Georgia teacher certification tests, field 01: early childhood, objectives and assessment characteristics [June 1992]

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Werner Rogers . State Superintendent of Schools
Georgia Department of Education

Georgia Teacher Certification
Tests
Field 01 : Early Childhood Objectives and
Assessment Characteristics
Produced by Georgia Assessment Project
Georgia State University
For Georgia Department ofEducation
Division of Assessment Atlanta, Georgia
Objectives effective December 1988 First printing September 1988 First revised printing June 1992

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The Georgia Assessment Project (GAP) at Georgia State University has prepared this set of objectives for the Georgia Department of Education (GDE). These objectives have been verified as important content and professional knowledge required for certification in Early Childhood. The objectives defined in this document are based on an extensive job analysis carried out by the Georgia Assessment Project. Approximately 10,000 early childhood educators statewide provided judgments on a comprehensive set of instructional tasks. Then, working with the guidance of GAP and GDE staff, groups of highly skilled content specialists-teachers, supervisors, and teacher educatorsexamined the tasks and developed detailed descriptions of the knowledge that an educator must possess in order to perform those tasks competently. Over one hundred content specialists participated in this process. The objectives described in this publication, and their relative weighting on the examination, reflect the consensus of these educators. The objectives and assessment characteristics in this document are given to specially trained Georgia content specialists who write the actual test items. The items are then reviewed to ensure that they accurately assess the objective for which they are written and that they do not contain any element that will unfairly penalize the members of any group. The purpose of providing these objective specifications is to define the content and professional knowledge required of an applicant for certification in this field. The information contained in this guide will assist you in preparing for the test. We encourage applicants to study these materials to enhance their understanding of the requirements of the field and to allow realistic and confident expectations about the nature of the Georgia Teacher Certification Tests. Along with these materials go hopes for a productive and rewarding career in education. If you have questions or desire further information, please contact:
Test Administration Unit Division of Assessment Georgia Department of Education 1866 Twin Towers East Atlanta, Georgia 30334
(404) 656-2556
Werner Rogers State Superintendent of Schools
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Introduction
This guide is designed for those individuals preparing to take the Georgia Teacher Certification Test (TCT) in Early Childhood. Educators from across Georgia participated in the preparation of these objectives. These objectives became effective with the December 1988 administration of the TCT in Early Childhood. When preparing for the TCT, you should review each objective, content component, and indicator. Carefully read the assessment characteristics and sample items that accompany them. The assessment characteristics and sample items are designed to show you how each objective will be assessed on the test. You should be aware that:
1. TCT items are multiple-choice with four possible answers. Each multiple-choice item has only one correct answer.
2. There are no penalties for guessing. 3. While you will be given 3t hours of actual test time, you may request up to one hour of
additional time if needed. 4. There are different numbers of test questions for each objective. Look carefully at the content-
weighting information given with each objective statement on page 7 to see how important each objective is. The distribution of content across objectives is based on recommendations of content experts and practitioners. The distribution will remain the same in each edition of the test. 5. In order to pass the TCT, you do not have to pass each objective. The test score is determined by the total number of correct answers on the test. Read the directions carefully before attempting to answer an item. Be sure you know what the item is asking you to do. If you need assistance in test-taking strategies or dealing with test anxiety, please seek help through a college or university counseling center.
Acknowledgements
The Georgia Department of Education wishes to express its appreciation to the group of Georgia educators who volunteered their time and expertise to develop these objective specifications.
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Using The Objective Specifications
Objective specifications define and describe the test content for a given certification field and are used to develop test items that will appear on the Georgia Teacher Certification Test for that field. Each objective is described in two ways. Objectives are first defined in a section called Assessment Characteristics. The assessment characteristics establish parameters for item development and describe items for that objective. A second section provides several sample test items for the objective.
Statement of the Objective
Objectives have been constructed so that each statement contains three parts: a response term (e.g., identifies, recognizes, selects); a content term (e.g., language arts); and a context (e.g., academic).
An objective might read, "The educator identifies concepts and appropriate instructional strategies for teaching language arts within an academic or an application context."

Assessment Characteristics

Assessment characteristics define what an objective is intended to test, that is, the acceptable range of content to measure an objective. The characteristics may include definitions, limits to the complexity of item types, or rules that specify which content can or cannot be used to assess the objective.
A content component further defines content within an objective (e.g., in Objective 03, "reading" is a content component). An indicator describes content within a content component (e.g., in Objective 03, "word identification" is an indicator under the component "reading"). Some content components have no indicators to subdivide them.

Examples
Sample test items illustrate possible item content and formats used to assess each content component or indicator of an objective. Examples are offered as suggestions, not as restrictive guides. Each sample test item in this document is labeled with ~ number and a descriptive phrase. Answers for sample items are indicated by bold italics.

Using the Objective Reference Numbers

The objective reference number is a six-digit code that identifies pertinent information about any test item. Objective reference numbers are used to designate test items by the objective, content component, indicator, and context for which they are written.
Prospective examinees should use the objective reference numbers only as a way of relating sample items to the content component or indicator that they illustrate or to determine the context in which an item is asked. Candidates should not concern themselves with learning the objective reference numbering system.

Each digit of the six-digit reference number contains specific information about a test item:

The first two digits (031201) identify the objective for which the item has been written.
Objective 03 deals with curriculum content and instructional strategies for teaching language arts.

The third digit (031201) indicates a specific content component within an objective. All

objectives have at leaSt one content component. Content component 1 for this objective deals with

reading.

-

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within a content component. indicators for the content

The final two digits (0312Q1) define the context in which the item is presented. Items for Early Childhood have two possible contexts.

01 Academic - Items require the educator to demonstrate knowledge about concepts that relate to a specific objective.
02 Application - Items require the educator to apply concepts within the instructional environment.

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Field 01: Early Childhood Objectives

Objective 01:

The educator identifies theories of human development, theories of learning, and instructional approaches associated with the young child within an academic or application context. This objective accounts for approximately 7-13 percent of the items on the test.

Objective 02: The educator identifies characteristics of human development and instructional strategies that enhance child development within an academic or application context. This objective accounts for approximately 4-10 percent of the items on the test.

Objective 03: The educator identifies concepts and appropriate instructional strategies for teaching language arts within an academic or application context. This objective accounts for approximately 21-27 percent of the items on the test.

Objective 04: The educator identifies concepts and appropriate instructional strategies for teaching mathematics in an academic or application context. This objective accounts for approximately 18-24 percent of the items on the test.

Objective 05: The educator identifies concepts and appropriate instructional strategies for teaching science within an academic or application context. This objective accounts for approximately 6-12 percent of the items on the test.

Objective 06: The educator identifies concepts and appropriate instructional strategies for teaching social studies within an academic or application context. This objective accounts for approximately 6-12 percent of the items on the test.

Objective 07: The educator identifies concepts and appropriate instructional strategies for teaching health and physical education within an academic or application context.
a This objective accounts for approximately 4-1 percent of the items on the test.

Objective 08: The educator identifies concepts and appropriate instructional strategies for teaching art, music, dance, and dramatic play within an academic or application context. This objective accounts for approximately 3-9 percent of the items on the test.

Objective 09: The educator identifies assessment procedures appropriate for the early childhood student within an academic or application context. This objective accounts for approximately 4-10 percent of the items on the test.

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Information Specific To Early Childhood
Several terms are used throughout this guide. Definition is provided here so that all readers have a clear understanding of the use of these terms in each objective. Early Childhood Field refers to information relating to children from birth to age 10. Early Childhood Student refers to a child in kindergarten through grade four. Instructional Environment refers to a school setting in which instruction and learning take place as well as to descriptions of student behaviors and/or descriptions of student responses to an instructional activity. Instructional Strategies refers to methods, activities, and teacher-student interactions used when planning and implementing instruction in the early childhood classroom. These strategies may take place in whole group, small group, or one-to-one instructional settings. Concepts refers to the information, knowledge, facts, principles, and theories that relate to a specific objective.
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TEACHER CERTIFICATION TESTS Field 01: Early Childhood

Objective 01:

The educator identifies theories of human development, theories of learning, and instructional approaches associated with the young child within an academic or an application context.

Assessment Characteristics:
Items for this objective test the educator's knowledge of various theories of human development, theories of learning, and instructional approaches associated with the young child.
A description or scenario of an instructional event or activity may be used as stimulus material to assess the content included in this objective.
Content Component 0110 theories of human development and theories of learning
Theories of development are systematic statements of principles developed to explain human development.
Theories of learning are statements of principles developed to explain how children acquire knowledge or skills.
Indicator 0111 behavioral orientation
A behavioral orientation to human development is the belief that the environment is the primary influence that shapes behavior. A behaviorist manipulates the events surrounding a behavior in order to manage or alter the behavior.
Items may require the educator to identify characteristics of the behavioral orientation.
Characteristics of the behavioral orientation may include the concepts of
positive reinforcement, negative reinforcement, punishment, response, stimulus, primary reinforcers, secondary reinforcers, and reinforcement schedules.
The behavioral orientation to learning theory also includes social learning theory.
Social learning is sometimes referred to as modeling.
Theorists associated with the behavioral orientation may include
Pavlov - classical conditioning, Skinner - operant conditioning, and Bandura - social learning theory.

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Indicator 0112 maturational orientation

A maturational orientation to human development is the belief that the primary influence of growth and development is biological and comes from within the child. Environmental influences (e.g., parental, educational, and societal) either inhibit or support development rather than direct it. A maturationist meets the child's expressed needs in order to facilitate growth but does not attempt to directly alter the child's behavior.

Items may require the educator to identify concepts and terms associated with the maturational orientation.

Terms and concepts associated with the maturational orientation may include

environment, maturation, genes, and heredity.
Items may require the educator to identify theorists, such as Gesell and Hall, associated with the maturational orientation.
Indicator 0113 cognitive developmental orientation

A cognitive developmental orientation to learning is the belief that the method by which a child attempts to make sense of the world and the means the child uses to explore the world are the primary factors that lead to growth and devalopment. The cognitive developmentalist focuses on how interactions with the environment help move the child to higher levels of development. A cognitive developmental approach incorporates student-initiated activities and input from the teacher.

Items may require the educator to identify characteristics of the cognitive developmental orientation. Piaget's stages of cognitive development are subsumed under this indicator.

Characteristics of the cognitive developmental orientation may include the Piagetian concepts of

organization,
adaptation, assimilation,



accommodation, mental equilibrium, disequilibrium, and

schema/schemata.

Items may also require the educator to identify characteristics of children at the various Piagetian stages of development.

Piaget's stages of cognitive development include

sensorimotor (0-2), preoperational (2-7), concrete operations (7-11), and formal operations (12-adulthood).
Items may require the educator to identify instructional approaches related to level of learning. Levels of learning may include

acquisition, mastery, and fluency.

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Items may require the educator to identify instructional strategies related to Bloom's Taxonomy.
Bloom's Taxonomy includes
knowledge, comprehension,
application, analysis,
synthesis, and evaluation.
Content Component 0120 instructional approaches
Instructional approaches are defined as a distinctive set of instructional strategies used to achieve a desired instructional environment.
Items may require the educator to identify characteristics of a particular instructional approach, such as discovery learning and direct instruction.
Characteristics of instructional approaches may include
role of the teacher, sequence of curriculum, strategies, and student grouping. Items that address the interdisciplinary approach to instruction are covered under this content component.
Items may require the educator to identify organizational patterns for classroom instruction.
Organizational patterns for classroom instruction may include
learning centers, heterogeneous grouping, peer/age instruction, and multiage grouping.
Items may require the educator to identify approaches to learning.
Approaches to learning may include
hands-on learning, interdisciplinary instruction, whole language, thematic units, and emergent literacy. Items may require the educator to identify appropriate strategies to use to enhance learning and recall. These strategies are sometimes referred to as metacognitive strategies.
Metacognitive strategies may include
strategies to improve learning and recall, organization of material, clustering, and verbal rehearsal.
Items do not ask the educator to identify the theory of human development or theory of learning to which an instructional approach relates.
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Examples for Objective 01: 011102 behavioral orientation
Ezra, age three, was thirsty. He began to fuss. His father ignored him. Ezra then said, "Daddy, I want juice." His father poured Ezra some juice.
Ezra eventually learned that his father would give him jUice when he asked for it but not when he fussed.
The situation is representative of which theoretical approach?
(A) behavioral (B) humanistic (C) maturational (0) cognitive developmental
011102 behavioral orientation
Mrs. Wang gave a student a peppermint for exhibiting appropriate conduct in class.
Which theoretical approach is Mrs. Wang using?
(A) behavioral (B) humanistic (C) maturational (0) cognitive developmental
011202 maturational orientation
Georgia's entrance policy does not allow children to be admitted to kindergarten unless they are five by September 1.
The implementation of this policy would be supported by which theoretical approach?
(A) behavioral (B) humanistic (C) maturational (0) cognitive developmental

011301 cognitive developmental orientation
A teacher with a cognitive developmental orientation most likely believes that
(A) children should be provided activity periods for manipulation of materials.
(B) children should be moved quickly through a sequence of materials.
(C) children primarily develop according to their own inner growth forces.
(0) learning is shaped by the teacher through reinforcement.
011301 cognitive developmental orientation
The term schema is connected with which child development theorist?
(A) Erikson (B) Gesell (C) Piaget (0) Skinner
011301 cognitive developmental orientation
Piaget's preoperational stage of cognitive development covers ages
(A) 0 - 2 years. (B) 2 7 years. (C) 7 - 12 years. (0) 12 - 15 years.

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Examples for Objective 01:
011302
cognitive developmental orientation
Jacob chose a narrow eight-ounce glass of juice over a wide eight-ounce glass of juice because, to him, taller meant more.
Jacob's selection is characteristic of which Piagetian stage?
(A) sensorimotor (8) preoperational (C) formal operational (0) concrete operational

012002

instructional approaches

Lesson Objective: To teach the sound of the letter B:

Teacher:
Class: Teacher:
Class: Teacher: Class:

(Points to the word ball on a chart.) We're going to learn a new sound today. The sound is the one you hear at the beginning of the word ball. Say ball.
Ball.
The letter B stands for the sound you hear at the beginning of the word ball. What is this letter? (Teacher points to
~.)
B.
What word begins with the sound that ~stands for?
Ball.

Which instructional approach is represented?

(A) discovery learning (8) direct instruction (C) demonstration (0) exposition

012002

instructional approaches

Miss Crowson wrote this sentence on the board.

At the park, Melissa played on the

'

After the students read the sentence, Miss Crowson said, "I'm going to use the words park and played to help me think of a word to go in the blank. Would bed make sense? No, you wouldn't play on a bed at the park. Would swings fit? Ves, because a park probably has swings."

Which instructional approach was Miss Crowson using?

(A) modeling (8) exposition (C) drill and practice (0) discovery learning

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TEACHER CERTIFICATION TESTS Field 01: Early Childhood

Objective 02:

The educator identifies characteristics of human development and instructional strategies that enhance child development within an academic or an application context.

Assessment Characteristics:
Items for this objective test the educator's knowledge of the characteristics of human development from birth to age ten.
Characteristics of human development include both typical and atypical characteristics that relate to the language, physical, and social-emotional development of young children.
A description or scenario of an instructional event or activity may be used as stimulus material to assess the content included in this objective.
Content Component 0210 characteristics of human development
Indicator 0211 language development
Language development refers to the development of a child's expressive and receptive communication skills.
Items may require the educator to identify age/stage characteristics of a child's language development.
Items will not require the educator to identify age-stage characteristics related to articulation.
Age-stage characteristics of language development may include
semantics, syntax, and pragmatics. Semantics refers to word meaning.
Syntax refers to rules of word order for meaningful sentences.
Pragmatics refers to the rules governing the use of language in context, including communicative interest.
Items may require the educator to identify characteristics of receptive language development and their relationships to expressive language.
Items may require the educator to identify factors of nonverbal communication and their relationships to the communication process.

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Items may require the educator to identify the effects of handicapping conditions on the development of receptive and expressive language. Handicapping conditions may include
blindness, deafness, specific learning disabilities, mental handicaps, and emotional disorders. Items may require the educator to identify developmentally appropriate and inappropriate errors in expressive language and to recognize behaviors that may indicate a delay in receptive language development.
(Note: Items requiring the educator to identify instructional strategies that will enhance a child's
language development are assessed within content component 0330, oral communication.) Indicator 0212 physical development Physical development refers to a child's physical growth and psychomotor development. Items may require the educator to identify age/stage characteristics of a child's physical development. Age-stage characteristics of physical development may include concepts such as
size, shape, motor skills, handedness, and sex differences and similarities. Items may also require the educator to identify concepts that relate to motor abilities and physical development. These concepts may include
cephalo-caudal development (head to tail), proximo-distal development (center to extremities), senses, perceptual-motor skills, and eye-hand coordination.
(Note: Items requiring the educator to identify instructional strategies that will enhance a child's
physical development are assessed within content component 0720, physical education.) Indicator 0213 social-emotional development Emotional development refers to a child's development of self (e.g., self-esteem, self-concept). Social development refers to a child's ability to interact with one or more persons. Items may require the educator to identify age/stage characteristics of a child's social-emotional development.
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Age-stage characteristics refer to the stages of infancy, toddler, preschool, and school age.
Items may require the educator to identify developmentally appropriate behaviors when given sufficient information about a student's interaction with his environment and peers. Developmentally appropriate behaviors may address such areas as
stages of play, developmentally appropriate social interactions with adults and peers, and display of shame and guilt. Stages of play may include social play and dramatic play. Stages of social play include solitary play, onlooker play, parallel play, associative play, and cooperative play. Items may also require the educator to identify patterns of parenting and the effect of the pattern on child behavior. Parenting patterns may include authoritarian, permissive, and authoritative. Items may address behavior management techniques and the positive and negative aspects of the approach on the child's behavior and self-esteem. Items may also address the effect of a temporary or long-term traumatic or stressful situation within the home on student behavior. Temporary or long-term traumatic or stressful situations may include divorce, death, drug and alcohol abuse, and unemployment.
(Note: Items requiring the educator to identify instructional strategies that will enhance a child's
social-emotional development are assessed within content component 0620, teaching social studies.)
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Examples for Obiective 02:
021102 cognitive development
Mrs. Abernathy had two balls of clay. She told her students that the two balls contained the same amount of clay. She took one of the balls and rolled it out to form a long rope. Mrs. Abernathy then asked the class which shape - the ball or the rope - had the most clay. Johnny stated that the rope had more clay.
Johnny probably has not acquired the concept of
(A) causality. (B) assimilation. (C) conservation. (0) object permanence.
021102 cognitive development
Sherman was given six blocks to arrange in a row. He originally placed the blocks close together. When his teacher spread them out, Sherman said he still had the same amount.
Based on his response to the block activity, Sherman is able to apply which concept?
(A) ordering (B) classification (C) conservation (0) correspondence
021301
physical development
Which is an accurate statement about the physical development of young children?
(A) Physical development is not dependent on maturation.
(B) The rate of physical development varies from child to child.
(C) The sequence of physical development varies from child to child.
(0) The muscles of the hands develop before the muscles closest to the center of the body.

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TEACHER CERTIFICATION TESTS Field 01: Early Childhood
Objective 03: The educator identifies concepts and appropriate instructional strategies for teaching language arts within an academic or an application context.
Assessment Characteristics:
Items for this objective test the educator's knowledge of the concepts included in the language arts curriculum.
Also assessed is the educator's knowledge of appropriate instructional strategies for teaching language arts in the early childhood classroom and integrating language arts across the early childhood curriculum.
The language arts curriculum includes reading, written communication, oral communication, listening skills, and children's literature.
A description or scenario of an instructional event or activity may be used as stimulus material to assess the content included in this objective.
Content Component 0310 reading
Indicator 0311 teaching reading Items may require the educator to identify concepts associated with instructional approaches used to teach reading, such as the individualized approach and the language experience approach. Items may require the educator to identify an appropriate sequence for presenting reading concepts. Items may require the educator to identify appropriate instructional patterns for teaching reading. Concepts related to instructional patterns may include
whole class, homogeneous, heterogeneous, and flexible grouping. Items may also require the educator to identify factors affecting when it is appropriate to initiate specific instructional patterns. Factors affecting instructional patterns may include specific instructional needs, student interest, reading level, problem solving, friendships,
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buddy system, cooperative learning, peer tutoring, and differentiated assignments.
Items may require the educator to identify concepts and instructional strategies appropriate for beginning readers.
Concepts associated with beginning reading may include
visual acuity, discrimination, memory and auditory acuity, discrimination and memory, large and fine motor development, language awareness, oral language development, and print awareness.
Instructional strategies appropriate for beginning readers may include providing a language-rich environment through
reading to children, talking, listening, dramatization, and art and music activities.
Instructional strategies may also include the use of tactile and kinesthetic modalities.
Word awareness strategies may include matching words to pictures.
Instructional strategies for developing visual discrimination may include sorting or matching objects by size, shape, and color.
Indicator 0312 word identification
Items may require the educator to identify appropriate instructional strategies that encourage student use of various methods for decoding words.
Items may require the educator to identify concepts associated with teaching word identification skills, such as those associated with methods used to decode words and those associated with sight vocabulary.
Methods used to decode words include
phonics, context/meaning, structural analysis, dictionary/glossary, and semantic clues.
Concepts associated with teaching word identification skills may include
grapheme-phoneme relationships and child's existing speaking and listening vocabulary.
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Concepts associated with the development of a sight word vocabulary may include
visual acuity, discrimination, memory, and child's speaking and listening vocabulary.
Items may require the educator to identify instructional strategies for teaching sight vocabulary.
Instructional strategies to teach decoding words and sight vocabulary may include
utilizing word cards and individual student word banks, sentence strips, preteaching new words and stories, multiple exposure to and application of new sight words, and practice. Practice may include
the development of language experience stories, exposure to cloze procedures, and playing games. Items may require the educator to identify instructional strategies to teach word meaning.
Instructional strategies to teach word meaning may include
context clues, dictionary, sight vocabulary, and existing speaking and language vocabulary. Indicator 0313 comprehension
Items may require the educator to identify concepts associated with developing and improving comprehension.
Comprehension may include
literal, inferential, evaluation or judgmental, and appreciation. Concepts may include
identifying definitions, different levels of comprehension, knowledge of the hypothesis theory, and relationship between listening comprehension and reading comprehension. The hypothesis theory as it relates to reading refers to
predicting, confirming, and rereading.
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Items may require the educator to identify instructional strategies for developing and improving comprehension.
Instructional strategies for developing and improving comprehension may include
appropriate questioning and discussion techniques for activating prior knowledge, building background, developing interest, setting purpose, visualization skills, games, role playing, and identifying facts, details, and supporting ideas.
Items may require the educator to identify appropriate instructional strategies for applying vocabulary to enhance comprehension.
Concepts associated with applying vocabulary (word meaning) to enhance comprehension may include
extending the student's concepts by expanding from the familiar to the unfamiliar, using the child's listening and speaking vocabularies to build the child's reading and
writing vocabularies, teaching structural analysis, and providing concrete and vicarious experiences.
Concrete and vicarious experiences to enhance comprehension may be those experiences that move from
the concrete to the abstract, the particular to the general, the tangible to the intangible, and the egocentric to the social.
Indicator 0314 study skills
Items may require the educator to identify concepts associated with study skills.
Concepts associated with study skills may include
setting a purpose for learning, teaching vocabulary of specialized subjects, identifying and using appropriate resources, interpreting graphic aids, adjusting reading rate, outlining, and using headings and subheadings.
Items may require the educator to identify instructional strategies used to teach study skills.
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Content Component 0320 written communication
Indicator 0321 composition
Items may require the educator to identify the concepts associated with teaching composition. Concepts associated with teaching composition may include
stages of the writing process, content, organization, and style, and identifying types and purposes of writing. Stages of the writing process may include pictorial, drafting, editing, proofreading, and publishing. Content refers to the development of a controlling idea and supporting details. Organization refers to how ideas and details are arranged.
Style refers to the use of language to establish individuality. Types of writing may include
narrative, expository, descriptive, persuasive, personal, and creative writing. Items may require the educator to identify instructional strategies that encourage the writing process. Instructional strategies that encourage the writing process may include
mapping activities, brainstorming techniques, conferring with students, visual aids, story starters, webbing, tree branching, and story frames. Indicator 0322 usage and mechanics of writing Items may require the educator to identify concepts associated with teaching usage and the mechanics of writing.
Concepts associated with usage may include Standard American usage and dialects.
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Standard American usage includes formal and informal language. Dialects may include
social, regional, and ethnic. Mechanics may include
spelling, capitalization, punctuation, and formatting. Concepts associated with teaching usage and the mechanics of writing include grammar. Grammar may include
parts of speech, kinds of sentences,
parts of sentences, phrases, and clauses.
Items may require the educator to recognize errors in students' writing. Items may require the educator to identify instructional strategies for teaching usage and the mechanics of written composition. Items may require the educator to identify instructional strategies for teaching manuscript and cursive handwriting skills.
Content Component 0330 oral communication
Items may require the educator to identify concepts associated with oral communication. Concepts associated with oral communication may include
purposes of oral communication, adaptive language, and pragmatics. Purposes of oral communication may include
informing, persuading, and storytelling. Items may require the educator to identify instructional strategies and activities that develop oral communication skills.
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Instructional strategies and activities that develop oral communication skills may include
providing creative dramatic activities, assigning oral reports, preparing taped presentations, giving speeches, role playing, class discussions, and show-and-tell.
Content Component 0340 listening skills
Items may require the educator to identify instructional strategies and activities that develop a student's listening skills. Listening skills include skills required to listen for different purposes.
These purposes may include
appreciation, critical listening, listening for information, listening for facts, and listening for details. Instructional strategies and activities to develop listening skills may include
providing listening centers; providing the opportunity to follow oral directions; reading aloud; setting purpose; and providing opportunities for the student to recall details, retell a story, give the main idea;
sequence events, or offer reasonable predictions of what will happen next.
Content Component 0350 children's literature
Items may require the educator to identify different types of literature. Different types of literature may include
fiction, nonfiction,
fantasy, reality,
nursery rhyme,
folktale, fairy tale,
fable,
myth, poetry, biography, and autobiography.
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Items may require the educator to identify criteria for selecting literature for young children. Criteria for selecting literature for young children may include
appropriateness for listening, appropriateness for reading, predictability of language, relevance of subject matter, appropriateness for age level, appropriateness of illustrations, and interest to students. Items may require the educator to identify instructional strategies and activities to encourage appreciation of literature. Instructional strategies and activities to encourage appreciation of literature may include reading good literary selections to children, discussing reading material, role playing, and writing using good literature as a model. Items may require the educator to identify situations in which the use of literature may be appropriate to enhance other subject areas.
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26
Examples for Objective 03:
031102
teaching reading
The following is a transcript of six-year-old Kevin's oral reading of his classmate's summary of a story. Kevin's miscues appear above the typed text.
Mama Once there were three bears, Mother Bear, Papa Father Bear, and Baby Bear. They went for a walk
Goldilocks while their porridge cooled. Then the little girl came. She tasted everybody's porridge, but she only ate Baby Bear's. It was just right! Then, she sat on the chairs. She only liked Baby Bear's and it broke all to pieces! Then, she was sleepy, so she went upstairs. She liked Baby Bear's
fast bed best and fell 1\ asleep. The bears came home and found her. She ran away.
Which statement best describes Kevin's reading ability?
(A) Kevin is a careless reader. (B) Kevin needs to review sight vocabulary
words. (C) The reading level of the story was too difficult
for Kevin. (0) Kevin's miscues will not interfere with his
comprehension.
031102
teaching reading
Teresa, a five-year-old child, was drawing a picture. Her teacher, Ms. McKey, walked up to her and said, "Tell me about your picture." Ms. McKey wrote what Teresa said on a sheet of paper.
This exemplifies which instructional approach in reading?
(A) phonics (B) linguistics (C) whole-word (0) language experience
TCTOl

031202
word identification
Bob got a job working at a car wash.
When Clarence, one of Miss Hollow's students, read this sentence, he substituted the word waking for working.
To help Clarence correct this miscue, Miss Hollow should point out the
(A) phonic elements of the word. (B) structural elements of the word. (C) context in which the word is used. (0) position of the word in relation to other words.

031202
word identification
Mrs. Houston presented these two lists of words to her class.

A

B

tape meet mule pipe chose

trap

smell

cup

I

flip flop

Mrs. Houston is probably teaching which phonics concept?

(A) long vowels/short vowels (B) vowel digraphs/short vowels (C) long vowels/consonant blends (0) consonant digraphs/vowel digraphs

Examples for Objective 03:

Miss Crowson wrote this sentence on the board.

At the park, Melissa played on the

'

After the students read the sentence, Miss Crowson said, "I'm going to use the words park and played to help me think of a word to go in the blank. Would bed make sense? No, you wouldn't play on a bed at the park. Would swings fit? Yes, because a park probably has swings."
031302
word identification

Miss Crowson underlined the words park and played in order to

(A) promote recognition of the words.
(8) help students discover the meaning of the words.
(C) teach the sound-symbol relationship of the
letter E.
(0) direct students' attention to the semantic clues in the sentence.

031302 word identification

Which skill is Miss Crowson reinforcing?

(A) phonic analysis (8) structural analysis (C) contextual analysis (0) sight word recognition

(Note: Since the two items are not independent of one another, they would appear on the same test form.)

27
031302 comprehension
After reading to his class, Mr. Nichols wanted to ask a question at the evaluative comprehension level.
Which question should Mr. Nichols ask?
(A) What kind of things did the boy loan? (8) How did the boy finally get a spear of his
own? (C) What do you think was the happiest part of
the story? Why? (0) Do you think it was good that the boy's
father didn't make a spear for him? Why
or why not?
032101 composition
In which stage of the process approach to writing should a writer be first concerned with spelling and punctuation?
(A) editing (8) drafting (C) prewriting (0) publishing

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28

Examples for Objective 03:
After talking with five-year-old Marie about what she had done at home the previous spring day, Ms. Kemp gave Marie a sheet of unlined paper and asked her to write about her activities. Marie wrote and returned to Ms. Kemp this story.

I p/J wi! mi

sdf3(\1hhne,9

did
funne

he. pua momes

tlwrS up

032102 composition

Which would be an appropriate follow-up activity for Marie?

(A) rewriting the story (B) practicing handwriting (C) discussing the story with her teacher (0) copying a corrected version for the bulletin
board with her name on it
032102
composition
Which is a developmentally appropriate evaluation of Marie's written communication?
(A) Marie has problems with spelling. (B) Marie does not have a sense of story. (C) Marie has problems with capitalization. (0) Marie's spelling is appropriate for her
age.

032102 composition
Mr. Johns asked his class to brainstorm ideas about a mystery story. He said, "I'll jot down your ideas as you tell them to me. You can use some of these ideas as you write your own mystery story."
This activity would be appropriate for which step in a process approach to writing?
(A) editing (B) drafting (C) prewriting (0) publishing
032201 usage and mechanics of writing
Which sentence is written correctly?
(A) The group of boys were in the cafeteria. (B) The books have laid on the table all day. (C) Melba should have rode the bicycle more
carefully. (0) Why shouldn't we run in the lunchroom
when the floor is wet?
033002 oral communication
Which is a recommended strategy for a child who speaks with a nonstandard dialect?
(A) ignoring the nonstandard speech patterns since the child is unable to change them
(B) discussing with the child how language varies depending on the situation
(C) suggesting that the child write only the correct standard English forms
(0) correcting the child by providing the standard pronunciation

T(TOl

29 Examples for Objective 03: 034002 listening skills
Ms. Jake said, "Make a big red X in the middle of your paper. Draw a blue circle around the outside of the X. Put green dots inside the circle." Ms. Jake probably used this activity to aid her students in
(A) oral reading. (B) telling stories. (C) drawing pictures. (D) following directions.
035001 children's literature
Which is LEAST likely to enhance a child's appreciation of literature?
(A) developing skill in evaluating literature (B) participating in choral speaking of poetry
(C) winning a contest for the most books read
(D) reading books that represent various types of literature
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30
TEACHER CERTIFICATION TESTS Field 01: Early Childhood
Objective 04: The educator identifies concepts and appropriate instructional strategies for teaching mathematics within an academic or an application context.
Assessment Characteristics:
Items for this objective test the educator's knowledge of the concepts, process skills, and problem solving skills included in the mathematics curriculum. Also assessed is the educator's knowledge of appropriate instructional strategies for teaching mathematics in the early childhood classroom. A description or scenario of an instructional event or activity may be used as stimulus material to assess the content included in this objective.
Content Component 0410 teaching mathematics
Items may require the educator to identify instructional strategies for teaching mathematical concepts. Items may require the educator to identify instructional strategies for teaching mathematical process skills. Items may require the educator to identify instructional strategies that promote problem solving in mathematics. Items may require the educator to identify the relationship between the cognitive abilities of the preoperational child and instruction in math.
Content Component 0420 mathematical concepts
Items may require the educator to identify information associated with mathematical concepts. Concepts may include those associated with
sets, prenumber concepts, numbers and numeration, properties of numbers, geometric shapes and their properties, mathematical symbols, and measurement. Concepts associated with sets may include naming, matching, grouping, and the empty set.
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31
Prenumber concepts may include
one-to-one correspondence, patterns, and sorting and classifying. Properties of numbers may include
numeral, whole numbers, ordinal numbers, and cardinal numbers. Geometric shapes and their properties may include
plane shapes, space figures, and spatial relationship. Mathematical symbols may include
< or >, +, -, x, +, and = or ~.
Measurement concepts may include
metric,
customary, time, and money.
Temperature is included under science.
Items for this content component assess knowledge. Application is covered under 0430.
Content Component 0430 mathematical process skills
Items may require the educator to identify concepts associated with mathematical process skills.
Process skills may include
operations, properties of operations and number theory, and measurement. Operations may include
addition, subtraction, multiplication, and division.
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32

Properties of operations and number theory may include

identify property of zero (0), associative property, counting, and odd and even.

Measurement may include concepts associated with the measurement of



length, weight, capacity, time, and money.

Content Component 0440 mathematical problem solving skills
Items may require the educator to identify concepts associated with mathematical problem solving skills.
Problem solving skills may include those associated with
solving simple and two-step word problems, organizing and interpreting data in charts, tables, and graphs, estimating results of computations, estimating measures, and determining the appropriate operation.

TCT01

Examples for Objective 04: 041002 teaching mathematics
Which type of graph would best be used to show the percentage of a family's budget that is spent on each of these: clothes, food, and entertainment?
(A) bar (B) line (C) picture (0) pie
041002 teaching mathematics
Mrs. Martin planned to use these activities to help children learn the concept of "more and less:'
1. Choose the picture that shows more toy trucks 2. Pick up the set of toy trucks that shows more 3. Match the numeral to show more toy trucks
In which order should Mrs. Martin present these activities?
(A) 2,3,1 (B) 2,1,3 (C) 3,1,2 (0) 1,2,3
042001 mathematical concepts
About how much does a thumbtack weigh?
(A) 1 kg (B) 1 g (C) 1 dg (0) 1 cg

042001 mathematical concepts
Which is the value of 7 in 3,742? (A) 7 ones (B) 7 tens (C) 7 hundreds (0) 7 thousands
042001 mathematical concepts
Which is a radius?
(A) I (B) II (C) III (0) IV
042001 mathematical concepts
Which is an odd number? (A) 1 (B) 8 (C) .37 (0) -4

33
III

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34
Examples for Objective 04: 042002 mathematical concepts

fiii

A

B

Mrs. Smith poured equal amounts of water into two containers (A and 8). She asked Chad which container had more water and he answered A.

Which concept has Chad probably NOT developed?

(A) displacement (8) object permanence (C) reversibility (0) conservation of volume

042001 mathematical concepts

1100001100
Which completes the pattern?
0 0 (A)
0 0 (8)

(C) 0011 0 0 0 (0)
The correct response is A.

TCT01

043002

mathematical process skills

= Tamari solved the problem 6 x 4

by

thinking 6x2= 12; 6x2= 12; and 12+ 12=24.

Tamari used which property in solving the problem?

(A) associative (8) commutative (C) distributive (0) identity

043002 mathematical process skills

81

27

19 82

S6

+ 16 + 36 +86 + 26 + 28

97 S13 91 S 108 714

The student who completed these problems probably does not understand
(A) rounding. (8) regrouping. (C) associative property. (0) single-digit vertical addition.

043001 mathematical process skills
Which shows 231,671,409 rounded to the nearest hundred thousand?
(A) 231,600,000 (8) 231,670,000 (C) 231,671,000 (0) 231,700,000

Examples for Objective 04:
044001 mathematical problem solving skills
John left his library books at home. They were due today. If the overdue fine is 5~ per book per day, how much does he owe?
Evaluation of the problem indicates that the information given is
(A) sufficient. (B) insufficient. (C) extraneous. (0) contradictory.
044001 mathematical problem solving skills
Mark has 4 boxes. Jane has 6 boxes.
Which question could NOT be answered?
(A) How many boxes does Mark have and how many does Jane have?
(B) How many more boxes does Jane have? (C) How many more boxes do they need? (0) How many boxes do they have in all?
044002 mathematical problem solving skills
John Is taller than Marc but shorter than Lance. Marc is taller than Kip and Scott. Scott Is the shortest. Who is the tallest?
This problem lends itself to which problem solving strategy?
(A) making a similar problem (B) drawing an example (C) working backwards (0) finding a pattern

35
TeT 01

36
TEACHER CERTIFICATION TESTS Field 01: Early Childhood
Objective 05: The educator identifies concepts and appropriate instructional strategies for teaching science within an academic or an application context.
Assessment Characteristics:
Items for this objective test the educator's knowledge of the concepts included in the science curriculum. Science curriculum includes life science, earth science, and physical science. Also assessed is the educator's knowledge of appropriate instructional strategies for teaching science within the early childhood classroom. A description or scenario of an instructional event or activity may be used as stimulus material to assess the content included in this objective.
Content Component 0510 teaching science
Items may require the educator to identify an appropriate sequence for presenting scientific concepts based upon the level of cognitive development of a particular child or group of children. Items may require the educator to identify appropriate scientific processes associated with life, earth, and physical science. Scientific processes may include
observing, classifying, analyzing, inferring, hypothesizing, and predicting.
Content Component 0520 life science
Life science includes plants and animals. Items may require the educator to distinguish living from nonliving. Items may require the educator to identify concepts associated with life processes of plants. Life processes of plants may include
propagation, respiration, photosynthesis, and life cycle.
Tel 01

37
Items may require the educator to identify concepts associated with life processes of animals. Life processes of animals may include
cell as a unit of life, reproduction, respiration, excretion, movement, and life cycle. Items may require the educator to identify concepts associated with ecology. Concepts associated with ecology may include food webs/food chains and habitat. Conservation will be covered under earth science. Items may require the educator to identify concepts associated with the human body. Concepts associated with the human body may include tissues, organs, and body systems. Concepts associated with tissues may include cells, skin, and functions of organs. Organs may include heart, lungs, stomach, and sensory organs. Body systems may include nervous, reproductive, and digestive. Items may require the educator to identify instructional strategies for teaching information about the human body.
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38
Content Component 0530 earth science
Items may require the educator to identify concepts and instructional strategies related to teaching earth science.
Earth science may include
weather, space, conservation, natural resources, and pollution.
Concepts included under weather may include
reading weather instruments, clouds, water cycle, and weather patterns.
Concepts included under space may include
solar system, gravity, seasons, and moon phases.
Concepts associated with conservation may include
air, soil, water, land/forest, wildlife, and protective measures.
Concepts associated with pollution may include
air, water, soil, and causes and preventions.
Content Component 0540 physical science
Items may require the educator to identify concepts associated with physical science.
Concepts associated with physical science may include
properties of energy, uses of simple machines, magnets and magnetic force, and matter.
TCT01

39
Properties of matter may include
mass, weight, volume, density, and the distinction between physical and chemical change.
The classes of matter include
element, mixture, and compound. Items may require the educator to identify concepts and principles related to energy.
Concepts and principles related to energy may include
forms of energy, distinction between potential and kinetic energy, and conservation of energy.
Forms of energy may include
heat, light, and sound. Items may require the educator to identify concepts associated with heat energy and its effect upon molecular motion.
Concepts associated with heat energy may include
distinguishing between conductors and insulators, the role of heat energy in phase changes, and the relationship between heat and temperature.
Items may require the educator to identify instructional strategies, activities, or materials to identify principles of light energy.
Concepts associated with light energy may include
shadows, reflection, spectrum, and prisms. Items may require the educator to identify instructional strategies, activities, or materials to teach concepts associated with light and color.
Items may require the educator to identify instructional strategies, activities, or materials to teach principles associated with sound energy.
TCT01

40
Concepts associated with sound energy may include sound wave, the speed of sound, the distinction between intensity and loudness, and frequency and pitch.
Items may require the educator to identify concepts related to simple machines. Concepts related to simple machines may include
types of simple machines, how the simple machine operates, and the relationship between work and the simple machine. Items may require the educator to identify concepts associated with magnetism. Concepts associated with magnetism may include the behavior of magnets, relationship between magnetic fields and magnetic lines of force, the earth's magnetic properties, the behavior of a compass, and electromagnets. Items may require the educator to identify instructional strategies, activities, or materials to teach concepts associated with light and color. Concepts associated with light and color may include transparent and opaque objects, primary colors, and relationship between light and the colors of the rainbow.
Tel01

41

Examples for Objective 05:
051002
teaching science
In teaching a unit on the interactive relationship of organisms and their environments, Mrs. Smith asked a group of fourth graders to label a diagram that showed a green plant receiving energy from the sun in order to make food for itself.
Mrs. Smith probably used this activity in order to reinforce the concept that some organisms are
(A) consumers. (8) minerals. (C) parasites. (D) producers.
051002
teaching science
If ice cubes and rock salt are placed in a can, which type of precipitation would form on the outside of the can?
(A) dew (8) fog (C) frost (D) snow
051002
teaching science
Ms. Perry plans to use an orange to demonstrate the northern and southern hemispheres of the Earth.
Which activity would best illustrate the hemispheres?
(A) cutting the orange along an imaginary equator
(8) cutting the orange in half along an imaginary prime meridian
(C) sticking a pencil from the top to the bottom of the orange to represent the Earth's axis
(D) cutting the orange along an imaginary equator and again along an imaginary prime meridian

052002
life science
Ms. Caldwell set three identical plants near a window. Plant X was covered with a paper bag. Plant V was covered with a bag with a large round hole cut to face the window. Plant Z was left uncovered. The plants remained near the window for five days.
This experiment was probably designed to demonstrate a plant's need for
(A) light. (8) water. (C) nutrients. (D) temperature control.
051002
teaching science
Which scientific process did Ms. Caldwell's students use when they recorded the condition of the plants after five days?
(A) analyzing (8) classifying (C) observing (D) predicting
051002
teaching science
If Ms. Caldwell wanted her students to use the scientific process of prediction, which assignment should she give her class?
(A) Draw pictures of the plants. (8) Explain what happened to the three plants. (C) Measure and record the growth of plants X, Y,
and Z. (D) Decide what would happen if plant X is
left uncovered and plant Z is covered for the next 3 days.
Note: Since the two sample items for scientific
processes are not independent, they would not appear on the same test form.

TCT01

42
Examples for Objective 05: 051002 teaching science
Mr. Kinnett's fourth-grade class conducted an experiment with light. They turned on a flashlight and made the beam shine through a filled aquarium. Which concept is demonstrated by this activity?
(A) diffusion (8) distortion (C) reflection (0) refraction
053002 earth science
To illustrate the shape of a planet's orbit a teacher should use a
(A) yardstick. (8) stop sign. (C) phonograph record. (0) school running track.
054001 physical science
An ax is an example of which simple machine?
(A) lever (8) wedge (C) fulcrum (0) inclined plane
054001 physical science
A piece of metal that has an atomic structure in which electrons have the freedom to move and flow freely is considered a good
(A) conductor. (8) generator. (C) insulator. (0) switch.
TCTQl

43
TEACHER CERTIFICATION TESTS Field 01: Early Childhood
Objective 06: The educator identifies concepts and appropriate instructional strategies for teaching social studies within an academic or an application context.
Assessment Characteristics:
Items for this objective test the educator's knowledge of the content included in the social studies curriculum.
Social studies curriculum includes geography, history, government and citizenship, economics, sociology, anthropology, and psychology.
Also assessed is the educator's knowledge of appropriate instructional strategies for teaching social studies in the early childhood classroom. A description or scenario of an instructional event or activity may be used as stimulus material to assess the content included in this objective.
Content Component 0610 social studies concepts
Indicator 0611 geography Items require the educator to identify concepts associated with the geography of
Georgia, the United States, and the world. Concepts associated with Georgia may include
geographical zones in Georgia (piedmont, coastal plains); urban, suburban, and rural communities; climate of Georgia; natural resources; mountain ranges; and major rivers. Concepts associated with Georgia's climate may include
types of climates, relationship to position on the globe, and effect of great bodies of water on climate. Concepts associated with the geography of the United States may include
major mountain ranges, division of the country into regions, oceans that surround the United States, North American continent, and location of states.
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44
Items require the educator to identify concepts associated with map and globe skills.
Concepts associated with map and globe skills may include
legends and keys, recognition of map symbols, longitude and latitude, types of maps, and scale. Items require the educator to identify concepts associated with land forms.
Concepts associated with land forms may include
volcanoes, layers of the earth, mountains, islands, and deltas. Concepts associated with world geography may include
continents, oceans, and time zones. Indicator 0612 history
Items require the educator to identify concepts associated with Georgia history, United States history, and world history as it relates to the United States.
Concepts associated with Georgia history may include
Native American tribes associated with Georgia, settlement of Georgia, famous Georgians, and Georgia industry and agriculture.
Concepts associated with the history of the United States may include
founding of the United States, early settlers, leaders of the United States, and the westward movement. Concepts associated with world history as it relates to the United States may include
European development, cultural heritage, and world leaders.
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45
Indicator 0613 government and citizenship Items require the educator to identify concepts associated with different forms of government with an emphasis on democracy, and knowledge of an individual's duties and responsibilities as a citizen. Concepts associated with government and citizenship may include
right to vote, local government (city, town, county), local boundaries, branches of state government, cooperation, and obeying laws. Indicator 0614 economics Items require the educator to identify concepts associated with economics. Concepts associated with economics may include
trading, bartering, supply and demand, and the role of transportation in the economy. Indicator 0615 sociology Items require the educator to identify concepts associated with sociology. Concepts associated with sociology may include community workers, group interactions, and social rules. Indicator 0616 anthropology Items require the educator to identify concepts associated with the comparisons of different cultures. Concepts associated with anthropology and an understanding of different cultures may include family structure; roles of family members; religion, superstitions, and beliefs; and cultural diversity.
TCT01

46 Indicator 0617 psychology
Items require the educator to identify concepts associated with the uniqueness of oneself as an individual, the source of emotions and how emotions influence behavior, and making decisions and the responsibilities and consequences of those decisions.
Content Component 0620 teaching social studies
Items may require the educator to identify characteristics of appropriate teaching strategies used to teach social studies in the early childhood classroom.
TCTOI

Examples for Objective 06: 061101 geography
When a river meets the sea, a deposit of sediment is formed called a
(A) bayou. (B) delta. (C) distributary. (0) plateau.
061201 history
Which document was signed in 1776 and claimed independence from England?
(A) Bill of Rights (B) Articles of Confederation (C) Emancipation Proclamation (0) Declaration of Independence
061201 history
Since many Native Americans roamed the plains from place to place without a fixed pattern of movement, they were said to be
(A) agrarian. (B) industrial. (C) nomadic. (0) urban.

47
061401 economics
Which is the best source of information about opportunities for commercial development within a local community?
(A) city business directory (B) Better Business Bureau (C) Chamber of Commerce (0) national stock market reports
062002 teaching social studies
Which would NOT be an appropriate activity for a unit on Georgia history?
(A) study of Cherokee culture (B) lesson on growing and marketing peanuts (C) study of a diary of an early settler of
Savannah (0) skit about James Oglethorpe's founding of a
colony
062002 teaching social studies
Each student in Dr. Bond's kindergarten class was asked to draw a self-portrait that included his or her own unique features (e.g., freckles, glasses, braids, dimples).
The goal of this lesson was probably to
(A) teach students about the similarities among all people.
(B) help students discover, or observe, who they are.
(C) aid students in understanding their roles as members of the class.
(0) help students understand the value of interpersonal relationships.

TCT01

48
Examples for Objective 06: 062002 teaching social studies
Linda interviewed her neighbors as part of a social studies assignment. She asked questions regarding population changes, expansion of local chain stores, the decline of motion picture theaters in their town, and construction changes. The goal of Linda's class assignment was probably to learn
(A) how economic changes affect communities.
(8) how community governments are organized and function.
(C) about the interdependence of the home and outside world.
(0) about the need to talk to people outside their communities.
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49
TEACHER CERTIFICATION TESTS Field 01: Early Childhood
Objective 07: The educator identifies concepts and appropriate instructional strategies for teaching health and physical education within an academic or an application context.
Assessment Characteristics:
Items for this objective test the educator's knowledge of the concepts included in the health and physical education curriculum. Health curriculum includes wellness and safety. Also assessed is the educator's knowledge of appropriate instructional strategies for teaching health and physical education within the early childhood classroom. A description or scenario of an instructional event or activity may be used as stimulus material to assess the content included in this objective. Content related to the human body is covered in Objective 05.
Content Component 0710 health
Indicator 0711 wellness Items require the educator to identify concepts associated with well ness. Concepts associated with wellness may include
nutrition, personal hygiene, drug awareness, communicable diseases, and child abuse and neglect. Concepts associated with nutrition may include
food groups, main classes of nutrients and their functions, and healthy food sources. Concepts associated with personal hygiene may include proper skin, hair, nail, and foot care, structure and function of the teeth and mouth, ear and eye care, and causes and prevention of disease. Concepts associated with drug awareness may include major classes of drugs, factors that differentiate drug use, misuse, and abuse, differentiation between legal and illegal drugs and their effects on the body.
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50
Concepts associated with communicable diseases may include cause and prevention, viruses, and other childhood illnesses.
Concepts associated with child abuse and neglect may include recognizing behaviors suggestive of abuse. Child abuse may include
physical, sexual, and emotional abuse. Items may require the educator to identify instructional strategies for teaching about wellness. Indicator 0713 safety Items require the educator to identify concepts associated with safety. Concepts associated with safety may include transportation and safety, traffic rules for pedestrians and bicycle riders, personal safety, poisoning prevention, and home safety. Items may require the educator to identify instructional strategies for teaching information about safety.
Content Component 0720 physical education
Items may require the educator to identify concepts associated with physical education. Concepts associated with physical education may include
physical competence, spatial awareness, and gross and fine motor skills. Concepts associated with physical competence may include
balance, flexibility, strength, coordination, and muscular and cardiovascular endurance. Items may require the educator to identify instructional strategies for teaching information about physical education.
TCT01

Examples for Objective 07: 071101 wellness
A balanced diet should be composed primarily of (A) fats. (B) proteins. (C) vitamins. (0) carbohydrates.
071301 safety

51
071301 safety
When sidewalks and bike paths are not available, children should be taught to
(A) walk and bike with traffic. (B) walk and bike against traffic. (C) bike with and walk against traffic. (0) bike against and walk with traffic.
072002 physical education
Tossing beanbags back and forth is most likely used in kindergarten to enhance the development of
(A) coordination. (B) flexibility. (C) strength. (0) timing.

Which indicates that the bicycle rider is stopping?
(A) 1 (B) 2
(C) 3
(0) 4

TO 01

52

TEACHER CERTIFICATION TESTS Field 01: Early Childhood

Objective 08:

The educator identifies concepts and appropriate instructional strategies for teaching art, music, dance, and dramatic play within an academic or an application context.

Assessment Characteristics:
Items for this objective test the educator's knowledge of the concepts included in the art and music curricula.
Also assessed is the educator's knowledge of the appropriate instructional strategies for teaching art, music, dance, and dramatic play within the early childhood classroom.
A description or scenario of an instructional event or activity may be used as stimulus material to assess the content included in this objective.
Content Component 0810 art
Items may require the educator to identify concepts associated with the basic elements of art.
Concepts may include those associated with the basic elements of art.
Basic elements of art may include
color, texture,
form, mood, and balance.
Concepts associated with color may include
primary and secondary colors. Concepts associated with texture may include
rough, smooth, soft,and hard. Concepts associated with form may include
line, shape, and perspective.

T001

53

Concepts associated with mood may include
feeling, darkness, and hue. Concepts associated with balance may include
color/weight, symmetry, lines, and proportion.
Items may require the educator to identify instructional strategies associated with teaching art.
Items may require the educator to identify an appropriate art activity for teaching a concept in another field.
Items may require the educator to identify appropriate instructional strategies for developing artistic creativity and self-expression.

Content Component 0820 music
Items may require the educator to identify concepts associated with music.
Concepts associated with music include the areas and interactions within the areas of
speech, singing, marching, playing instruments, and improvising. Concepts associated with speech may include rhythmic speech such as nursery rhymes.
Concepts associated with singing may include concepts necessary to read music and teach singing to young children.
Concepts associated with reading music and teaching singing to young children may include

rest, treble and bass clef, and
different types of notes.

Different types of notes may include


.. 0

quarter note, half note, whole note, and eighth note.

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54
Items may require the educator to identify the relationship of the solfege scale (do-re-me-fa-so-Ia-tido) to music written in different keys. Music written in different keys may include keys such as
C, F, and G. Concepts associated with movement may include locomotor and nonlocomotor movement, and understanding the relationship between basic movements and rhythm. Basic movements may include
marching (2/4 or 4/4 time), skipping (6/8 time), and waltz (3/4 time). Concepts associated with musical instruments may include major and minor scales, and families of instruments (winds, strings, percussion). Items may require the educator to identify instructional activities and materials to teach
melody, rhythm, and harmony. Items may require the educator to identify instructional activities and materials to teach the interactions among
speech, singing, marching, playing instruments, and improvising. Items may require the educator to identify instructional strategies that encourage the appreciation of music.
Instructional strategies that encourage appreciation of music are those that allow the student to understand and actively participate in musical activities.
Content Component 0830 dance and dramatic play
Items may require the educator to identify appropriate instructional strategies and materials that promote creative expression through the use of dance and dramatic play.
Dramatic play includes solitary and group play.
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Items may require the educator to identify appropriate materials to encourage creative dance and dramatic play. Dance may include
play parties, line dances, circle dances, and square dances. Play parties refers to singing and dancing games such as London Bridge or A-Tisket-A-Tasket. Strategies may include role playing, simulations, and center activities. Materials may include appropriate props, literature, scripts, and games.
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Examples for Objective 08: 081001 art
Which shows symmetry?
-
6 (A) 0 b1
(8)
?Iol

A (C)

(0) 0

o0

o0

0

The correct response is C.

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081001 art
Which best shows contrast? (A)
(8)
(C) I [Q] [Q] [Q] [Q][Q][Q]
(0)
The correct response is A.
081002 art
Richard, a flve-year-old child, painted a picture of his family. Features of his painting Include
1. his family standing in front of his house, 2. curtains at the windows, 3. green paint for the grass, 4. eyelashes on his little sister's eyes.
Which is the most mature feature in Richard's drawing?
(A) 1 (8) 2 (C) 3 (0) 4

Examples for Objective 08:
081002
art
Mr. Cook read a story about early American settlers to her third graders to reinforce a study of early American culture. In math, the class was studying geometric concepts.
Which art activity would reinforce both areas of instruction?
(A) making a mobile of geometric figures using only primary colors obtained from oldfashioned dyes
(B) constructing a paper quin from
symmetrical designs (C) cutting paper dolls made from a cardboard
pattern (D) making a diorama of a favorite scene in the
book
082002
music
Mrs. Brookfield was Introducing a new musical element in her first grade class. She asked her class to do what she did. First she clapped five times. As she repeated the five claps, she sped them up and then slowed them down.
Which element of music was Mrs. Brookfield introducing?
(A) melody (B) rhythm (C) tempo (D) tone

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TEACHER CERTIFICATION TESTS Field 01: Early Childhood
Objective 09: The educator identifies assessment procedures appropriate for the early childhood student within an academic or an application context.
Assessment Characteristics:
Items for this objective test the educator's knowledge of assessment procedures. Procedures include identifying appropriate methods and instruments to use for assessment, interpreting data, and determining appropriate use of the data. A description or scenario of an instructional event or activity may be used as stimulus material to assess the content included in this objective.
Content Component 0910 identifying assessment methods and procedures
Items may require the educator to identify formal and informal assessment methods and procedures appropriate to evaluate the early childhood student. Formal methods include norm-referenced and criterion-referenced tests. Informal methods include observation, teacher-made tests, and student interviews. Teacher-made tests may include portfolio assessment and anecdotal record procedures. Items may require the educator to identify an appropriate assessment method when a specific purpose is given. Purposes of assessment may include
screening, identifying the cause of learner problems, planning instruction, and evaluating instruction. Areas of assessment may include social/emotional development, cognition, communication skills, and achievement. Achievement refers to the student's level of knowledge and skill within academic areas such as
reading, art and music, science, social studies, language arts, and mathematics.
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Cognition refers to mental processes such as
attention, memory, and comprehension.
Content Component 0920 interpreting assessment data
Items may require the educator to select a statement summarizing the assessment data of a given child or group of children.
Items may require the educator to interpret information from informal data collection designs, methods, or recording procedures.
Interpretation from informal sources may include
reading graphs and charts, analyzing and synthesizing anecdotal record information into a statement of performance, interpreting interview transcripts, analyzing checklist data, and evaluating portfolio contents.
Items may require the educator to use examples of tables and/or charts to identify the conversion of raw scores to other scores such as standard scores, percentile ranks, and grade equivalents.
Items may require the educator to determine the raw score from a sample test protocol, determine chronological age from birthdate information, or determine basal and ceiling scores.
Items may require the educator to identify terms related to measurement.
Terms related to measurement may include definitions of statistical terms such as
central tendency (mean, median, mode), standard score, percentile, normal distribution, standard deviation, test validity, test reliability, and range.
Content Component 0930 using assessment data for planning and evaluating instruction
Items may require the educator to identify an appropriate instructional plan based on assessment data.
Items may require the educator to identify whether the information available is appropriate to make decisions related to
curriculum scope and sequence, development of goals, objectives, and activities for groups or individuals, referral to the Student Support Team, and group placement.
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Examples for Objective 09:
091002
identifying assessment methods and procedures
Which would be an appropriate method to assess a first grader's ability to follow three-step oral directions?
(A) student self-report (8) teacher observation (C) standardized achievement test (0) teacher-made paper-and-pencil test
092002
interpreting assessment data
These data were recorded about Justin, a second-grade student.
Justin 1) can trace through a maze with his finger. 2) can fold paper according to directions. 3) enjoys finger painting. 4) cannot strike a nail. 5) cannot stay within lines when tracing through a maze with a pencil. 6) cannot thread a needle.
According to these data, Justin's behavior indicates a(n)
(A) fine motor problem when using a tool or
implement. (8) inability to follow oral and written instructions. (C) problem with eye-hand coordination. (0) delay in gross and fine motor skills.

092002 interpreting assessment data

Scaled Score

82

Grade

3.0

Equivalent

National

90

Percentile Rank

Stanine

9

Which is a correct interpretation of Jason's comprehension score?

(A) His total test score is 90. (8) His score is at the ninth percentile.
(C) He scored at level 3, on a scale of 1 to 9.
(0) He scored above the average for a
second grade student.

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Examples for Objective 09:

092002

interpreting assessment data

Name: Rogers, Thomas

Reading

Concepts for Reading

Objective Number
Objectives Mastered

123
-*-

Literal Comprehension

Inferential Comprehension

Total Objectives Achieved

4 5 6 7 8 9 10

***

-* -*

6

Math

Concept Identification

Component Operations

Total Problem Solving Objectives
Achieved

Objective 1 2 3 4 5 6 7 8 9 10 11 12 13 14 15 Number

Objectives - * * - - * - * - - * - - - -

5

Mastered

Which would be a correct interpretation of Thomas' scores?
(A) Thomas should be placed in a reading group with students who mastered six reading objectives.
(8) Thomas answered every test item correctly in the skill area of literal comprehension.
(C) Thomas mastered the reading skills but not the math skills.
(D) Thomas did not master any problem solving objectives.
In which skill area did Thomas master none of the objectives?
(A) Problem Solving (8) Literal Comprehension (C) Component Operations (D) Inferential Comprehension
Note: Since these two items are not independent, they would not appear on the same test form.

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Examples for Objective 09: 093001 using assessment data for planning and evaluating instruction
The following information was available about Sarah, a nine-year-old student.
1) Sarah cannot orally read simple sentences from a basal reader.
2) When listening to a sentence read by the teacher, Sarah cannot find a picture to match the sentence from a collection of pictures.
3) Given a series of 50 flashcards of vocabulary words at the second-grade level, Sarah pronounces only 10 percent of the words correctly.
4) When a member of a small group, Sarah exhibits behaviors that suggest she is frustrated.
5) In a small reading group when another child reads orally, Sarah turns around in her chair and looks out the window.
6) When an adult sits with her and immediately rewards her appropriate behaviors with stars on a chart, Sarah attends to reading tasks for 10 minutes.
Which would be an appropriate strategy for teaching Sarah to read?
(A) peer tutoring (B) small group instruction (C) large group instruction (D) individualized instruction
Note: A scenario of this length would be accompanied by several items.
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Federal law prohibits discrimination on the basis ofrace, color or national origin (Title VI ofthe Civil Rights Act of1964); sex (Title IX ofthe Educational Amendments of1972 and Title 11 ofthe Vocational Education Amendments of 1976); or handicap (Section 504 ofthe Rehabilitation Act of1990) in educational programs or activities receiving federal financial assistance. Employees, students and the general public are hereby notified that the Georgia Department ofEducation does not discriminate in any educational programs or activities or in employment policies. The following individuals have been designated as the employees responsible for coordinating the department's effort to implement this nondiscriminatory policy.
Title 11- Billy Tidwell, Vocational Equity Coordinator Title VI- Bill Gambill, Associate State Superintendent ofSchools, Coordinator Title IX -Ishmael Childs, Coordinator Section 504 - Wesley Boyd, Coordinator Inquiries concerning the application of Title 11, Title IX or Section 504 to the policies and practices of the department may be addressed to the persons listed above at the Georgia Department of Education, Twin Towers East, Atlanta 30334; to the Regional Office for Civil Rights, Atlanta 30323; or to the Director, Office for Civil Rights, Education Department, Washington, D.C. 20201.
TCT01

Test Administration Unit Division of Assessment Georgia Department of Education 1866 Twin Towers East Atlanta, Georgia 30334-5030

FIRST CLASS

N 5/92

Test Administration Unit. Division of Assessment Georgia Department of Education Atlanta, Georgia 30334-5030. (404) 656-2556
Werner Rogers. State Superintendent of Schools. 1992