Preparation for the Texes Content Exams

Preparation for the TExES Content Exams 2008-2009 Cohort

Student Guide

Center for Teacher Certification Austin Community College

Few people enjoy taking tests, especially when their employment depends on passing as a prerequisite. Texas developed testing for teachers (TExES exams) and most districts require that the content exam be passed, due to “No Child Left Behind” legislation that all teachers be “highly qualified” to teach the subject area. If teachers (or long-term substitutes) do not pass the exam, districts are required to notify parents and the Texas Education Agency. Ben Alley, ACC TCP Specialist, has created a packet that contains essentials for exam preparation. While there are many resources available, we believe that these strategies will relieve much of the stress and time spent studying. We also plan for ACC TCP cohort members to use the strategies for teaching their students how to test. It really is an art.

EDTC 2000 Course Overview Scope and Sequence Bilingual Generalist Content Review Seminar Self Study Bilingual Generalist Areas Group Study Strategies and Time Sheet Resources and Teacher Advice Reflection TExES Plan for 2008-2009 Cohort

EDTC 2000 Course Description: In-depth competency diagnostics and individualized support study for interns taking the TExES Content exam in February. Because each candidate has the state mandated coursework of 24 hours in math or science and specific hours in each of the four academic areas, 30% of the course will be devoted to diagnosing proficiency levels and developing support and remediation, 70% in independent group review study.

Step 1: November 10: All certification areas attend EDTC 2000 from 9AM -12PM at Highland Business Center room 301 for EC-12 Pedagogy and Professional Responsibilities diagnostic exam. Following the exam, Math and Science candidates will receive study materials and may leave at noon to begin independent or group study.

On the same day, Bilingual Generalists attend 1:00-4:00 pm session to take EC-4/4-8 Content diagnostic exam at Highland Business Center and then, before classes begin in January, purchase:

Preparing for the Texas Pre K-4 Teacher Certification: A Guide to the Comprehensive TExES Content Areas Exam (Paperback) by Janice Nath and John Ramsey. ISBN: 0321076761.

Step 2: November 17: Bilingual candidates only attend the EDTC 2000 class from 9:00-4:00 at Highland Business Center room 301. Candidates receive training in Language Arts standards along with a copy of “Put Reading First,” which identifies the components and the developmental structure of reading.

Step 3: Candidates begin working together in study groups as a cohort. Strategies for working as a group are included in this Manual.

Step 4: Each candidate registers for the Content exam by January 1 and takes the exam in February.

Step 5: After receiving notification of acceptance into the program, all students register and set up an account with the State Board for Educator Certification (SBEC) and Educational Testing Service (ETS). Once approved for the content exam, students in all certification areas will register for the TExES Content Exam administered in February and pay the registration fee. If you fail the exam in February, you will retake EDTC 2000 in March for an additional fee. It is important for you to start studying for the exam now.

Step 6: Students in all certification areas, go to the training website http://www.austincc.edu/teacher and take the “Beat the TExES Blues” on the Online Training page. Math and Science candidates can use the “Tutors with Vision” packets (password: teacher/teacher).

Step 7: Students in all certification areas download the Review Sheet and the appropriate TExES exam from the following list. Take the practice exam under test conditions allowing 3 hours of uninterrupted time with no breaks. Check your work, determine WHY you missed specific questions, and whether you need additional resources or assistance. Turn in the Review sheet to the EDTC 3000 instructor by February 1. If you need additional resources, begin checking out resources and review materials available through the ACC Teacher Certification office. Also, see page 27 on this manual for additional resources.

TExES Preparation Manuals: http://texes.ets.org/texes/prepMaterials/

Generalist EC-4/101 - http://texes.ets.org/assets/pdf/testprep_manuals/101_generalistec_4_55004_web.pdf

Generalist 4-8/111 - http://texes.ets.org/assets/pdf/testprep_manuals/111_generalist4_8_55007_web.pdf

Mathematics 4-8/115 - http://texes.ets.org/assets/pdf/testprep_manuals/115_math4_8.pdf

Science 4-8/116 - http://texes.ets.org/assets/pdf/testprep_manuals/116_sci4_8_55060_web.pdf

Math/Science 4-8/114 http://texes.ets.org/assets/pdf/testprep_manuals/114_mathsci4_8_55011_web.pdf

Center for Teacher Certification, ACC 2 EDTC 2000 TExES Training EDTC 2000: Professional Development for TExES

Included in this packet:

1. Course Overview  Dates and times  Learning outcomes  Course structure  Instructional texts  TExES preparation materials

2. Scope and Sequence  Diagnostic testing schedules  Pedagogy and Professional Responsibilities Diagnostics  Bilingual Generalist Content Diagnostics  Language Arts Content Seminar  Language competencies  Learning objectives  Time overview

3. Pedagogy and Professional Responsibilities Diagnostic Examination K-12  Directions for taking the exam  Exam

4. Bilingual Generalist Content Diagnostic Examination EC-4  Directions for taking the exam  Exam

5. Bilingual Generalists Content Review Seminar  Levels of Understanding  EC-4 Generalist Language Competencies 1-11

6. Group Study  Foundations to Effective Group Study  Time/scheduling documentation sheet

Center for Teacher Certification, ACC 3 EDTC 2000 TExES Training Diagnostics Exams and Bilingual Generalist Review Seminar

November 10 9:00-12:00 All cohort members take the Pedagogy and Professional Responsibilities Diagnostics Exam

1:00-4:00 Bilingual Generalists EC-4 take the Generalist Diagnostics Exam

November 17 9:00-4:00 Bilingual Generalists Review Seminar

The Bilingual Generalist Review Seminar is a 7 hour intensive remediation of language content knowledge, testing format, and successful test taking strategies for the completion of the state certification test (TExES). This course may be repeated to improve student proficiency on any domain needing additional support.

Learning Outcomes A demonstrated ability to:  Identify specific content area competencies needing additional support  Identify testing format, questioning strategies, including exactly what the question is asking and analyzing grammar usage.  Interpret and evaluate question word usage to determine best response  Identify and implement support methods for independent and group study which the ACCTCP staff will facilitate.

Structure The instructor will focus the course content on specific areas identified from the results of the diagnostic evaluation taken on November 10th. Students will engage each other and the instructor in informal dialogue on areas in which they need additional support. In addition to question and answer dialogue students will review content by engaging in relevant activities and working on practice questions. Finally, students will evaluate the course; their input will be used to improve the course.

Reading Text: Put Reading First: The Research Building Blocks for Teaching Children to Read, Kindergarten Through Grade 3. Second Edition, June 2003. National Institute for Literacy. Office Copies. The ACCTCP program will provide this text.

Content Text: Preparing for the Texas Pre-K-4 Teacher Certification: A Guide to the Comprehensive TExES Content Areas Exam (Paperback) by Janice Nath and John Ramsey. ISBN: 032107671. Students will purchase this text for the 3000 class. By purchasing the text early, students may use the text to support their independent and group study (see page 24).

TExES Preparation Manuals: Generalist EC-4/101 http://texes.ets.org/assets/pdf/testprep_manuals/101_generalistec_4_55004_web.pdf

Generalist 4-8/111 http://texes.ets.org/assets/pdf/testprep_manuals/111_generalist4_8_55007_web.pdf

Center for Teacher Certification, ACC 4 EDTC 2000 TExES Training Diagnostics Exams

Day 1 9:00-12:00  Pedagogy and Professional Responsibilities 3 Diagnostic Exam for Bilingual Generalists EC-4 and hrs. Math/Science 4-8 Day 1 1:00-4:00  Content Diagnostic Exam for Bilingual Generalists 3 EC-4 hrs.

Language Arts Seminar

Day 2 9:00-4:00  Language Arts Content Seminar for Bilingual 7 Generalists EC-4 hrs

Language Competency Learning Objective Time

Levels of Understanding:  Identify and define vocabulary used in the hierarchy Bloom’s Taxonomy  Match action words to the appropriate level of the 30 hierarchy; defend answer selections

Competency 1  Define oral language The Importance of Oral  List the components of oral language Language  Identify activities used to strengthen oral language  Define rich language environments  Identify methods used to make rich language 45 environments  Identify active and passive language assessments  Review 2 test question examples for this competency

Break 15 Competency 2  Match phonology vocabulary to definitions Phonological and Phonemic  Determine effective phonological and phonemic Awareness activities and assessments 40 Review 2 test question examples for this competency

Competency 3  Define alphabetic principal Alphabetic Principal  Review relationship between letters and sound  Identify developmental stages of alphabetic skills  Identify best teaching practices 20  Identify motivation strategies  Review test question examples for this competency

Center for Teacher Certification, ACC 5 EDTC 2000 TExES Training Competency 4  Identify the stages of literacy development and Literacy Develops Over Time describe associated characteristics  Identify and explain functions of print  Identify authentic literature 30  Explain age at which children differentiate between numbers and letters  Define inventive spelling

Lunch 30

Competency 5  Define literacy decoding, phonic analysis, diphthongs, The Worth of Word Analysis consonant blends, and digraphs and Decoding  List and define word recognition skills  Create a word wall and identify its function 30  Identify use of syntax and context  Define “running records”

Competency 6  Identify the developmental levels of reading fluency The Importance of Fluency in  List difficulties children have while reading Reading  Define rate, fluency, prosody, and intonation 30  Identify 8 instructional approaches to fluency instruction

Competency 7  Define comprehension Reading for Understanding  Describe developmental steps for reading comprehension  Determine text format, monitoring, organization, and genre 30  Review test question examples for this competency

Break 15

Competency 8  Compare comprehension and fluency Comprehension Skills  Define levels of reading comprehension 30  Identify the SQ3R method  Identify application of graphic organizers Competency 9  Identify the developmental levels of writing Conventions of Writing in  Define the developmental levels of spelling English  Describe the mechanics of handwriting 30  Recognize differences between spoken and written English

Competency 10  Identify the developmental stages of writing Written Communication is a  Determine authentic writing experiences 30 Growth Process  Review process writing

Competency 11  Identify literacy assessments and strategies Basic Principles of Literacy  Recognize how to create instruction based on Assessment reading and writing performance 30  Identify types of assessments  Review test question examples for this competency

Center for Teacher Certification, ACC 6 EDTC 2000 TExES Training Directions for Taking Exams

Diagnostic Pedagogy and Professional Responsibilities (PPR) K-12 Diagnostic Bilingual Generalist Content Exam, Language Arts, EC-4

Directions

This is a diagnostic exam, not a “graded” test. The data obtained from this assessment drives instructional support only. All data collected will be confidential.

Testing environment:  The testing environment is similar to that of the state exams.  Once the exam begins, there will be no conversations.  The instructor will not answer any questions.  Complete the exam in 3 hours.  When you complete the exam, turn your SCANTRON in to the instructor and leave the room silently. Do not talk while exiting the room or in the adjacent hallway.  Restroom breaks will be allowed as followed: o raise your hand; the instructor will come to you o give the instructor your diagnostic test, SCANTRON, and pencil; leave personal items in testing area

Identifying yourself and your exam:  Write your name legibly on your SCANTRON form in the area provided.  In the area titled Subject, write the name of the diagnostic test you are about to take. For example, if you are taking the Pedagogy and Professional Responsibilities Diagnostic K-12, write PPR. If you are taking the Generalists Diagnostic, write Generalists.

Decoding questions:  Read each question carefully.  Make notes on this diagnostic test if needed; you may keep it after the testing session is complete.

Recording answers:  Circle your answer on the diagnostic test before bubbling on the SCANTRON.  Bubble your answer on the SCANTRON (form # 882-E) provided in pencil only.  Bubble thoroughly – fill in the entire SCANTRON bubble space.  Erase thoroughly: any stray pencil marks on the SCANTRON can cause an answer to be recorded as incorrect.  Double check: make sure the number of the exam question corresponds to the same number on the SCANTRON.

At your request, an answer key will be provided when all diagnostic exams have been collected.

Center for Teacher Certification, ACC 7 EDTC 2000 TExES Training Generalist Review EC-4

Levels of Understanding Questions should always facilitate answers that demonstrate high levels of understanding and are aligned with the TEKS.

6-Evaluate, judge, assess, rate, value, support, argue, foresee, defend

5-Synthesize, create, design, compose, hypothesize, propose

4-Analyze, categorize, compare and contrast, diagram, criticize, convey cause and effect relationships

3-Apply, construct, illustrate, demonstrate, interview

2-Comprehend, explain, interpret, classify, summarize

1-Knowledge, remember, recall, recite, list, label, name, repeat, define, recognize

Match these verbs to an appropriate understanding level or levels. Be able to defend your answer. imagine discuss memorize describe predict facilitate conference collaborate paraphrase self-evaluate preview prepare construct personal meaning learn independently determine identify patterns organize information brainstorm fill in the blank take notes KWL charts develop enhance interact purposeful observation

1 The Importance of Oral Language

1. Define oral language.

2. What are the components of oral language?  phonological  semantic  syntactic  pragmatic

3. What feature or stage of oral language development do you think the beginning teacher should understand? (20)

4. What activities could you develop and use in the classroom to strengthen the language environments of your students? (25)

Center for Teacher Certification, ACC 8 EDTC 2000 TExES Training 5. As I walk into your classroom, I am inspired by the development of an effective “language learning” environment. What methods and/or systems would be in place to help me make that determination? (26)

6. Identify which of these activities reflect active language assessments. (26)

__four students work cooperatively to solve a problem __Ms. Dee asks Tom the name of the story’s main character __John writes the correct verb from the 5 choices given __Mary shares her idea of how the story might end __during a reading assessment, Joe identifies a difficult word by sounding individual phonemes before combining them into the word __Sarah supports the story ending by relating a personal experience to the teacher __Don reads his Alamo poem to the class dressed as Daniel Boone __Sara draws a picture and gives it to her teacher __Sean tries to tell Ms. Dee that his homework was eaten by his dog __the class debates new cafeteria rules __after reading the story, Sue correctly identifies the sequence of events __each student represents a historical figure through living biography presentations __Susan gives her book report to the class while sitting in the “presenter’s” chair __several students engage in peer conferences

7. Identify which of these activities reflect passive language assessments? Justify your answers. (26)

__Teachers observes eye contact, posture, facial expressions __Teacher provides students with an open note-taking sheet __Jonnie brings books from home to share with her group __Tom shares personal artifacts that enhance the topic __Teacher administers a multiple choice vocabulary test

8. Test question example (19)

2 Phonological and Phonemic Awareness

1. Match these words with their meanings (16, 44, 45)

__Phonemic Awareness A. Identifying and manipulating words, syllables, __Onset rimes, and phonemes __Phonological Awareness B. Identifying and manipulating individual sounds __Rime in words __Word Families C. Initial consonant of a syllable __Grapheme D. Part of a syllable that contains the vowel and all that follow it E. Word groups that have a common rime F. A written phoneme

Center for Teacher Certification, ACC 9 EDTC 2000 TExES Training 2. Determine which of the following activities would best reinforce phonological and phonemic awareness. (21)

 Informal teacher/student conversations  oral conversations about a child’s  collaborative group interactions experiences  short mini-lessons on specific language  recognizing and valuing cultural differences needs through teacher/student conversations  one or two phoneme manipulation activities  the teacher accepts ideas from students  repeated readings using nonstandard English then restates  discussing the context of an authentic topic the ideas using standard English

Phonological Assessments: informal, ongoing teacher observations of oral activities Phonemic assessments: formal segmentation, manipulation, splitting, blending, oddity

3 Alphabetic Principal

1. Define alphabetic principle.

2. Explain the relationship between printed letters and spoken sound. (34)

3. Practice these phonetic rules. (A grapheme placed within “/ /” is a phoneme that should be spoken out loud. For example /b/ should be voiced as the sound “b” makes (phonetically “bu” not “bee”).

letter sound (decode) /bbb/ (bu) = b sound letter (encode) /mmmooooooommm/= mom manipulation of letter-sound change the /m/ in man to /t/= tan word identification what is the word? bad, is, to… segmenting what do you hear in bat?= /bbbaaattt/ reading pseudo words what is this word?= op, ip, ap, cade…

4. Developmental Stages of Alphabetic Skills(32, 39)

Kindergarten Letter-sound correspondence?

Decoding?

Sight words?

First Grade Letter-sound correspondence?

Decoding?

Sight words?

5. Describe how the alphabetic principal would be taught to a child lacking in alphabetic understanding. (35)

Center for Teacher Certification, ACC 10 EDTC 2000 TExES Training 6. How could you motivate a child to focus on alphabetic instruction? (35)

4 Literacy Develops Over Time

1. List 3 identifying characteristics within each stage of literacy development. (39)

2. Describe authentic literature.

3. Describe authentic assessment. (80)

4. At about what age does a child differentiate meaning between letters and numbers? (39) Why does this occur at this age group?

5. Identify functions of print and how knowing these functions can help children develop literacy.

6. Define inventive spelling. At about what age would a child use such spelling practices?

5 The Worth of Word Analysis and Decoding

1. Define: decoding, phonic analysis, diphthongs, consonant blends, digraphs

2. List the word recognition skills and define in 3-4 words each. (44-46)

3. Discuss word walls and the importance they could have in a literacy rich environment. Describe different ways word walls could be set up in a room.

4. Identify the uses of syntax and context

5. Identify “running records” and how they are used. (79)

6. Test question example. (48)

6 The Importance of Fluency in Reading

1. List all of the difficulties children often have while reading. (49-51)

2. Draw a line to match the word to its definition. (50)

Rate A student tries to use voice intonation, tone, and attention when reading Fluency Reading and understanding words in a continuous flow Prosody Number of words a student can successfully read Intonation Reading uses appropriate voice tone and pitch

3. Identify 8 strategies a teacher could use to increase reading fluency in children. (49)

Center for Teacher Certification, ACC 11 EDTC 2000 TExES Training 4. Test question example. (51)

7 Importance of Reading for Understanding

1. How would you define comprehension? (52)______

2. Steps for Reading Fluency and Comprehension. (59, 56)

1. Activation of prior knowledge

2. Vocabulary review

3. Determining level text

4. Determining purpose of text

5. Word meaning strategies

3. Define these levels of reading comprehension (52-53)

Literal

Inferential

Evaluative

Place these words with the correct reading level  explicit  value  establish sequence of events  predict  judge  cause and effect  analyze  examine point of view  implication  perspective  understand ideas  directly stated  draw conclusions  identify exact details  evaluate

4. Identify and explain (47-57)  text format  self monitoring  text organization  genre

8 Comprehension Skills

1. Comprehension is different from fluency in what respect? (52-53)

2. Identify the 5 steps of the SQ3R process. (60) List academic areas where each strategy would be used most effectively.

Center for Teacher Certification, ACC 12 EDTC 2000 TExES Training 3. Draw an example of 3 graphic organizers and define how and why each would be used.

9 Writing Conventions

1. Describe each developmental stage of writing. What specifically does a teacher look for when determining a child’s level? (75)

2. Describe each developmental stage of spelling. When looking at these stages, how do they differ from the developmental stages of writing? (77)

3. What are the mechanics of handwriting? (69)

4. What are the differences between spoken and written English? (77, 91-92)

10 Development of Written Communication

1. Give 3 examples of authentic writing. (69)

2. Identify the steps in the writing process. (70)

3. At what stage of the writing process should a teacher expect a child to make self corrections in his/her grammar? (69)

4. Text question example. (76)

11 Basic Principles of Literacy Assessment

1. List 4 reasons why you would assess or test a child’s reading abilities. ______

2. Share with the group an effective teacher that you had in years past.

What characteristics did that teacher have that made you remember him/her?

What did that teacher do to assess or test your abilities?

What assessment methods do you find are most effective for you personally?

Center for Teacher Certification, ACC 13 EDTC 2000 TExES Training 3. Define authentic assessment. (79-80) ______

4. Select all of the words that apply to the word authentic.

 consistent with  diverse  collection educational goals  collaborative  continuous  real world  meaningful  internalized  fill in the blank  question & answer  brainstorm ideas  essay

5. Define these reading assessment strategies in 4-5 words. (79-80)

 running records  miscue analysis  informal reading inventory  story retelling  reading portfolio

6. Put these types of assessments in 2 categories- Formal and Informal. (78)

 diagnostic  conferences  TAKS  observational  running records  criterion-referenced test  interviews  miscue analysis  norm-referenced test  summative  portfolio

7. Define Criterion-referenced test (78)______Examples of a criterion-referenced test______

Norm-referenced test______Examples of a norm-referenced test______

(Compares a student’s performance with a determined level showing position above or below that level. This test score is shown as a percentage.)

(Level of performance is specified or pre-determined which becomes the criteria needed for passing. This test is shown as a numerical score.)

What kind of standardized tests are these?

TAKS TExES SAT ITBS

Review On Your Own or Study Groups

Competency 12 Review the stages of math acquisition 15

Center for Teacher Certification, ACC 14 EDTC 2000 TExES Training How Children Learn Math  Strands of math TEKS  Math Vocabulary  Effective questioning  Assessments  Technology uses Competency 14 Define geometry and its place in the world 15 Geometry and  Geometric content review-shape, angle, Measurement Concepts dimension, symmetry, rotation, translation, Break 15 Competency 16 Review social science 15 Plans with Social Science  Cause and effect Knowledge  Bias  Propaganda  Assessment strategies  Review test question examples for this competency Competency 17 Review definition of historical events 15 Significant Historical Events  Time periods  Historical events shaping education  Language skills and history  Review test question examples for this competency Concept 23 Describes the properties of earth and space 15 Concepts of Earth and  Rocks, soils, gases, weather, Earth forces Space Science  Sun, moon, and stars  Earth’s constancy, change, cycles, and structure Concept 25 Review the concepts, processes, the creation, 15 Creating and Evaluating appreciation, and evaluation of music Music  Rhythm, melody, form, timbre, tempo, pitch, and meter  Music in society  Evaluating performances and experiences  Integration across curriculum Concept 27 Review the engagement of physical education with 15 Physical Education children Concepts and Knowledge  Developmentally appropriate activities  Significance and benefits of physical activity  Development of children’s motor skills  Etiquette, fair play, and positive interactions

12 How Children Learn Math

1. Six strands of math TEKS are (122, 91) numbers, operations, quantitative reasoning patterns, relationships, and algebraic thinking

Center for Teacher Certification, ACC 15 EDTC 2000 TExES Training geometry and special reasoning measurement probability and statistics mathematic processes and tools

2. Select all vocabulary tools that apply to an effective mathematical environment (122, 93-94)

heterogeneous groups using manipulative and technology supporting each other, materials, and teacher constant communication high level questioning continual assessment challenging motivating students constructing personal meanings discovery learning spiraled learning real world relationships both variety and specific solutions seek patterns accept failure as important step work forwards and backwards construct mind pictures ability to defend answers problem solving risk free-ability to make mistakes

3. Match __Convergent questions A. Asks for a specific answer (what) __Divergent questions B. Asks for many differing answers (how many)

Write a convergent question ______? Write a divergent question ______?

4. To solve a mathematical problem, what steps should you do first, second, and so on? (124)

___make a plan ___read and understand ___look back and contemplate ___solve the problem ___find patterns ___draw a picture, guess, work backwards, draw tables

5. What assessments might you use to determine a student’s math ability? (129)

______

6. Why would you allow your students to use technology during math? (130)

______

14 Geometry and Measurement Concepts

1. Draw a picture of these geometric figures.

Circle

Center for Teacher Certification, ACC 16 EDTC 2000 TExES Training Include a radius and label it AB Include the diameter and label it CD Describe what the circumference of the circle is.______

An acute triangle

An obtuse triangle

A right triangle

One-dimensional figure Line segment

Two-dimensional figure Parallelogram

Three-dimensional figure Prism

Center for Teacher Certification, ACC 17 EDTC 2000 TExES Training

Draw the line of symmetry in each shape B M

Draw an example of reflection

Draw an example of rotation

Draw an example of translation

Draw an example of dilation

Draw an example of a tessellation

2. Explain the difference between customary and metric measurements. (323)

3. How do you convert money from one rate to another? $1 = how many pesos? $5=______pesos.

4. Draw a picture that represents

Center for Teacher Certification, ACC 18 EDTC 2000 TExES Training 3/5

16 Plans with Social Science

1. Complete these cause and effect statements.

Because I ate too much, ______. Because of the heavy rain last night, ______.

2. Give an example of bias in the news. ______

3. What does an author’s point of view mean?

______

4. Give an example of something you thought was propaganda.

______

5. List 5 strategies for teaching a social studies unit.

______

6. List 2 authentic assessments for a student’s understanding of “neighborhoods”. ______

17 Knowledge of Historical Events

1. Give an example of an artifact you might find from these time periods.

5,000 BC ______300 AD ______1600 AD ______2000AD ______

2. Explain the difference between a decade, a century, and an era.

______

3. Give one example of a historical event that shaped our educational system.

______

Center for Teacher Certification, ACC 19 EDTC 2000 TExES Training 4. Are language skills important when learning about history? How about knowing and understanding grammatical rules when we read about cultures of the past? Try this Dictionary: history, page 560; culture, page 185

This is an example of a ______paired with ______

23 Concepts of Earth and Space Science

1. Match the types of rocks to their definition

Igneous rock Pieces of rock are deposited, pressed, and hardened over time Sedimentary rock Rocks that changed shape under intense heat and pressure Metamorphic rock Magma (melted rock) that has cooled

2. Select all of the words that make or help to make soil

plants, vegetation, sand, metamorphic rock, organic materials, plastic, sedimentary rock, weather and erosion, ice, dead animals, water, nylon, petroleum, concrete, diapers, tires

3. Draw the 4 stages of the water cycle

4. Define these words

A. Glacier ______

B. Earthquake ______

C. Weathering ______

5. Put the planets in order from 1-9 ___ Neptune ___ Uranus ___ Jupiter ___ Mars ___ Earth ___ Venus ___ Mars ___ Pluto ___ Saturn

6. Briefly discuss the Earth’s constancy and its cycles.

Center for Teacher Certification, ACC 20 EDTC 2000 TExES Training 25 Creating and Evaluating Music

1. Define these words in a short phrase (example: beat- rhythmical boom, boom, boom). You may use the phrases below the words to help you.

Beat ______Meter ______Dynamics ______Tempo ______Melody ______Pitch ______Key signature ______

Pace Grouping steady beats together Placing notes on a staff Tune of a song Loud and/or soft music is played Tells what notes to play or sing

2. List three ways music is used in culture then share with the group.

______

3. Discuss how aspects of music today compare and contrast to the music of the 60’s.

Same Different

4. List three ways one piece of music could be used in other academic areas such as social studies, art, science, and/or language arts.  ______ ______ ______

27 Physical Education

1. List three non competitive or positive competitive activities for a second grader.

Center for Teacher Certification, ACC 21 EDTC 2000 TExES Training  ______ ______ ______

2. How does appropriate physical activity and good nutrition benefit a child in 2nd grade? ______

3. Match the sport with its benefit.

Individual sports “lifetime sport” such as tennis or racquetball

Dual sports (2-4 players) requires cooperative interaction such as volleyball, basketball, soccer

Team sports jogging, golf, gymnastics, rope jumping

Group Study Strategies

Adapted from Group Study: Some Guidelines from the University of Minnesota, Duluth

It is generally recognized that people can accomplish more by sharing their skills and resources than by working alone. We even have a saying "Two heads are better than one" to demonstrate this phenomenon.

Often college is seen as a competitive place, so we tend to overlook the power of cooperation. However, the power of groups is widely accepted in both the business world and education. You, too, can easily use the power of cooperation in your job as a student. You will develop a cooperative relationship with your cohort members that will facilitate your growth as a new teacher. One form of cooperative practice that will help you now is to participate in a study group.

Center for Teacher Certification, ACC 22 EDTC 2000 TExES Training Here are a few pointers for setting up a study group:

 Select people who seem to share your desire to reach your academic goals.  Look for people who stay alert in class, who take notes, who ask questions, who respond to any questions. This may represent two or three different people, but that's good because you may bring different learning styles to your group work.  Limit your group to four to six people. Large groups tend to get “rowdy” and very small groups can easily get off track.

Schedule a meeting to "test the waters" and see how you get along together. Once the group seems to be doing well, schedule regular meetings. Since not everyone will always attend, develop a means of communicating with each other and sharing beyond the meetings.

How about some "principles" to follow in your group?

 Assign roles to members (each member should try all of the roles you develop). For example, you could have: o moderator – leads meeting, organizes and coordinates assignments o time keeper o governor – the one who keeps you on task o note taker – takes notes of discussions and get copies to everyone who chips in for the price of the copies o meeting organizer – sets the next meeting time and date and arranges the place o what other roles would be helpful?  Come to the group meeting prepared. Read all of the readings and complete all of the assignments to the best of your ability.  Question each other on the material assigned.  Take turns "teaching" each other the material. A student's "most important teacher is another student." If you have to teach a concept, you really have to know that concept, so you are not only helping the other group members, but also you are reinforcing your own knowledge.  Try to predict test questions. Write them down and begin to develop your own "test bank."  Compare notes. Maybe you need yours "filled in" or maybe you can help someone else "fill in" theirs.  Take a few minutes at the end of the session to evaluate what you've done. Did everyone put in their full effort? Did we concentrate on to much on one topic? How can we improve our efforts?  Plan the next meeting. Give the group assignments if appropriate.

Certainly these are not complete guidelines and principles of study groups, but it's a good start. Remember, most of the people working in the world today do not work in isolation. Collaborative, cooperative knowledge is powerful!

Center for Teacher Certification, ACC 23 EDTC 2000 TExES Training Study Group Time Sheet

Time Date Members Attending Notes Start/Stop

Additional Resources

Center for Teacher Certification, ACC 24 EDTC 2000 TExES Training Beating the TExES Blues (online) PDF Review Packet (Science) PDF Math and Science Submission Sheet PDF Math Tutors with Vision plan (on resources and training, passworded, website) PDF TOPT Review (on resources and training, passworded, website) Recommended Textbooks: o Research & Education Association; TExES PPR; ISBN 0-7386-0068-7 (2006 edition) o Cliff’s TExES: Generalist EC-4; ISBN 0-7645-9821-X o Kaplan TExES Pedagogy and Professional Responsibilities; ISBN 1-4195-4222-2 o Hurley, Ryan, Booth, and Tinajero; Preparing for the TExES PPR; ISBN 0-13- 112803-5 o Van Tassell and Crocker; Barron’s “How to Prepare for the TExES (PPR)

A former intern’s thoughts on taking the content exams:

For many cohort members, this may be their first TExES Used bookstores like Half Price may have the textbooks exam and they may be wondering what to expect. Others and at a reasonable cost. Spend at least half your time may have concerns about the content covered. Then working problems, don’t just read. I was surprised how there is always the art of test taking. many PPR questions there were on the content test. The sooner you read the entire PPR book, the better. Don’t Get registered, know when and where, know what to wait for the class to cover it. Find and take as many take. Arrive at least 30 minutes early. Hundreds will be sample tests and questions as you can. converging on the same parking lot at the same time and going through the same left turn signal that is in early The art of test taking is especially important for these Saturday morning mode (two cars at a time). You can tests. The most common wrong answers will be in the always sit in your car and review some notes, which is multiple choice list (4 or 5). Work every problem two great idea. Leave your cell phone in the car. 99% of the different ways to verify your answer. A close guess will hassle of getting from the parking lot to having the test in hit a wrong answer. They are insidious. The PPR front of you is the insistence of everyone to bring their cell questions are the worse because all the answers are phone into the testing center. Why? The time to walk correct, only one is more correct. It’s not trivial pursuit: from the parking lot to the front door is less than 5% of Know what they are getting at and find the answer with the time you will stand in line to bag and tag your cell that issue in it. Manage your time. Skip a question phone and run the risk of never seeing it again. Why do I rather than linger on it, and go back to these later. Do all harp on this? You will see. of your work on the test booklet. As your last step before turning it in, transfer the answers to the SCANTRON and Read carefully ahead of time what is allowed and not double check your transfers. Don’t fill out the scantron as allowed. For math, if a calculator is allowed, bringing the you take the test. At the end, go back over all the maximum calculator is a tremendous advantage, problems at least once. Use all of the time available. especially on the 8-12 test. Show up well rested, thinking The first people to leave most likely can’t work many of of nothing else, well fed, well watered, etc. You are going the problems or did not review their work. Although the to sit for several hours and do nothing but 90 math test is pass/fail, principals will see how you scored on problems. The tests are run just like a test in a high each section of the test. The higher the score, the better school classroom with monitors, no talking, and one hall chance to get hired. pass. That’s my truculent opinion about these tests. I passed The framework of the TExES exams is important. The three exams between February and August 2006 (Math content is clearly defined in the list. Gather good 4-8, PPR EC-12, and Math 8-12) with high scores. The textbooks (they recommend those, too) to cover the list, PPR exam was by far the most challenging and my and go through them weeks before the test. You might lowest score even though the study material was the make notes or get help or simply refresh your knowledge. most concise. SM

Center for Teacher Certification, ACC 25 EDTC 2000 TExES Training Preparation for the TExES Content Exams ~ 2008-2009 Cohort Reflection Page

How did working through this packet improve my test-taking skills?

How did working through this packet improve my confidence regarding my ability to successfully pass the content test on the first try?

What else do I need in order to feel most confident about mastering the content exam?

Other comments and notes:

This packet of information is authorized to be used only for Austin Community College Teacher Certification students.

Center for Teacher Certification, ACC 26 EDTC 2000 TExES Training