preparation for the texes content exams for the texes content exams ... center for teacher...

Preparation for the TExES Content Exams 20092010 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 longterm substitutes) do not pass the exam, districts are required to notify parents and the Texas Education Agency. Mary Chipley, Abel Villarreal, and Ben Alley, ACC TCP Specialists, 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

Self Study Generalist Areas Self Study Science and Math Areas

Group Study Strategies and Time Sheet Resources and Teacher Advice

Reflection

Study this student guide, follow directions on website, and attend the facetoface session. After assistance, you may want to begin your study groups.

Center for Teacher Certification, ACC EDTC 2000 TExES Training 2

EDTC 2000 Professional Development for TExES Content Prep

EDTC 2000 Course Description: Indepth competency diagnostics and individualized support study for interns taking the TExES Content exam. 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: Begin online with “How to Beat the TExES Blues.” This training covers the essentials of the TExES exam and studying smart for exams. This will help you and your students with future exams.

Step 2: Download the study guide for your certification area from ETS at http://texes.ets.org and take the exam in a quiet place, with no interruptions. Check the attached answer sheet and determine WHY you missed the questions that you missed. For each item missed, write one sentence stating 1) what led you to choose the wrong answer, 2) one sentence stating what led you to choose the wrong answer, and one sentence stating what makes the right answer correct. If you do not know what makes the answer correct, write a question that specifies what you do not know. Remember that TExES wants you to know “best practices,” and how students and teacher should work together in a “perfect world,” where students take responsibility for their learning and teachers facilitate rather than dictate. Bring the score sheet and questions to the facetoface meeting.

Step 3: Purchase Barron's EC12 PPR test preparation book (Amazon, HalfPrice Books). Study the first section, and then take the EC12 diagnostic/sample test in book and complete answer sheet. Detail why an answer was incorrect and add questions that you have on the PPR. Bring the score sheet to the facetoface meeting.

Bring Examinee Score Report with the breakdown of questions by competency and the resources you have used. Next to each competency number, write a brief summary name next to each competency. These can be found in resources such as TEKS and Standards for the exam, Barron’s Generalist and Cliff’s Generalist resources. Bring your answers and analysis of the completed study guide.

Additional resources available:

• For bilingual and special education certification areas, study the “Put Reading First” pamphlet. Much of the language arts section of the exam is based on teaching reading and literacy.

• For math certification areas, you will have access to the Math Essentials for Teachers, Packet 1. This covers mathematics, the foundation of teaching grades 48.

• For science, study the review sheet of what you need to know. Science textbooks are also available for checkout from our library.

• Preparing for the Texas Pre K4 Teacher Certification: A Guide to the Comprehensive TExES Content Areas Exam (Paperback) by Janice Nath and John Ramsey. ISBN: 0321076761.

• Cliffs Books for checkout. • Bilingual generalist diagnostic test is available for completion on your own, complete with keys.

Step 5: We suggest that you work together in study groups. Strategies for working as a group are included in Student Manual.

Step 6: Register for the next content exam and let us know your scores. Complete an evaluation of the course and submit to instructor.

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

Generalist EC4/101 http://texes.ets.org/assets/pdf/testprep_manuals/101_generalistec_4_55004_web.pdf

Generalist 48/111 http://texes.ets.org/assets/pdf/testprep_manuals/111_generalist4_8_55007_web.pdf

Mathematics 48/115 http://texes.ets.org/assets/pdf/testprep_manuals/115_math4_8.pdf

Science 48/116 http://texes.ets.org/assets/pdf/testprep_manuals/116_sci4_8_55060_web.pdf

Math/Science 48/114 http://texes.ets.org/assets/pdf/testprep_manuals/114_mathsci4_8_55011_web.pdf


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 • Online preparation at http://www.austincc.edu/teacher/online4.php • Language Arts Content Seminar

ü Language competencies ü Learning objectives ü Time overview ü Levels of Understanding ü EC4 Language Competencies 111

• Science and Math Preparation

3. Group Study • Foundations to Effective Group Study • Time/scheduling documentation sheet to be submitted to EDTC 3000 instructor

4. Verification of study time and remaining questions Complete the sheet and submit to EDTC 3000 instructor

If you feel that you need additional help, consider:

Check out textbooks from our library in the 3 rd floor closet. Be sure to sign the “checkout” list and take only the books you will use, returning them as soon as possible. Selfstudy usually works for postgrads.

OR Join or create a study group to help each other, to see others’ perspectives, and work together to master the content. This will certainly be a part of your 14hour training.

OR Get tutoring in an ACC Learning Lab at a campus near you. Using your Student ID, log in and use computer programs for math, science, etc. or request tutors using a “Tutoring Referral Form.” Check with the Lab for times when they are open and available, and start now! Link to: Learning Lab Managers at http://www.austincc.edu/tutor/contact.php.


Name __________________________ TExES Answer Sheet Content Test taken: __________

Instructions: download the study guide from ETS and take the exam in a quiet setting, with no interruptions. Print out the answer sheet from the guide (no cheating!) and compare with your answers. The trick to testing improvement is to determine what led you to choose the wrong answer, and why the correct answer should have been selected. Be aware of the competency that is being tested: the right answer to the wrong competency is wrong!

Question # Answer Comp. Why missed; why correct answer should have been selected.

Question #

Answer Comp. Why missed; why correct answer should have been selected.

1 36 2 37 3 38 4 39 5 40 6 41 7 42 8 43 9 44 10 45 11 46 12 47 13 48 14 49 15 50 16 51 17 52 18 53 19 54 20 55 21 56 22 57 23 58 24 59 25 60 26 61 27 62 28 63 29 64 30 65 31 66 32 67 33 68 34 69 35 70


Question # Answer Comp. Why missed; why correct answer should have been selected.

Question # Answer Co

mp. Why missed; why correct answer should have been selected.

71 91 72 92 73 93 74 94 75 95 76 96 77 97 78 98 79 99 80 100 81828384858687888990

Questions for TExES session/instructors:


Preparation and Review Seminars

November 15 – Nov. 22 Complete online coursework, as described online and above. Have materials ready to bring to November 22 seminar.

November 22 9:002:00 Seminars

Mathematics 48: Having studied Mathematics Essentials for Teachers, come with specific questions for Math Specialist

Science 48: Study the Science Essentials for Teachers and come with specific questions for the Science Specialist

EC4 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 as major concerns. 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.

Texts

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 PreK4 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 EC4/101 http://texes.ets.org/assets/pdf/testprep_manuals/101_generalistec_4_55004_web.pdf

Generalist 48/111 http://texes.ets.org/assets/pdf/testprep_manuals/111_generalist4_8_55007_web.pdf


Language Competency Learning Objective

Levels of Understanding: Bloom’s Taxonomy

• Identify and define vocabulary used in the hierarchy • Match action words to the appropriate level of the hierarchy; defend

answer selections

Competency 1 The Importance of Oral Language

• Define oral language • List the components of oral language • Identify activities used to strengthen oral language • Define rich language environments • Identify methods used to make rich language environments • Identify active and passive language assessments • Review 2 test question examples for this competency

Competency 2 Phonological and Phonemic Awareness

• Match phonology vocabulary to definitions • Determine effective phonological and phonemic activities and

assessments Review 2 test question examples for this competency

Competency 3 Alphabetic Principal

• Define alphabetic principal • Review relationship between letters and sound • Identify developmental stages of alphabetic skills • Identify best teaching practices • Identify motivation strategies • Review test question examples for this competency

Competency 4 Literacy Develops Over Time

• Identify the stages of literacy development and describe associated characteristics

• Identify and explain functions of print • Identify authentic literature • Explain age at which children differentiate between numbers and

letters • Define inventive spelling

Competency 5 The Worth of Word Analysis and Decoding

• Define literacy decoding, phonic analysis, diphthongs, consonant blends, and digraphs

• List and define word recognition skills • Create a word wall and identify its function • Identify use of syntax and context • Define “running records”

Competency 6 The Importance of Fluency in Reading

• Identify the developmental levels of reading fluency • List difficulties children have while reading • Define rate, fluency, prosody, and intonation • Identify 8 instructional approaches to fluency instruction

Competency 7 Reading for Understanding

• Define comprehension • Describe developmental steps for reading comprehension • Determine text format, monitoring, organization, and genre • Review test question examples for this competency

Competency 8 Comprehension Skills

• Compare comprehension and fluency • Define levels of reading comprehension • Identify the SQ3R method • Identify application of graphic organizers

Competency 9 Conventions of Writing in

• Identify the developmental levels of writing • Define the developmental levels of spelling


English • Describe the mechanics of handwriting • Recognize differences between spoken and written English

Competency 10 Written Communication is a Growth Process

• Identify the developmental stages of writing • Determine authentic writing experiences • Review process writing

Competency 11 Basic Principles of Literacy Assessment

• Identify literacy assessments and strategies • Recognize how to create instruction based on reading and writing

performance • Identify types of assessments • Review test question examples for this competency


Generalist Review EC4

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

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

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

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

3Apply, construct, illustrate, demonstrate, interview

2Comprehend, explain, interpret, classify, summarize

1Knowledge, 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 selfevaluate 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)

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 notetaking 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


2. Determine which of the following activities would best reinforce phonological and phonemic awareness. (21)

• Informal teacher/student conversations • collaborative group interactions • short minilessons on specific language

needs • one or two phoneme manipulation activities • repeated readings • discussing the context of an authentic topic

• oral conversations about a child’s experiences

• recognizing and valuing cultural differences through teacher/student conversations

• the teacher accepts ideas from students using nonstandard English then restates 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 lettersound 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 Lettersound correspondence?

Decoding?

Sight words?

First Grade Lettersound correspondence?

Decoding?

Sight words?

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


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 34 words each. (4446)

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. (4951)

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)



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 (5253)

Literal

Inferential

Evaluative

Place these words with the correct reading level • explicit • establish sequence of events • judge • analyze • implication • understand ideas • draw conclusions • evaluate

• value • predict • cause and effect • examine point of view • perspective • directly stated • identify exact details

4. Identify and explain (4757) • text format • self monitoring • text organization • genre


8 Comprehension Skills

1. Comprehension is different from fluency in what respect? (5253)


2. Identify the 5 steps of the SQ3R process (survey, question, read, recite, review) (60). List academic areas where each strategy would be used most effectively.

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, 9192)

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?

3. Define authentic assessment. (7980) ______________________________________________

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

• consistent with educational goals

• real world • fill in the blank • essay

• diverse • collaborative • meaningful • question & answer • collection

• continuous • internalized • brainstorm ideas

5. Define these reading assessment strategies in 45 words. (7980)

• 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 • observational • interviews • summative

• conferences • running records • miscue analysis • portfolio

• TAKS • criterionreferenced test • normreferenced test

7. DefineCriterionreferenced test (78)_________________________________________ Examples of a criterionreferenced test__________________________________

Normreferenced test________________________________________________ Examples of a normreferenced 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 predetermined 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 How Children Learn Math

Review the stages of math acquisition • Strands of math TEKS • Math Vocabulary • Effective questioning • Assessments • Technology uses

15

Competency 14 Geometry and Measurement Concepts

Define geometry and its place in the world • Geometric content reviewshape, angle,

dimension, symmetry, rotation, translation,

15

Competency 16 Plans with Social Science Knowledge

Review social science • Cause and effect • Bias • Propaganda • Assessment strategies • Review test question examples for this

competency

15

Competency 17 Significant Historical Events

Review definition of historical events • Time periods • Historical events shaping education • Language skills and history • Review test question examples for this

competency

15

Concept 23 Concepts of Earth and Space Science

Describes the properties of earth and space • Rocks, soils, gases, weather, Earth forces • Sun, moon, and stars • Earth’s constancy, change, cycles, and

structure

15

Concept 25 Creating and Evaluating Music

Review the concepts, processes, the creation, appreciation, and evaluation of music

• Rhythm, melody, form, timbre, tempo, pitch, and meter

• Music in society • Evaluating performances and experiences • Integration across curriculum

15

Concept 27 Physical Education Concepts and Knowledge

Review the engagement of physical education with children

• Developmentally appropriate activities • Significance and benefits of physical activity • Development of children’s motor skills • Etiquette, fair play, and positive interactions

15


12 How Children Learn Math

1. Six strands of math TEKS are (122, 91) numbers, operations, quantitative reasoning patterns, relationships, and algebraic thinking 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, 9394)

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 freeability 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

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

Onedimensional figure Line segment

Twodimensional figure Parallelogram


Threedimensional figure Prism

Draw the line of symmetry in each shape

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.

B M


4. Draw a picture that represents

1/2

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.

_______________________________________________________

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 19 ___ Neptune ___ Uranus ___ Jupiter ___ Mars ___ Earth ___ Venus ___ Mars ___ Pluto ___ Saturn


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

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.

• ______________________________________________________ • ______________________________________________________ • ______________________________________________________

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

3. Match the sport with its benefit.

Individual sports “lifetime sport” such as tennis or racquetball

Dual sports (24 players) requires cooperative interaction such as volleyball, basketball, soccer

Team sports jogging, golf, gymnastics, rope jumping


Math Students Preparation for TExES 48

You have tremendous opportunity to work with packets that already address student needs. See Tutors with Vision online page http://www.austincc.edu/teacher/tutors.php . Studying the first 3 packets will give you an excellent way to prepare for exams and the classroom. Packets are available at the Center for Teacher Certification.

• Packet 1 (Basic Training) Mathematics Essentials for Teachers • Packet 2 (Assessment) 9th Grade Math Success • Packet 3 TAKS Math Exit Success • Packet 4 Measurement • Packet 5 Evaluating Expressions • Packet 6 Solving Equations • Packet 7 Proportions • Packet 8 Scientific Notation and Exponents • Packet 9 Percentage • Packet 10 Square Roots and the Pythagorean Theorem • Packet 11 Formulas • Packet 12 Number Patterns & Sequences • Packet 13 Probability • Packet 14 Trick Questions • Packet 15 Comp Forms • Packet 16 TAKS Distracters • Packet 17 1st Steps into Algebra • Packet 18 Further Steps into Algebra

Thanks to Abel Villarreal, we have answers to the current 48 Math Composite exam on the next pages.


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.

Here are a few pointers for setting up a study group:

ü Select people who seem to share your desire to reach your academic goals. ü 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.

ü 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?

Ø 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?

Ø Come to the group meeting prepared. Read all of the readings and complete all of the assignments to the best of your ability.

Ø Question each other on the material assigned. Ø 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.

Ø Try to predict test questions. Write them down and begin to develop your own "test bank." Ø Compare notes. Maybe you need yours "filled in" or maybe you can help someone else "fill in" theirs. Ø 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? Ø 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!


Study Group Time Sheet

Date Time Start/Stop Members Attending Notes


Additional Resources

ü Beating the TExES Blues (online) ü PDF TOPT Review (online) ü Recommended Textbooks:

o Research & Education Association; TExES PPR; ISBN 0738600687 (2006 edition) o Cliff’s TExES: Generalist EC4; ISBN 076459821X o Kaplan TExES Pedagogy and Professional Responsibilities; ISBN 1419542222 o Hurley, Ryan, Booth, and Tinajero; Preparing for the TExES PPR; ISBN 013

1128035 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 exam and they may be wondering what to expect. Others may have concerns about the content covered. Then there is always the art of test taking.

Get registered, know when and where, know what to take. Arrive at least 30 minutes early. Hundreds will be converging on the same parking lot at the same time and going through the same left turn signal that is in early Saturday morning mode (two cars at a time). You can always sit in your car and review some notes, which is great idea. Leave your cell phone in the car. 99% of the hassle of getting from the parking lot to having the test in front of you is the insistence of everyone to bring their cell phone into the testing center. Why? The time to walk from the parking lot to the front door is less than 5% of the time you will stand in line to bag and tag your cell phone and run the risk of never seeing it again. Why do I harp on this? You will see.

Read carefully ahead of time what is allowed and not allowed. For math, if a calculator is allowed, bringing the maximum calculator is a tremendous advantage, especially on the 812 test. Show up well rested, thinking of nothing else, well fed, well watered, etc. You are going to sit for several hours and do nothing but 90 math problems. The tests are run just like a test in a high school classroom with monitors, no talking, and one hall pass.

The framework of the TExES exams is important. The content is clearly defined in the list. Gather good textbooks (they recommend those, too) to cover the list, and go through them weeks before the test. You might make notes or get help or simply refresh your knowledge.

Used bookstores like Half Price may have the textbooks and at a reasonable cost. Spend at least half your time working problems, don’t just read. I was surprised how many PPR questions there were on the content test. The sooner you read the entire PPR book, the better. Don’t wait for the class to cover it. Find and take as many sample tests and questions as you can.

The art of test taking is especially important for these tests. The most common wrong answers will be in the multiple choice list (4 or 5). Work every problem two different ways to verify your answer. A close guess will hit a wrong answer. They are insidious. The PPR questions are the worse because all the answers are correct, only one ismore correct. It’s not trivial pursuit: Know what they are getting at and find the answer with that issue in it. Manage your time. Skip a question rather than linger on it, and go back to these later. Do all of your work on the test booklet. As your last step before turning it in, transfer the answers to the SCANTRON and double check your transfers. Don’t fill out the scantron as you take the test. At the end, go back over all the problems at least once. Use all of the time available. The first people to leave most likely can’t work many of the problems or did not review their work. Although the test is pass/fail, principals will see how you scored on each section of the test. The higher the score, the better chance to get hired.

That’s my truculent opinion about these tests. I passed three exams between February and August 2006 (Math 48, PPR EC12, and Math 812) with high scores. The PPR exam was by far the most challenging and my lowest score even though the study materials were the most concise. SM


Preparation for the TExES Content Exams ~ 20092010 Cohort Reflection Page

How did working through this packet improve my testtaking 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.

preparation for the texes content exams for the texes content exams ... center for teacher...

Documents