, graphic, verbal).
- Use linear functions to model relationships between two quantities.
- Compare and interpret linear, quadratic, and exponential models and use them to solve problems.
Competency 0009–Apply concepts of measurement.
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- Use the customary and metric systems appropriately and convert within and between them.
- Analyze and solve a variety of measurement problems involving angle measure, length, perimeter, and circumference.
- Solve real-world and mathematical problems involving area, surface area, and volume.
- Analyze and solve measurement problems involving composite geometric figures.
Competency 0010–Apply concepts of geometry.
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- Apply rotations, reflections, translations, and dilations and relate their properties to congruence and similarity.
- Apply the Pythagorean theorem to solve problems.
- Apply concepts of Euclidean geometry (e.g., similarity, parallel lines, perpendicular lines, vertical angles) to solve real-world and mathematical problems.
- Analyze three-dimensional figures using two-dimensional representations (e.g., cross sections, perspective drawings, nets).
- Apply concepts in coordinate geometry (e.g., distance, slope) to explore the properties of geometric figures and to solve problems.
Competency 0011–Apply concepts of data analysis.
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- Compare data presented in a variety of formats (e.g., frequency distribution, boxplot, circle graph, stem-and-leaf plot).
- Interpret scatter plots to investigate bivariate data.
- Apply concepts of central tendency (e.g., mean, median, mode) and dispersion (e.g., range, standard deviation, percentiles) to data sets and data distributions.
- Describe and summarize data for the purpose of making decisions or predictions.
Competency 0012–Apply concepts of probability.
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- Identify the appropriate sample space in problems involving probability.
- Apply concepts of probability to solve problems involving simple and compound events.
- Demonstrate knowledge of how random sampling is used to draw inferences about a population.
- Use a variety of tools to approximate the probability of a chance event (e.g., tables, raw data, frequency diagrams, simulations).
- Represent and solve probability problems using multiple representations (e.g., tree diagrams, Venn diagrams).
Subarea roman numeral 3–Science
Competency 0013–Apply knowledge of the crosscutting concepts in the sciences and engineering.
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- Analyze patterns and causal relationships.
- Apply the concepts of scale, proportion, and quantity to the analysis of natural objects and observable phenomena.
- Analyze natural and engineered systems and system models and track the transfer of matter and energy through these systems.
- Analyze the relationship between structure and function in natural and designed objects.
- Analyze the stability of natural and designed systems and the factors affecting stability.
- Apply literacy skills to the interpretation and synthesis of scientific and technical information from a range of sources.
- Analyze the historical progression of scientific knowledge.
- Analyze the role of science and engineering in contemporary society.
Competency 0014–Apply knowledge of science and engineering practices.
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- Analyze processes by which new scientific knowledge is generated.
- Apply knowledge of the principles and procedures for designing and carrying out investigations.
- Apply knowledge of the methods and criteria for collecting, organizing, analyzing, presenting, and communicating scientific data.
- Analyze the design of a scientific experiment or investigation and interpret data using basic 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, tools used in measurement (e.g., metric ruler, graduated cylinder, balance, stopwatch), the International System of Units (SI), and SI prefixes.
- Apply knowledge of the classification of objects, organisms, and events based on similarities, differences, and interrelationships.
Competency 0015–Apply knowledge of the fundamental concepts and core ideas of physical science.
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- Apply knowledge of the structure and properties of matter.
- Analyze molecular-level differences in states of matter and the changes that occur during chemical bonding.
- Analyze the characteristics of different types of forces (e.g., gravity, friction, inertia) and their effects on the motion and position of objects.
- Apply knowledge of 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.
Competency 0016–Apply knowledge of the fundamental concepts and core ideas of Earth and space science.
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- Apply knowledge of Earth's structure, materials, and systems.
- Analyze Earth's location in the universe, its history as a planet, and the geological processes that shaped it (e.g., plate tectonics, erosion).
- Apply knowledge of the solar system and the motion of objects in the sky to explain phenomena such as seasons, day and night, tides, and eclipses.
- Analyze basic weather phenomena (e.g., wind, rain, snow, fog), patterns, and processes (e.g., atmospheric circulation).
- Apply knowledge of the water cycle and the rock cycle.
- Analyze the relationships between human activity and Earth's systems and natural resources.
Competency 0017–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.
- Analyze 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.
- 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.
Subarea roman numeral 4–Health/Fitness and the Arts
Competency 0018–Demonstrate knowledge of health, fitness, and safety concepts and skills.
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- 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, and physical activity.
- Demonstrate knowledge of various influences on health behaviors, and skills and concepts 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.
Competency 0019–Demonstrate knowledge of basic genres, materials, tools, and historical and cultural traditions of visual art.
start italics The following topics are examples of content that may be covered under this competency. end italics
- 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.
- Analyze relationships between visual art, music, dance, and theatre, and relationships between the arts and other academic disciplines.
Competency 0020–Demonstrate knowledge of basic genres, and historical and cultural traditions of the performing arts (i.e., music, dance, and theatre) 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.
- Recognize 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).
- Recognize characteristics of exemplary works of music (e.g., 1812 Overture, Clair de Lune, Rhapsody in Blue), dance (e.g., The Nutcracker, The Firebird, Appalachian Spring), theatre (e.g., Macbeth, The Crucible, Oklahoma!), and media arts (e.g., Citizen Kane, The Sopranos) from various historical and cultural perspectives.