For Prekindergarten/Primary PK–3

Competency/Skill5Interpret professional standards set by early childhood andelementary educational organizations (e.g., National Association forthe Education of Young Children, Association for ChildhoodEducation International, National Council of Teachers of Mathematics,Southern Early Childhood Association).6Analyze the relationships among current educational issues, trends,and legislation and their impact on the field of early childhoodeducation.Analyze and apply ethical behavior and professional responsibilitiesas they relate to young children, families, colleagues, and thecommunity (e.g., Florida Educator Accomplished Practices, FloridaDepartment of Education Code of Ethics, National Association for theEducation of Young Children Code of Ethics).73Knowledge of developmentally appropriate practices1Identify and apply developmentally appropriate practices that guideeffective instruction.2Identify the components of effective organization and management,such as classroom rituals, routines, and schedules.3Identify ways to organize furniture, equipment, materials, and otherresources in an indoor or outdoor environment in order to supportearly childhood development and curricula.4Identify and analyze strategies for short- and long-term planning toset instructional goals in alignment with standards for developingteacher objectives.5Identify strategies for designing appropriate objectives anddeveloping, implementing, and assessing lesson plans.6Identify and select developmentally and/or age-appropriateinstructional materials that enrich and extend active learning.7Apply a variety of methods of flexibly grouping children for thepurposes of instruction.8Identify and apply characteristics of an integrated curriculum.9Identify characteristics of play as related to children's social,emotional, and cognitive development.10Identify strategies for building and nurturing trusting relationships withstudents.11Analyze and evaluate the use of evidence-based practices to improvestudent achievement.Prekindergarten/Primary PK–3Approx. %20%Page 9 of 50

Competency/Skill45Approx. %Knowledge of developmentally appropriate curricula12%1Analyze and select developmentally appropriate curricula that providefor all areas of child development (i.e., physical, emotional, social,linguistic, aesthetic, cognitive).2Identify strategies for facilitating the development of literal,interpretive, and critical listening and thinking skills.3Determine activities that support the development of fine and grossmotor skills.4Select and apply strategies, including the use of technology, forpresenting instruction and concepts related to health, safety, andnutrition.5Select and apply strategies, including the use of technology, forpresenting instruction and concepts related to visual arts, music,drama, and dance.6Select and apply strategies, including the use of technology, indevelopmentally appropriate ways to teach reading, mathematics,science, and social studies.7Select and apply strategies, including the use of technology, indevelopmentally appropriate ways to increase receptive andexpressive vocabulary.Knowledge of developmentally appropriate intervention strategiesand resources available to meet the needs of all students1Select and analyze evidence-based instructional strategies to adaptcurricula for children with diverse needs.2Identify characteristics of children with diverse needs in order tosupport their learning.3Identify and select resources and procedures that support childrenwith diverse needs and their families.4Identify characteristics of children at risk for school failure and selectappropriate intervention strategies for these children.5Identify major trends in educating children with exceptionalities andincorporate such trends in early childhood settings as appropriate.6Select and apply appropriate strategies for working with children whoare in foster care and children who are migrant, transient, orphaned,or homeless.7Identify ways for accessing and appropriately using health informationto monitor children's medical needs (e.g., medications for allergies)and/or other health impairments.Page 10 of 5015%Prekindergarten/Primary PK–3

Competency/Skill678Identify needs for, and methods of, collaboration with otherprofessionals in order to positively impact student learning.9Identify programs, curricula, and activities that address the languageneeds of children and their families with limited English proficiency.Knowledge of diagnosis, assessment, and evaluation1Select and apply developmentally appropriate, reliable, and validformal and informal screening, progress monitoring, and diagnosticinstruments and procedures that measure specific characteristics.2Identify procedures for accurately establishing, maintaining, and usingformal and informal student records.3Interpret formal and informal assessment data to make instructionaldecisions about the educational needs of children.4Identify procedures for appropriately using authentic assessments(e.g., portfolios, observations, journals) to plan instruction that furtherdevelops a child's level of learning and interest.5Identify procedures and legal requirements that provide for productivefamily conferences or home visits, regarding the assessment,education, and development of children, in accordance with dueprocess (e.g., IEP, RtI) and confidentiality.6Identify methods of observing, facilitating, and extending children'splay to practice newly acquired abilities (e.g., through problemsolving, imitation, persistence, and creativity).7Identify different types of assessments (e.g., norm-referenced,criterion-referenced, diagnostic, curriculum-based) and the purposesof each.8Identify and apply appropriate processes for monitoring strugglingstudents (e.g., RtI, tiered interventions) and planning andimplementing intervention strategies.Knowledge of child guidance and classroom behavioral management1Identify and analyze developmentally appropriate components of apositive and effective classroom behavioral management system.2Apply developmentally appropriate positive strategies for guidingchildren's behavior and responding to challenging behaviors.3Identify opportunities for promoting children's positive self-conceptand self-esteem, prosocial skills, and social-emotional developmentthrough interaction with peers and familiar adults.4Select developmentally appropriate problem-solving strategies forconflict resolution, self-regulatory behavior, and social interaction.Prekindergarten/Primary PK–3Approx. %14%13%Page 11 of 50

Competency/SkillApprox. %5Select and analyze appropriate strategies for teaching characterdevelopment to young children.6Identify the roles of early childhood professionals in collaboration withother professionals (e.g., social workers, school counselors,community liaisons) in helping children and their families cope withstressors.LANGUAGE ARTS AND READING12Knowledge of literacy and literacy instruction24%1Identify the content of emergent literacy (e.g., oral languagedevelopment, phonological awareness, alphabet knowledge,concepts of print, motivation, written language development).2Identify common emergent literacy difficulties and apply strategies forprevention and intervention.3Apply various approaches for developing emergent and early literacyskills (e.g., oral language and listening, phonological awareness,alphabet knowledge, background knowledge, concepts of print).4Identify appropriate emergent and early literacy activities.5Select specific instructional methods (e.g., whole group, small group,explicit, systematic) for developing emergent literacy.6Identify the components of and techniques for creating a print-richenvironment reflecting diverse cultures and the impact of such anenvironment on classroom instruction.7Analyze the structure (e.g., small group, whole group) andcomponents (e.g., vocabulary, phonics) of a balanced literacyprogram.8Apply instructional approaches and strategies for teachinginformational literacy skills (e.g., reading labels, signs, newspapers).9Identify effective methods and strategies to integrate reading, writing,speaking, listening, viewing, and presenting across the curriculum.10Determine effective techniques for motivating students to engage inacademic and personal reading (e.g., student interest in texts, studentreading goals, student self-selection of texts).Knowledge of fiction and nonfiction genres including readinginformational texts (e.g., literary nonfiction, historical, scientific, andtechnical texts)120%Select literature (e.g., pattern books, concept books) from a variety ofnarrative texts that build language skills and concept development.Page 12 of 50Prekindergarten/Primary PK–3

Competency/Skill32Identify and distinguish the elements of various literary genres andformats of prose and poetry (e.g., multicultural literature, fables,legends, biographies, realistic fiction, fantasy).3Analyze and compare literature with common themes written fromdifferent viewpoints and cultural perspectives.4Identify instructional approaches and apply strategies for developingliterary analysis (e.g., story-mapping, plot structure, elements ofliterary devices).5Select appropriate techniques for encouraging students to respond toliterature and informational texts in a variety of ways (e.g., retelling,dramatizing, writing).6Identify a variety of uses and purposes for multiple representations ofinformation (e.g., maps, timelines, charts, tables, graphs, pictures,print and nonprint media).7Identify instructional methods and strategies (e.g., using graphicorganizers, summarizing, oral questioning, inferring) for facilitatingstudents' reading comprehension across the curriculum.8Identify and appropriately use text structures (e.g., cause and effect,chronological order, compare and contrast) to develop studentcomprehension.9Identify informational text features and their purposes (e.g., index,glossary, heading/subheading, table of contents, bibliography,references).Knowledge of reading foundational skills1Identify appropriate stages of word recognition (e.g., pre-alphabetic,partial-alphabetic, full-alphabetic) and cueing strategies (e.g.,graphophonic, syntactic, semantic) that effective readers use in thedecoding process.2Identify the components of reading fluency (i.e., accuracy,automaticity, rate, prosody).3Select instructional methods and strategies for increasing vocabularyacquisition and development (e.g., concept maps, morphemic andcontextual analysis) across the curriculum.4Select effective instructional methods for teaching essentialcomprehension skills (e.g., main idea, supporting details, author'spurpose, inference).5Apply instructional strategies (e.g., utilizing graphic organizers,activating background knowledge) for helping students comprehendcontent area texts.Prekindergarten/Primary PK–3Approx. %24%Page 13 of 50

Competency/Skill45Approx. %6Identify instructional strategies (e.g., making connections,questioning, summarizing) for developing critical thinking skills (e.g.,critiquing, analyzing, problem-solving).7Select and apply instructional methods for developing reading fluency(e.g., practice with high-frequency words, timed readings, repeatedreadings).8Apply effective reading strategies to comprehend complex literatureand informational texts (e.g., stories, drama, poetry, biographies,technical texts).Knowledge of language elements used for effective oral and writtencommunication1Distinguish among the developmental stages of writing (e.g., drawing,scribbling, letter-like formations, strings of letters).2Identify developmentally appropriate writing strategies for developingconcepts of print and conventions, including spelling and punctuation.3Determine the stages of the writing process (e.g., prewriting, editing,publishing).4Identify and distinguish characteristics of various modes of writing(e.g., narrative, expository, persuasive, descriptive).5Select and analyze the appropriate mode of writing for a variety ofoccasions, purposes and audiences, and use textual support, readerresponse, and research as needed.6Identify developmentally appropriate strategies for enhancing writer’scraft (e.g., supporting details, dialogue, transition words).7Determine effective strategies for comprehension and collaboration(e.g., following multiple-step directions, following group rules,participating in group discussions).8Identify key elements in students’ presentations of ideas (e.g., visualand digital components, organization of ideas, clarity of thought).9Analyze the increasing complexity of conventions of English (e.g.,common prepositions, personal and possessive pronouns, compoundand complex sentences).10Compare characteristics and uses of formal and informal language(e.g., oral, written).Knowledge of assessments to inform literacy instruction122%10%Identify appropriate oral and written methods for assessing individualstudent progress in reading and writing (e.g., fluency probes,conferencing, rubrics, running records, portfolios).Page 14 of 50Prekindergarten/Primary PK–3

Competency/Skill2Approx. %Interpret and analyze data from informal and formal readingassessments using qualitative and quantitative measures (e.g.,screening, progress monitoring, diagnostic) to guide differentiatedinstruction.MATHEMATICSThe test center will provide a reference sheet.12Knowledge of effective mathematics instruction1Identify and analyze developmentally appropriate strategies forpresenting mathematical concepts progressing from concrete to semiconcrete to abstract.2Identify and apply related mathematical concepts, computation,problem-solving, and reasoning.3Identify and analyze opportunities and strategies to integratemathematics with other subject areas.4Identify mathematical concepts appropriate for the PreK–3 curriculum.5Select and apply the appropriate use of available tools, includingtechnology (e.g., interactive white boards, computers) andmanipulatives in teaching mathematics.6Identify the use of mathematical practices to promote critical thinking(e.g., construct viable arguments, make use of structure, expressregularity in repeated reasoning).7Select and analyze uses of a variety of assessments to planinstruction.8Select and analyze structured experiences for small and large groupsof students according to mathematical concepts.9Identify and analyze attitudes and dispositions underlyingmathematical thinking.Knowledge of algebraic thinking1Identify and extend simple number and nonnumeric repeating andgrowing patterns using words, variables, tables, and graphs.2Determine and apply the concepts of equality and inequality in realworld situations (e.g., balancing and comparing quantities).3Identify and apply function rules using addition and subtraction (e.g.,input-output machines, tables).4Identify and analyze appropriate instructional strategies (e.g., draw apicture, make a table, act it out) to facilitate student understanding ofproblem solving.Prekindergarten/Primary PK–323%16%Page 15 of 50

Competency/Skill345Approx. %Knowledge of number concepts and operations in base ten1Identify the cardinal number for a set, various ways to count efficiently(e.g., counting by ones, skip counting, counting on, countingbackwards, counting collections), and ordinal numbers.2Identify pre-number concepts, 1-to-1 correspondence, conservation ofnumbers, constructing sets to match given criteria, and rote counting.3Use knowledge of place value to name, compare, and flexiblyrepresent numbers in base ten (e.g., 22 2 tens and 2 ones, 1 tenand 12 ones, or 22 ones).4Use place value (e.g., flexibility of numbers) and properties ofoperations (i.e., commutative, associative, distributive, identity) tosolve problems involving addition and subtraction of multi-digitnumbers and multiplication facts through 100.5Differentiate between problem-solving strategies that use models,properties of operations, and the inverse relationship of operations.6Use area, set, and linear fraction models (e.g., number lines) torepresent fractions, including fractions greater than one.7Relate the size of the fractional part to the number of equal-sizedpieces in the whole.8Use models to represent equivalent fractions, including fractionsgreater than one, and numerical representation of equivalents (e.g.,1/2 2/4 3/6, the same amount is shaded in the whole).Knowledge of measurement and data collection and analysis1Identify the use of measurable attributes and the appropriate use ofmetric and customary units to measure and compare length, area,perimeter, and volume.2Identify effective instructional activities for estimating, telling, andwriting time; calculating elapsed time; and counting money.3Select effective methods to organize, represent, and interpret data(e.g., bar graphs, line plots).4Solve problems analyzing data sets, drawing conclusions, andmaking predictions.Knowledge of geometric and spatial concepts30%15%16%1 Identify and classify two-dimensional and three-dimensional shapesaccording to defining attributes (e.g., number of sides, length of sides,measure of angles).Page 16 of 50Prekindergarten/Primary PK–3

Competency/Skill2Identify the composition of a complex figure using basic twodimensional and three-dimensional shapes (e.g., squares, circles,triangles, spheres, cones, prisms).3Analyze and distinguish examples of symmetry and non-symmetry intwo dimensions.4Identify spatial concepts (e.g., above, below, hidden view, through)and vocabulary (e.g., line, angle, ray, plane) useful for teachinggeometry in real-world situations.Approx. %SCIENCE1Knowledge of effective science instruction1Analyze developmentally appropriate strategi

Section 3 includes suggestions for improving your performance on the examination. Refer to field-specific references. Section 6 includes an annotated bibliography listing general references keyed to the competencies and skills used to develop this subject area test. Page 4 of 50 . Preki