
- •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.
21 Prepare an organized, developed composition in Edited American English in response to instructions regarding content, purpose, and audience.
For example:
• expressing and supporting views on an issue of current concern
• responding to an opinion or viewpoint presented in an excerpt
• synthesizing information presented in two or more excerpts
• comparing and contrasting information presented in two or more excerpts
APPENDIX C
Reading practice items
While becoming a teacher, I spent most of my time with books. I read books about the subjects I would teach in school and books that explained how to teach the subjects. As a new teacher, I relied on books to help my students learn. But I learned, and now the basis for my teaching is to help students apply what they have learned to the real world.
1. Which of the following would most likely be the next line of this passage?
(A) The world is a dangerous and intimidating place; be wary of it.
(B) Children should be taught to seek whatever the world has to offer.
(C) A teacher has to be in the world, not just study about the world.
(D) But you can't forget about books.
2. Which of the following is the underlying moral of this passage?
(A) Teaching art is very rewarding.
(B) Children learn a lot from field trips.
(C) There is much to be said for teachers who think of their students’ experiences first.
(D) Firsthand experiences are important for children's learning and development.
The American alligator is found in Florida and Georgia, and has also been reported in other states, including North and South Carolina. Weighing in at more than 400 pounds, the length of an adult alligator is twice that of its tail. Adult alligators eat fish and small mammals while young alligators prefer insects, shrimp, and frogs.
An untrained person may mistake a crocodile for an alligator. Crocodiles are found in the same areas as alligators and both have prominent snouts with many teeth. The crocodile has a long thin snout with teeth in both jaws. The alligator's snout is wider with teeth only in the upper jaw.
3. Which of the following would be a good title for this passage?
(A) Large Reptiles.
(B) Eating Habits of Alligators.
(C) The American Alligator.
(D) How Alligators and Crocodiles Differ.
4. Which of the following would be a way to distinguish an alligator from a crocodile?
(A) Number of teeth.
(B) Shape of snout.
(C) Habitat.
(D) Diet.
5. Which of the following best describes the purpose of the passage?
(A) All animals are noteworthy.
(B) Reptiles are interesting animals.
(C) To educate readers about differences in similar animals.
(D) To describe the life cycle of wetland creatures.
Remove the jack from the trunk. Set the jack under the car. Use the jack to raise the car. Remove the lug nuts. Remove the tire and replace it with the doughnut. Reset the lug nuts loosely and use the jack to lower the chassis to the ground. Tighten the lug nuts once the tire is touching the ground.
6. Which of the following is the main idea of this passage?
(A) Using a jack.
(B) Changing a tire on a car.
(C) Maintaining a car.
(D) Following directions.
Farmers and animals are fighting over rain forests. The farmers are clearing the forests and driving out the animals to make room for crops. If this battle continues, the rain forest will disappear. Both the farmers and the animals win lose, and the soil in the cleared forest will form a hard crust.
Of course, there are global implications as well. Clearing the forests increases the amount of carbon dioxide in the atmosphere. The most promising solution to the problems caused by clearing the rain forests is the education of the local farmers.
7. Which information below is not provided in the passage?
(A) Reasons the animals are being run out.
(B) Reasons the farmers need more land.
(C) Effects of lost rain forests.
(D) Ways that people can help globally.
8. What most likely would the opinion of the author be about wildlife conservation?
(A) All animals must fend for themselves.
(B) Damage to the earth affects both people and animals.
(C) Our greatest resource on earth is the human intellect.
(D) Testing products on animals is a practice that should be outlawed.
APPENDIX D