- •Contents
- •Введение
- •Introduction
- •In groups of two or three discuss the following points and report back to the class on your major conclusions.
- •Vocabulary enrichment
- •Vocabulary practice
- •If you are looking for a career that will … and excite you. If you want to make a real difference in the lives of children. If you are ready to make an … on the future. Then New York needs you!
- •In groups of two or three discuss the following points and report back to the class on your major conclusions.
- •Vocabulary enrichment
- •Teacher certification from start to finish
- •In groups of two or three read the following texts, discuss them, and report back to the class on your major conclusions in order to make a procedure of teacher certification complete.
- •Applicants for Certification
- •II. Certification Summary: Types of Certificates and Licenses
- •Requirements for Certification in Specific Subject Titles
- •IV. Ways to Obtain Teacher Certification. Applying for a certificate
- •1. Say what you’ve learned from the texts about:
- •2. Decide if the following statements are true or false, and circle either the t or f. If the statement is false, write the correct answer in the space provided.
- •Vocabulary practice
- •In groups of two or three discuss the following points and report back to the class on your major conclusions.
- •Vocabulary enrichment
- •I. About the nystce
- •II. Teacher Certification Examinations: Program Overview
- •III. Citizenship/Residency Requirement
- •Say what you’ve learned from the texts about:
- •Vocabulary practice
- •In groups of two or three discuss the following points and report back to the class on your major conclusions.
- •Vocabulary enrichment
- •Vocabulary practice
- •In groups of two or three discuss the following points and report back to the class on your major conclusions.
- •Vocabulary enrichment
- •I. Last Framework & Objective
- •II. Last Preparation Techniques & Test-Taking Strategies
- •Vocabulary practice
- •In groups of two or three discuss the following points and report back to the class on your major conclusions.
- •Vocabulary enrichment
- •I. Reading Review
- •II. Writing Review. Written Analysis and Expression
- •Vocabulary practice
- •In groups of two or three discuss the following points and report back to the class on your major conclusions.
- •Vocabulary enrichment
- •I. Mathematics Test Strategies
- •II. Mathematics Review
- •Integers
- •Vocabulary practice
- •In groups of two or three discuss the following points and report back to the class on your major conclusions.
- •Vocabulary enrichment
- •I. Biology Review
- •Vocabulary practice
- •Vocabulary enrichment
- •II. Geosciences Review
- •Vocabulary practice
- •Vocabulary enrichment
- •III. Physical Sciences Review
- •Vocabulary practice
- •In groups of two or three discuss the following points and report back to the class on your major conclusions.
- •Vocabulary enrichment
- •Industrialization of America
- •I. United States History and Humanities Review
- •Industrialization of america
- •Vocabulary practice
- •Vocabulary enrichment
- •II. World History Review
- •Vocabulary practice
- •In groups of two or three discuss the following points and report back to the class on your major conclusions.
- •Visual and performing arts
- •Vocabulary enrichment
- •Visual and Performing Arts Terms Review
- •I. Visual Arts Review
- •II. Performing Arts Review
- •Vocabulary practice
- •Visual and performing arts practice items
- •In groups of two or three discuss the following points and report back to the class on your major conclusions.
- •Vocabulary enrichment
- •Interpretation
- •I. Literature Review
- •II. Communication Review
- •Information sources
- •Vocabulary practice
- •Assessment of teaching skills-written (ats-w)
- •01 Understand human developmental processes and variations, and use this understanding to foster student learning.
- •02 Understand how factors in the home, the school, and the community may affect learners; and use this knowledge to create a classroom environment within which all students can grow and learn.
- •05 Understand learning processes and apply strategies that foster student learning and promote students' active engagement in learning.
- •06 Understand curriculum development and apply knowledge of factors and processes in curricular decision making.
- •07 Understand instructional planning and apply knowledge of planning processes to design effective instruction.
- •08 Understand how to use formal and informal assessment to learn about students, plan instruction, monitor student understanding, and make instructional adjustments.
- •09 Understand principles and procedures for organizing and implementing lessons, and use this knowledge to help learners construct meaning and achieve intended outcomes.
- •10 Understand multiple approaches to instruction, and use this knowledge to facilitate learning in various situations.
- •11 Understand how motivational principles and practices can be used to promote student achievement and active engagement in learning.
- •12 Understand how to use a variety of communication modes to promote student learning and to foster a climate of trust and support in the classroom.
- •13 Understand how to structure and manage a classroom to create a climate that fosters a safe and productive learning environment.
- •14 Understand how to reflect productively on one's own practice and take advantage of various resources and opportunities for enhancing professional development and effectiveness.
- •15 Understand how to foster effective home-school relationships and school-community interactions that support student learning.
- •17 Understand the structure and organization of the New York State educational system and the role of education in the broader society.
- •Liberal arts and sciences test (last)
- •01 Use mathematical reasoning in problem-solving situations to arrive at logical conclusions and to analyze the problem-solving process.
- •02 Understand connections between mathematical representations and ideas; and use mathematical terms and representations to organize, interpret, and communicate information.
- •03 Apply knowledge of numerical, geometric, and algebraic relationships in real-world and mathematical contexts.
- •06 Understand and apply skills, principles, and procedures associated with inquiry and problem solving in the sciences.
- •07 Understand the interrelatedness of historical, geographic, cultural, economic, political, and social issues and factors.
- •08 Understand principles and assumptions underlying historical or contemporary arguments, interpretations, explanations, or developments.
- •09 Understand different perspectives and priorities underlying historical or contemporary arguments, interpretations, explanations, or developments.
- •10 Understand and apply skills, principles, and procedures associated with inquiry, problem solving, and decision making in history and the social sciences.
- •11 Understand and interpret visual representations of historical and social scientific information.
- •12 Understand elements of form and content in representations of works from the visual and performing arts from different periods and cultures.
- •21 Prepare an organized, developed composition in Edited American English in response to instructions regarding content, purpose, and audience.
- •Reading practice items
- •Mathematics practice items
- •Science practice items
- •History, humanities, and social science practice items
- •Visual and performing arts practice items
- •Literature and communication practice items
- •References
- •2 25404, Г. Барановичи, ул. Войкова, 21.
In groups of two or three discuss the following points and report back to the class on your major conclusions.
1. Can you restate a daily life problem in mathematical terms? What real-world problems do you solve using algebraic concepts and formulas?
2. Why should a teacher have a broad understanding of the fundamental concepts of mathematics to educate effectively?
3. What topics should a comprehensive subject review include to help you prepare for the Science part of the LAST?
4. Do you think you need a quick or thorough Mathematics review?
PRE-READING ACTIVITIES
Vocabulary enrichment
Mathematics Terms Review
Number Sense And Numeration
Understanding and Ordering Whole Numbers
dot
cardinal
ordinal
number line
equal to (=)
less than (<)
greater (>
)
Place Value
digit
numeral
place value chart
Positive Exponents
base
factor
scientific notation
Ordering, Comparing, Rounding Whole Numbers and Decimals
to line up
Understanding and Ordering Fractions
numerator
denominator
equivalent fraction
equivalent to (=), less than (<), greater than (>)
to cross multiply
cross product
equal
mixed number
improper fraction
Add, Subtract, Multiply, and Divide
order of operations
parenthesis
addition
subtraction
multiplication
division
equals
Number Theory
natural numbers
remainder
prime numbers
composite numbers
divisible
Real Number Systems And Subsystems
Add, Subtract, Multiply, and Divide Decimals
decimal point
decimal places
leading zeros
total number
divisor
dividend
Multiplying, Dividing, Adding, and Subtracting Fractions and Mixed Numbers
common denominator
simplest form
to invert
Square Roots
perfect squares
Ratio and Proportion
colon
Percent
percent sign
equivalency
to delete
to simplify
percent problems
Probability And Simple Statistics
Probability
occurrence
likelihood
to flip
fair coin
heads; tails
Dependent and Independent Events
outcome
a deck of cards
replacement
to affect
to pick
Statistics
set of numbers
mean (average)
median
mode
Algebra
Adding and Subtracting Integers
same/different signs
to disregard
Multiplying and Dividing Integers
product
quotient
Formulas
expression
variable
to evaluate
figure
triangle
square
rectangle
parallelogram
trapezoid
circle
cube
rectangular prism
sphere
area
volume
perimeter
radius (r)
diameter (d)
side (s)
base (b)
height (h)
length (l)
width (w)
Pythagorean formula
Equations
solution
to isolate
to substitute
to check
two-step equations
Geometry
two-dimensional
point
plane
space
line, line segment
ray
coordinate grid
ordered pairs of numbers
x, y axis
to plot
parallel, perpendicular lines
angle(s) (acute, right, obtuse; complementary, supplementary)
polygon (pentagon, hexagon, octagon)
triangle ( equilateral, isosceles, scalene)
quadrilateral (square, rhombus, rectangle, parallelogram, trapezoid)
Using Diagrams
logical connectives (all, some, none)
deductive reasoning
assumption
to draw
Measurement
Measuring with a Ruler and a Protractor
customary, metric rulers
Weight And Mass
Customary (English) Units
inch (in.)
foot (ft.)
yard (yd)
mile (mi)
weight
ounce (oz)
pound (lb)
ton (T)
capacity
cup
pint (pt)
quart (qt)
gallon (gal)
Metric System
meter, centimeter, millimeter, kilometer
mass
gram, kilogram
capacity
liter, milliliter
Time and Temperature
to partition
time zone
Fahrenheit, Celsius thermometers
READING ACTIVITIES