NEW YORK STATE TEACHER CERTIFICATION EXAMINATIONS- MULTI-SUBJECT (1-6):
ASSESSMENT DESIGN
This assessment consists of three parts, administered as three separate tests.
Sample Question:
1. A method of teaching students to read by correlating sounds with letters or groups of letters in an alphabetic writing system. Children are taught, for example, that the letter n represents the sound /n/, and that it is the first letter in words such as more, nice and new.
Ans: Phonics
2. The use of phonemes to process spoken and written language. The broad category of phonological processing includes phonological awareness, phonological working memory, and phonological retrieval.
Ans: Phonological Processing
3. Awareness of the sound structure of a language and the ability to consciously analyse and manipulate this structure via a range of tasks, such as speech sound segmentation and blending at the word, onset-rime, syllable, and phonemic levels.
Ans: Phonological Awareness
4. Word awareness
Responsiveness to rhyme and alliteration during word play
syllable awareness
onset and rime
Ans: Development of phonological Awareness
5. Tracking the words in sentences. Knowledge that words have meaning. (less important to teach directly)
Strategy: read-aloud, alphabet
Ans: Word awareness
6. Enjoying and reciting learned rhyming words or alliterative phrases in familiar storybooks or nursery rhymes.
Strategy: poetry books, alphabet chants, picture flashcards w/ objects whose names rhyme.
Ans: responsiveness to rhyme and alliteration during word play
7. Counting, tapping, blending, or segmenting a word into syllables.
Strategy: Flashcards w/objects whose names contain different numbers of syllables.
Ans: Syllable awareness
8. Onset is the initial consonant in a one-syllable word. Rime includes the remaining sounds, including the vowel and any sounds that follow. The ability to produce a rhyming word depends on understanding that rhyming words have the same rime. recognising a rhyme is much easier than producing a rhyme.
Ans: onset and rime manipulation
9. This is the student's awareness of the smallest units of sound in a word. It also refers to a student's ability to segment, blend, and manipulate these units.
- Identify and match the initial sounds in words, then the final and middle sounds (e.g. "which picture begins with /m/?"; Find another picture that ends in /r/").
- Segment and produce the initial sound, then the final and middle sounds (e.g. "What sound does zoo start with?"; Say the last sound in milk"; "Say the vowel sound in rope").
- Blend sounds into words (e.g. "Listen: /f/ / e//t/. say it fast").
-segment the phonemes in two- or three sound words, moving to four- and five sound words as the student becomes proficient (e.g. "The word is eyes. Stretch and say the sounds: /I//z/)".
- Manipulate phonemes by removing, adding, or substituting sounds (e.g. "Say smoke without the /m/)".
strategy: listening to alliterative passages, blending and segmenting words, and manipulating sounds in words through substitution, deletion and addition of phonemics. Elkonin boxes are provided for tactile blending and segmenting activities.
Ans: Phonemic awareness
10. Involves storing phoneme information in a temporary, short-term memory store. This phonemic information is then readily available for manipulation during phonological awareness tasks.
Ans: Phonological Working Memory
11. Phonological retrival is the ability to recall the phonemes associated with specific graphemes, which can be assessed by rapid naming tasks.
Ans: Phonological retrieval
12. Tasks that tap into phonological processing, such as phoneme manipulation tasks (say "cat" without the kuh). have proven to be some of the strongest correlates of learning to read.
Ans: Phoneme manipulation task (strategy)
13. Defined as "the ability to form, store, and access orthographic representation." Orthography is the methodology of writing a language, which primarily consists of spelling, but includes, contractions and capitalisation.
Ans: orthographic processing
14. Encode the meaning of a word and relate it to similar words with similar meaning.
Ans: semantic processing
15. The order and arragement of words in phrases and sentences; you might depend in part on syntactic processing to know the difference between "The cat is on the mat" and "The mat is on the cat."
Ans: syntactic processing
Part One:
Literacy and English Language Arts and
The selected-response items are designed with the expectation of a
response time of up to 60 minutes, and the constructed-response item is designed
with the expectation of a response time of up to 60 minutes.
Part Two:
Mathematics are newly developed tests.
The selected-response items are designed with the expectation of a
response time of up to 75 minutes, and the constructed-response item is designed
with the expectation of a response time of up to 60 minutes.
Part Three:
Arts and Sciences is a test using content from the previously administered Multi-
Subject Content Specialty Test (CST) (field 002).
The selected-response items are designed with the expectation of a
response time of up to 60 minutes.
In order to pass the overall assessment,
candidates are required to achieve a score that meets or exceeds a separate performance
standard for each part. Part Three is shared by all four Multi-Subject assessments;
therefore, candidates seeking Multi-Subject certificates for more than one grade level need
to pass Part Three only once.
ASSESSMENT FRAMEWORK
Part One:
Literacy and English Language Arts
Knowledge of Literacy & Language Arts
Instruction in Foundational Literacy Skills
Instruction in English Language Arts
Analysis, Synthesis, and Application
Part Two:
Mathematics
Number and Operations
Ratios and Proportional Relationships and Number Systems
Algebra, Measurement, Geometry, and Data
Instruction in Mathematics
Analysis, Synthesis, and Application
Part Three:
Arts and Sciences
Science and Technology
Social Studies
Fine Arts, Health and Fitness, Family and Consumer Science, and Career Development
The New York State Multi-Subject educator has the knowledge and skills necessary to
teach effectively in New York State public schools. The teacher draws on knowledge of
principles and relationships in the life and physical sciences for scientific inquiry and
understands the interconnectedness of science, engineering, and technology. The
teacher uses the perspectives of the social sciences to analyze historical events and the
contemporary world; interprets works of art by using knowledge of a variety of forms,
techniques, and cultural contexts; understands the principles and practices essential to
personal health, fitness, and safety; and can apply skills and concepts related to child
development, family and interpersonal relationships, personal resources management,
and career development.
As used in this document, the term "research-based" refers to those practices that have
been shown to be effective in improving learner outcomes through systematic observation
or experiment, rigorous data analysis, ability to replicate results, and publication in a peer-
reviewed journal. "Evidence-based" refers to strategies empirically shown to improve
learner outcomes, though not necessarily based on systematic experiments or published
in a peer-reviewed journal.
KNOWLEDGE OF LITERACY & LANGUAGE ARTS
Performance Expectations
An effective Grade 1–Grade 6 Multi-Subject teacher has a deep understanding of language
and literacy foundations, including an understanding of language and literacy development,
individual variation in language and literacy development, principles and practices of literacy
assessment and effective instruction, and language structures and processes in literacy.
The teacher has a deep understanding of text structures in reading, writing, listening and
speaking, including an understanding of characteristics, elements, and features of a range of
text types in literature and informational text written for children, writing purposes and text
types (e.g., arguments, informative/explanatory texts, narratives), and language and
communication skills related to speaking and listening for different purposes in an academic
setting.
1.1 Knowledge of Language and Literacy Development
Performance Indicators
a. Demonstrates knowledge of language processing involved in proficient reading and
writing, including phonological, orthographic, semantic, syntactic, and discourse processing
b. Demonstrates knowledge of language and literacy development, including major
components of reading development (e.g., phonemic awareness, phonics,
vocabulary, fluency, and text comprehension) and stages of development in oral
language, phonological awareness, word reading, spelling, fluency, text
comprehension, language structures, and written expression
c. Demonstrates knowledge of individual variation in literacy development, including
knowledge of specific reading difficulties, and knowledge of cognitive, behavioral,
environmental, social, cultural, technological, and linguistic factors affecting
language and literacy development
d. Demonstrates knowledge of principles and practices of literacy assessment (e.g., screening, diagnostic, and progress-monitoring assessments) and essential
elements of effective literacy instruction, including systematic, explicit instruction;
ongoing assessment; and integrated activities in reading, writing, speaking, and
listening to reinforce instruction
e. Demonstrates knowledge of language structures important to decoding, encoding, and recognizing words, including knowledge of phonemes (e.g., vowels and
consonants, similar and contrasting features) and orthography (e.g., grapheme-
phoneme correspondence, historical influences on English morphology and
spelling, common spelling patterns, irregular words, six basic syllable types in English)
FIELD 221: PART ONE: LITERACY AND ENGLISH LANGUAGE ARTS
f. demonstrates knowledge of language structures important to comprehending
words and sentences, including knowledge of English morphology (e.g., common
inflections, prefixes, and suffixes; Anglo-Saxon, Latin, and Greek morphemes in
English), semantic word relationships (e.g., antonyms, multiple-meaning words),
and syntactic categories (i.e., parts of speech) and structures (e.g., phrases,
sentences)
1.2 Knowledge of English Language Arts
Performance Indicators
a. Demonstrates knowledge of characteristics, elements, and features of a range of
text types in children's literature from a broad range of cultures and periods,
including stories (e.g., folktales, legends, fables, fantasy, realistic fiction, myths),
drama, poetry, and multimedia versions of texts
b. Demonstrates knowledge of characteristics, elements, and features of a range of
text types in informational text from a broad range of cultures and periods,
including literary nonfiction (e.g., biographies and autobiographies), books about
history, social studies, science, and the arts; and technical texts (e.g., directions,
forms; information displayed in graphs, charts, maps; digital sources)
applies knowledge of visual literacy and effective viewing to analyze, evaluate, and
integrate information and ideas presented in diverse media or formats, including
print and nonprint
c. Applies knowledge of effective writing to analyze and evaluate opinion pieces and
arguments, including knowledge of rhetorical features, stylistic features,
organizational structures, and key elements and characteristics of this text type
applies knowledge of effective writing to analyze and evaluate
informative/explanatory texts, including knowledge of rhetorical features, stylistic
features, organizational structures, and key elements and characteristics of this
text type
d. Applies knowledge of effective writing to analyze and evaluate narratives, including
knowledge of rhetorical features, stylistic features, organizational structures, and
key elements and characteristics of this text type
e. Analyzes and evaluates the elements, characteristics, and features of effective
communication and collaboration in academic discussions with diverse partners
(e.g., effective preparation and focus, discussion rules and strategies, recognition
of diverse perspectives and cultural backgrounds).
f. analyzes and evaluates elements of an effective oral presentation that support
listener comprehension and analysis (e.g., expressing ideas with clarity and
precision, sequencing ideas logically, using multimedia or visual displays),
including features of spoken language (e.g., word choice, rate, pitch, tone, volume)
and nonverbal cues (e.g., body language, facial expressions) that affect a
speaker's ability to communicate effectively
demonstrates knowledge of how language functions in different communicative
contexts, including differences in grammar, usage, and meaning in different
varieties of English (e.g., academic English, standard English, varieties of
vernacular English) and language choices that affect meaning and style in written
or spoken discourse
COMPETENCY 0002—INSTRUCTION IN FOUNDATIONAL LITERACY SKILLS
Performance Expectations
An effective Grade 1–Grade 6 Multi-Subject teacher is skilled in providing instruction for
students from grade 1 through grade 6 that promotes their development of decoding skills,
fluency, vocabulary and language knowledge and skills, and independent text
comprehension skills. The teacher applies knowledge of effective assessment and data-
driven instruction in print concepts, phonological awareness, and phonemic awareness (a
particular type of phonological awareness); phonics, word recognition, and reading fluency;
vocabulary and language knowledge and skills; and text comprehension skills and strategies.
The teacher applies knowledge of dimensions of text complexity and factors affecting text
comprehension development to selection of appropriate materials for literacy instruction.
The teacher plans developmentally appropriate data-driven instruction in foundational
reading skills that meets the learning needs of students from grade 1 through grade 6.
2.1 Instruction in Print Concepts and Phonological Awareness
Performance Indicators
applies knowledge of factors affecting students' development of print concepts and
phonological awareness
demonstrates understanding of the importance of print concepts and phonemic
awareness (a type of phonological awareness) in learning to read English,
including their relationship to the development of later reading skills
applies knowledge of the developmental continuum of phonological- and
phonemic-awareness skills.
demonstrates understanding of NYSLS grade-specific standards in print concepts
for Grade 1–Grade 6 and applies knowledge of developmentally appropriate,
research- and evidence-based assessment and instructional practices to promote
students' understanding of print concepts, including functions of print, letter
knowledge, and the organization and basic features of print
demonstrates understanding of NYSLS grade-specific standards in phonological
awareness with respect to words, syllables, and onsets and rimes for Grade 1–
Grade 6 and applies knowledge of developmentally appropriate, research- and
evidence-based assessment and instructional practices to promote students'
understanding of and skills in phonological awareness (e.g., blending onsets and
rimes)
demonstrates understanding of NYSLS grade-specific standards in phonological
awareness with respect to phonemic awareness for Grade 1–Grade 6 and applies
knowledge of developmentally appropriate, research- and evidence-based
assessment and instructional practices to promote students' understanding of and
skills in phonemic awareness (e.g., segmenting phonemes)
2.2 Instruction in Phonics, Word Recognition, and Fluency
Performance Indicators
applies knowledge of factors affecting students' development of decoding skills and
reading fluency
demonstrates understanding of the importance of the alphabetic principle in
learning to read English and the reciprocity between decoding and encoding skills
demonstrates understanding of fluency development, including the role of
automaticity in reading comprehension and fluency development, and key
indicators of fluency
demonstrates understanding of NYSLS grade-specific standards in phonics and
word recognition pertaining to phonics and syllabication for Grade 1–Grade 6 and
applies knowledge of developmentally appropriate, research- and evidence-based
assessment and instructional practices to promote students' development of grade-
level phonics skills, including knowledge of the continuum of phonics skills from
sounding out VC and CVC words letter by letter to decoding regular words of
increasing complexity and/or containing less common phonics patterns to decoding
multisyllabic words that follow basic syllable patterns.
demonstrates understanding of NYSLS grade-specific standards in phonics and
word recognition pertaining to structural analysis for Grade 1–Grade 6 and applies
knowledge of developmentally appropriate, research- and evidence-based
assessment and instructional practices to promote students' development of grade-
level word analysis skills for decoding words with inflectional endings and words
containing common prefixes and suffixes
demonstrates understanding of NYSLS grade-specific standards in phonics and
word recognition pertaining to automaticity and sight words for Grade 1–Grade 6
and applies knowledge of developmentally appropriate, research- and evidence-
based assessment and instructional practices to promote students' automaticity
and skill in reading high-frequency words and grade-appropriate irregularly spelled
words by sight, including principles for selecting regular and irregular words for
sight-word instruction
demonstrates understanding of NYSLS grade-specific standards in fluency for
Grade 1–Grade 6 and applies knowledge of developmentally appropriate,
research- and evidence-based assessment and instructional practices to promote
students' reading fluency development with respect to accuracy, appropriate rate,
and expression
2.3 Instruction in Language Knowledge and Vocabulary
Performance Indicators
demonstrates understanding of how providing children with a broad range of
academic experiences in reading, writing, listening, and speaking promotes their
command of standard English grammar and conventions and their development of
robust vocabularies, including understanding of the importance of incremental,
repeated exposures to words in different contexts and opportunities to use new
vocabulary and standard English language structures in a variety of modalities
applies knowledge of factors that affect students' developing command of the
conventions of standard English grammar and usage when reading, writing,
listening, and speaking
applies knowledge of factors that affect students' vocabulary development
(e.g., the importance of early oral language and content experiences; the role of
exposure to written language through listening to and reading a wide variety of
texts) and the importance of vocabulary knowledge to text comprehension and
academic achievement
demonstrates understanding of NYSLS grade-specific standards in conventions of
standard English and knowledge of language for Grade 1–Grade 6 and the
relationship of these standards to the development of college and career readiness
in language knowledge and conventions of standard English by the end of
grade 12.
applies knowledge of developmentally appropriate assessment and data-driven
instructional practices to promote students' command of standard English grammar
and usage when writing or speaking
applies knowledge of developmentally appropriate assessment and data-driven
instructional practices to promote students' command of standard English
capitalization, punctuation, and spelling when writing
applies knowledge of developmentally appropriate assessment and data-driven
instructional practices to promote students' knowledge and command of varieties of
English and language choices in reading, writing, speaking, and listening
demonstrates understanding of NYSLS grade-specific standards in vocabulary
acquisition and use for Grade 1–Grade 6 and the relationship of these standards to
the development of college and career readiness in vocabulary by the end of
grade 12
applies knowledge of developmentally appropriate, research- and evidence-based
instructional practices in word study, including the development of word
consciousness; instruction in general academic words (Tier Two) and domain-
specific words (Tier Three); building background knowledge as a base for
vocabulary development; building students' understanding of figurative language,
word relationships, and nuances of word meanings; and building vocabulary
knowledge related to specific texts
applies knowledge of developmentally appropriate, research- and evidence-based
instructional practices for providing opportunities to hear, read, and use new
vocabulary in a variety of meaningful contexts to develop depth of understanding of
words
applies knowledge of developmentally appropriate, research- and evidence-based
instructional practices in independent word-learning strategies (e.g., using
structural analysis, context clues, classroom resources)
2.4 Text Complexity and Instruction in Text Comprehension
Performance Indicators
applies knowledge of factors affecting students' development of text
comprehension (e.g., vocabulary, background content knowledge, decoding skills,
reading fluency)
demonstrates understanding of how emergent text comprehension relates to
comprehension skills that are the focus of instruction in later grades and to
essential college and career readiness text-comprehension skills.
demonstrates knowledge of the role of background knowledge in text
comprehension and strategies for planning a content-rich, text-rich classroom
environment and for promoting independent reading of a wide range of text types
and genres to support text comprehension through the development of academic
background knowledge
demonstrates understanding of how daily teacher read-alouds of a range of text
types and genres support development of text comprehension
demonstrates understanding of the role of academic conversations in
comprehension development and applies knowledge of strategies for planning and
facilitating purposeful academic conversations focused on the meaning and
content of texts
demonstrates understanding of the role of asking a range of cognitively complex
questions that require students to respond by using text-based evidence
applies knowledge of strategies for scaffolding and extending students' discussions
of text content, their responses to a text, and their purposeful engagement in group
reading activities
applies knowledge of strategies for using instruction in listening comprehension to
support the development of emerging reading comprehension skills and strategies
applies knowledge of quantitative tools and measures for evaluating text
complexity
applies knowledge of qualitative dimensions of complexity in texts (e.g., purpose,
levels of meaning, clarity, background knowledge demands)
applies knowledge of reader variables (e.g., motivation, background knowledge,
experiences) and task variables (e.g., purpose and complexity of the task) when
matching reader to the text and task
applies knowledge of text complexity in the selection of texts that are appropriate
for supporting student learning goals
applies knowledge of assessments of factors that affect listening and reading
comprehension and strategies for applying the results to plan appropriate
comprehension instruction and interventions.
Performance Expectations
An effective Grade 1–Grade 6 Multi-Subject teacher is skilled in providing instruction for
students from grade 1 through grade 6 that promotes their development of proficient reading,
writing, speaking, and listening skills leading to college and career readiness by the end of
grade 12. The teacher provides effective assessment and data-driven instruction in
analyzing, evaluating, and integrating ideas and information from literature and informational
text; in writing different types of text, writing processes, and research skills; and in academic
speaking and listening skills. The teacher applies knowledge of factors that affect the
development of reading, writing, speaking, and listening skills to plan developmentally
appropriate instruction in English language arts that meets the learning needs of students
from grade 1 through grade 6.
3.1 Instruction in Reading Literature and Informational Text
Performance Indicators
demonstrates understanding of NYSLS grade-specific standards in reading
literature and informational text for Grade 1–Grade 6 and the relationship of these
standards to the development of college and career readiness in reading by the
end of grade 12
applies knowledge of developmentally appropriate, research- and evidence-based
assessment and instructional practices to promote students' comprehension and
analysis of key ideas and details in literature and informational text
applies knowledge of developmentally appropriate, research- and evidence-based
assessment and instructional practices to promote students' understanding and
analysis of craft and structure in literature and informational text
applies knowledge of developmentally appropriate, research- and evidence-based
assessment and instructional practices to promote students' development of skills
for integrating, analyzing, and evaluating knowledge and ideas from literary and
informational text
applies knowledge of developmentally appropriate, research- and evidence-based
assessment and instructional practices to promote students' development of
independent strategies that support reading or listening to literature and
informational text with purpose and understanding (e.g., making and verifying
predictions, visualizing, making connections)
applies knowledge of developmentally appropriate, research- and evidence-based
assessment and instructional practices to promote students' development of skills
for responding to literature.
Instruction in Writing
Performance Indicators
demonstrates understanding of NYSLS grade-specific standards in writing for
Grade 1–Grade 6 and the relationship of these standards to the development of
writing knowledge and skills leading to college and career readiness in writing by
the end of grade 12
demonstrates knowledge of strategies for planning concrete experiences and
activities and creating a text-rich classroom environment that promotes
understanding and application of writing functions and conventions
applies knowledge of developmentally appropriate assessment and data-driven
instructional practices to promote students' skill in composing pieces corresponding
to specific text types (e.g., opinion pieces, argument, informative/explanatory
writing, narrative writing), using text-based evidence as appropriate
applies knowledge of developmentally appropriate assessment and data-driven
instructional practices to promote students' skill in composing and presenting
responses to literature, using text-based evidence as appropriate
applies knowledge of developmentally appropriate assessment and data-driven
instructional practices to promote students' skill in processes and strategies for
producing and distributing writing
applies knowledge of developmentally appropriate assessment and data-driven
instructional practices to develop students' skill in conducting research and
presenting knowledge
applies knowledge of developmentally appropriate assessment and data-driven
instructional practices to promote students' skill in using digital tools in research
and in composing and presenting written and multimedia texts
3.3 Instruction in Speaking and Listening
Performance Indicators
demonstrates understanding of NYSLS grade-specific standards in speaking and
listening for Grade 1–Grade 6 and the relationship of these standards to the
development of college and career readiness in speaking and listening skills by the
end of grade 12
demonstrates understanding of the importance of providing children with
opportunities to express ideas using a variety of media and formats (e.g., songs,
drama, illustrations, technology)
demonstrates understanding of the special role of speaking and listening in early
literacy development and the importance of providing experiences using oral
language purposefully and regularly in the classroom.
applies knowledge of strategies for planning a collegial, literate environment that
promotes students' participation and collaboration in classroom conversations
(i.e., an environment that reflects and values cultural and language diversity and a
variety of perspectives, supports involvement of family and community members in
students' language and literacy development, and promotes respect for students at
all levels of language and literacy development)
applies knowledge of strategies for promoting students' ability to facilitate mutual
understanding and effective communication in collaborative conversations between
individuals with different perspectives or cultural backgrounds
applies knowledge of developmentally appropriate assessment and data-driven
instructional practices to promote students' development of oral communication
skills, nonverbal communication skills, and listening skills that support their
comprehension of and participation in collaborative conversations
applies knowledge of developmentally appropriate assessment and data-driven
instructional practices to promote students' skill in using listening strategies that are
appropriate for given contexts and purposes
applies knowledge of developmentally appropriate assessment and data-driven
instructional practices to promote students' skill in presenting knowledge and ideas
to various audiences and for various purposes
applies knowledge of developmentally appropriate assessment and data-driven
instructional practices to promote students' skill in strategies for integrating and
evaluating information presented in diverse media and formats (e.g., visually,
quantitatively, orally) and for making strategic use of digital media and visual
representations to support their oral presentations of knowledge and ideas
COMPETENCY 0004—ANALYSIS, SYNTHESIS, AND APPLICATION
Performance Expectations
An effective Grade 1–Grade 6 Multi-Subject teacher applies relevant knowledge of content
and pedagogical content knowledge in reading, writing, listening, speaking, language
knowledge and conventions, and vocabulary acquisition to analyze and synthesize literacy
assessment data about an individual student that are provided from multiple sources (e.g., a
transcript of a student's oral reading performance, a transcript of a conversation about a
reading passage between a student and a teacher, a student's writing sample, a teacher's
observational notes, standardized test results) and to plan appropriate instruction for the
student based on that analysis.
Performance Indicators
analyzes, interprets, synthesizes, and discusses accurately and appropriately the
results of literacy assessments for an individual student.
FIELD 222: PART TWO: MATHEMATICS
COMPETENCY 0001—NUMBER AND OPERATIONS
Performance Expectations
The New York State Grade 1–Grade 6 Multi-Subject teacher demonstrates deep knowledge
of number and operations and algebraic thinking. The teacher interprets arithmetic as a
coherent and logical subject that makes sense and demonstrates understanding of how
operations used for whole numbers and fractions form the basis for further work in algebra.
The teacher applies operations and algebraic thinking to model and solve problems and
works accurately with numbers and algebraic expressions and equations. The teacher
interprets numbers and the base-ten system as a coherent and logical set of ideas; extends
the properties of whole numbers and number operations to fractions; and analyzes
properties of fractions, decimals, and percents. The teacher applies understanding of place
value and properties of operations to justify algorithms; works accurately with whole
numbers, fractions, decimals, and percents; and uses numbers and operations to model and
solve mathematical and real-world problems.
1.1 Operations and Algebraic Thinking
Performance Indicators
applies operations and relationships between operations (e.g., division as an
unknown factor problem)
analyzes properties of factors and multiples
applies strategies for writing and interpreting numerical expressions
generates and analyzes patterns and relationships and identifies apparent features
of patterns that are not explicit in the rule used to generate them
applies and extends principles of arithmetic and the order of operations to algebraic
expressions, equations, and inequalities
uses properties of operations to generate equivalent expressions
analyzes and solves linear equations and inequalities and pairs of simultaneous
linear equations
solves mathematical and real-world problems using numerical and algebraic
expressions and equations
1.2 Number and Operations—Base Ten and Fractions
Performance Indicators
demonstrates knowledge of place value
applies understanding of place value and properties of operations to round, add,
subtract, multiply, and divide multidigit numbers
Copyright © 2017 New York State Education Department.
Permission is granted to make copies of this document for noncommercial use by educators. Please refer to the
cover page for additional information on the assessment design and framework.
221/222/245-18
FIELDS 221/222/245: MULTI-SUBJECT: TEACHERS OF
CHILDHOOD (GRADE 1–GRADE 6)
ASSESSMENT FRAMEWORK
FIELD 222: PART TWO: MATHEMATICS
Authorized for Distribution by the New York State Education Department
analyzes decimal notation and compares decimals, decimal fractions, and fractions
justifies computational algorithms
analyzes and performs operations with decimals
applies number theory concepts (e.g., primes, divisibility, factors, least common
multiple, greatest common factor)
extends number operations to fractions and performs operations on fractions
applies properties of signed rational numbers, ordering, and the absolute value of
rational numbers
applies and extends understanding of operations with fractions to add, subtract,
multiply, and divide rational numbers
solves mathematical and real-world problems involving the four basic operations
with rational numbers, including the use of the distributive law to justify properties
of rational numbers
COMPETENCY 0002—RATIOS AND PROPORTIONAL RELATIONSHIPS AND
NUMBER SYSTEMS
Performance Expectations
The New York State Grade 1–Grade 6 Multi-Subject teacher demonstrates deep knowledge
of ratios and proportional relationships. The teacher applies connections between
multiplication and division and ratios and rates, as well as connections between ratios and
proportional reasoning, linear equations, and concepts of measurement and geometry. The
teacher analyzes properties of whole, rational, and real numbers and interprets the real
number system as an extension of the rational numbers. The teacher works accurately with
ratios and proportional relationships and rational numbers and uses them to model and solve
mathematical and real-world problems.
2.1 Ratios and Proportional Relationships
Performance Indicators
solves unit rate problems, including those involving unit pricing; constant speed;
and ratios of lengths, areas, and other quantities measured in like or unlike units
interprets percents of a quantity as a rate per 100 and solves mathematical and
real-world problems involving percents
identifies the constant of proportionality in tables, graphs, equations, diagrams, and
verbal descriptions of proportional relationships
represents proportional relationships by equations
Copyright © 2017 New York State Education Department.
Permission is granted to make copies of this document for noncommercial use by educators. Please refer to the
cover page for additional information on the assessment design and framework.
221/222/245-19
FIELDS 221/222/245: MULTI-SUBJECT: TEACHERS OF
CHILDHOOD (GRADE 1–GRADE 6)
ASSESSMENT FRAMEWORK
FIELD 222: PART TWO: MATHEMATICS
Authorized for Distribution by the New York State Education Department
explains and analyzes the relationships between graphs of proportional
relationships in terms of the situation represented by the relationship
uses proportional relationships to solve multistep ratio and percent problems
(e.g., simple interest rates, commissions, percent increase or decrease, percent
error)
analyzes the connections between proportional relationships, lines, and linear
equations
uses similar triangles to explain why the slope is the same between any two distinct
points on a nonvertical line in the coordinate plane and graphs and analyzes linear
equations
2.2 Rational and Real Number Systems
Performance Indicators
applies knowledge of numbers that are not rational and finds rational
approximations of irrational numbers
applies properties of repeating decimal expansions and converts between
repeating decimal expansions and rational numbers
analyzes and applies properties of integer exponents and extends them to rational
exponents
analyzes how the definition and meaning of rational exponents allows for extending
the properties of integer exponents
rewrites expressions involving radicals and rational exponents by using the
properties of exponents
uses square roots and cube roots to represent solutions to problems and equations
performs operations with numbers expressed in scientific notation
uses properties of rational and irrational numbers
uses units as a way to understand problems and to guide the solution of multistep
problems and chooses and interprets units consistently in formulas
Copyright © 2017 New York State Education Department.
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cover page for additional information on the assessment design and framework.
221/222/245-20
FIELDS 221/222/245: MULTI-SUBJECT: TEACHERS OF
CHILDHOOD (GRADE 1–GRADE 6)
ASSESSMENT FRAMEWORK
FIELD 222: PART TWO: MATHEMATICS
Authorized for Distribution by the New York State Education Department
COMPETENCY 0003—ALGEBRA, MEASUREMENT, GEOMETRY, AND DATA
Performance Expectations
The New York State Grade 1–Grade 6 Multi-Subject teacher demonstrates knowledge of the
structure of algebraic expressions, how algebraic manipulations are governed by properties
of operations and exponents, the nature of solutions to equations, and reasoning processes
for manipulating expressions and solving equations. The teacher analyzes functions, uses
expressions to define functions, applies properties of functions, and analyzes graphs. The
teacher uses algebra to model and solve problems and demonstrates skill and accuracy in
working with algebraic expressions, equations, and functions. The teacher demonstrates
deep knowledge of measurement and geometry and interprets geometry as a system based
on precise definitions and mathematical reasoning. The teacher works with and interprets
data, uses measures of center and variability, and draws inferences from data distributions.
The teacher applies knowledge of probability to analyze chance events and understands
how statistics and chance processes are used to make inferences. The teacher applies
measurement, geometry, and data concepts to model and solve mathematical and real-world
problems.
3.1 Algebra
Performance Indicators
understands the vocabulary of mathematical expressions (e.g., terms, factors,
coefficients) and interprets their structures
writes expressions in equivalent forms to solve problems (e.g., factor quadratic
expressions, complete the square, use properties of exponents)
performs arithmetic of polynomials and understands the relationship between zeros
and factors of polynomials
creates equations and inequalities in one variable and uses them to solve
mathematical and real-world problems (e.g., based on verbal descriptions, tables,
graphs), including equations that arise from linear, quadratic, and simple rational
and exponential functions
creates equations in two or more variables to represent relationships between
quantities and analyzes graphs of equations on coordinate axes
uses systems of equations or inequalities to represent situations, including
constraints (e.g., uses inequalities to represent nutritional and cost constraints on
combinations of different foods)
analyzes solving equations as a process of reasoning, explains the reasoning,
solves equations and inequalities in one variable, and solves systems of equations
in two variables
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cover page for additional information on the assessment design and framework.
221/222/245-21
FIELDS 221/222/245: MULTI-SUBJECT: TEACHERS OF
CHILDHOOD (GRADE 1–GRADE 6)
ASSESSMENT FRAMEWORK
FIELD 222: PART TWO: MATHEMATICS
Authorized for Distribution by the New York State Education Department
applies the concept of a function, identifies the range and domain of a function, and
uses function notation appropriately
interprets functions that arise in applications in terms of the context and analyzes
key features of functions (e.g., intercepts, intervals where the function is
increasing, relative maximums or minimums, zeros, asymptotes, end behavior)
analyzes functions (e.g., linear, quadratic, square root, piecewise, polynomial,
exponential, logarithmic) using different representations, such as graphs, verbal
descriptions, equivalent algebraic forms, and numeric tables
constructs and compares linear, quadratic, and exponential models and
distinguishes between those situations (mathematical and real-world) that can be
modeled with linear functions and those that can be modeled with exponential
functions
3.2 Measurement and Geometry
Performance Indicators
analyzes attributes of shapes, including symmetry and properties of their lines and
angles
solves problems involving measurement and conversions of measurement units
solves mathematical and real-world problems involving angle measure, perimeter,
area, surface area, and volume
solves problems involving congruence and analyzes congruence in terms of a
sequence of transformations (e.g., rotations, reflections, and translations)
graphs points and shapes on the coordinate plane to solve mathematical and real-
world problems
applies the Pythagorean theorem to solve a variety of problems, including distance
problems in the coordinate plane
solves problems involving similarity and analyzes similarity in terms of scale factors
and similarity transformations
3.3 Data, Statistics, and Probability
Performance Indicators
represents, analyzes, and solves problems with data presented in various forms
(e.g., line plots, bar graphs, picture graphs)
demonstrates knowledge of statistical variability and measures and summarizes
and describes data distributions (e.g., number lines, dot plots, histograms, box
plots)
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cover page for additional information on the assessment design and framework.
221/222/245-22
FIELDS 221/222/245: MULTI-SUBJECT: TEACHERS OF
CHILDHOOD (GRADE 1–GRADE 6)
ASSESSMENT FRAMEWORK
FIELD 222: PART TWO: MATHEMATICS
Authorized for Distribution by the New York State Education Department
demonstrates knowledge of the use of random sampling to draw inferences about
a population
draws informal or comparative inferences about two populations using data
distributions and measures of center (e.g., mean, median) and variability
(e.g., interquartile range, mean absolute deviation, standard deviation)
investigates chance processes and develops, uses, and evaluates probability
models (e.g., independent and dependent events)
investigates patterns of association in bivariate data using scatter plots, linear
models, and two-way tables
COMPETENCY 0004—INSTRUCTION IN MATHEMATICS
Performance Expectations
The New York State Grade 1–Grade 6 Multi-Subject teacher applies knowledge of how
students learn number concepts, operations, and algebraic thinking; fractions and ratios; and
proportional relationships. The teacher applies knowledge of how students develop
measurement and spatial reasoning concepts and skills related to data collection and
interpretation. The teacher provides a rich variety of focused strategies (e.g., moving from
concrete to abstract; using multiple representations; explaining, connecting, and critiquing
ideas) for promoting students' understanding, confidence, perseverance, and fluency in
these areas. The focused strategies include explicitly teaching mathematical language that
students need for mathematical practice, performance, and success. The teacher uses
assessment data to differentiate instruction.
4.1 Instruction in Number and Operations and Algebraic Thinking
Performance Indicators
applies strategies for teaching properties of whole numbers, counting, methods for
composing and decomposing numbers, and multiple ways of representing numbers
demonstrates knowledge of strategies for teaching place value concepts
demonstrates knowledge of strategies that build understanding of the equal sign
and the meaning of equations
applies strategies for developing students' fluency with number operations
applies strategies for teaching operations and the relationship between operations
(e.g., division as an unknown factor problem)
applies methods for teaching how to represent and solve one- and two-step
problems involving addition, subtraction, multiplication, and division
FIELDS 221/222/245: MULTI-SUBJECT: TEACHERS OF
CHILDHOOD (GRADE 1–GRADE 6)
ASSESSMENT FRAMEWORK
FIELD 222: PART TWO: MATHEMATICS
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221/222/245-23
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applies methods for teaching how to round, add, subtract, multiply, and divide
multidigit numbers
applies strategies for teaching and justifying computational algorithms
applies methods for extending students' understanding of numbers to the system of
rational numbers, including concepts associated with ordering, absolute value, and
negative numbers
applies strategies for extending students' understanding of arithmetic and the order
of operations to algebraic expressions
applies strategies for teaching the meaning of equations and inequalities and how
to solve them
applies strategies for teaching how to use variables to represent and analyze
relationships between dependent and independent variables
4.2 Instruction in Fractions and Ratios and Proportional Relationships
Performance Indicators
applies methods for teaching how to develop understanding of fractions as
numbers
applies strategies for extending understanding of fraction equivalence and ordering
demonstrates knowledge of strategies for teaching how to build fractions from unit
fractions by applying and extending understanding of operations of whole numbers
demonstrates knowledge of strategies for teaching decimal notation for fractions
and for performing operations with decimals
demonstrates knowledge of strategies for teaching the use of equivalent fractions
as a strategy to add and subtract fractions
applies strategies for teaching concepts of rate, ratio, unit rates, ratio language,
and ratio relationships and for teaching connections between multiplication,
division, ratio, rates, and fractions
analyzes strategies for teaching the use of ratio and rate reasoning to solve real-
world and mathematical problems (e.g., by reasoning about tables of equivalent
ratios, tape diagrams, double number line diagrams, equations, pairs of values
plotted in the coordinate plane)
demonstrates knowledge of strategies for teaching how to use ratio reasoning to
convert measurement units
applies techniques for teaching unit rate problems, including those involving unit
pricing and constant speed, and for teaching ratios of lengths, areas, and other
quantities measured in like or unlike units
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cover page for additional information on the assessment design and framework.
221/222/245-24
FIELDS 221/222/245: MULTI-SUBJECT: TEACHERS OF
CHILDHOOD (GRADE 1–GRADE 6)
ASSESSMENT FRAMEWORK
FIELD 222: PART TWO: MATHEMATICS
Authorized for Distribution by the New York State Education Department
4.3 Instruction in Measurement and Data
Performance Indicators
applies strategies for teaching how to describe and compare measurable attributes
applies strategies for teaching how to classify and count objects in categories
demonstrates knowledge of strategies for teaching how to measure indirectly by
iterating length units and how to measure and estimate lengths in standard units
applies strategies for relating addition and subtraction to length and for relating
multiplication and addition to area
applies strategies for teaching how to compare, create, and compose shapes and
how to analyze attributes of shapes, including symmetry and properties of their
lines and angles
selects strategies for teaching how to tell and write time and work with money
applies strategies for teaching how to classify objects and generate and represent
measurement data
applies strategies for teaching concepts of perimeter, area, and volume and their
relationships to number operations
applies strategies for teaching how to generate and represent measurement data
and to solve problems with data (e.g., using line plots, bar graphs, or picture
graphs)
applies strategies for developing understanding of statistical concepts
(e.g., statistical variability, data collection, measures of center, shapes of data
distributions)
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Permission is granted to make copies of this document for noncommercial use by educators. Please refer to the
cover page for additional information on the assessment design and framework.
221/222/245-25
FIELDS 221/222/245: MULTI-SUBJECT: TEACHERS OF
CHILDHOOD (GRADE 1–GRADE 6)
ASSESSMENT FRAMEWORK
FIELD 222: PART TWO: MATHEMATICS
Authorized for Distribution by the New York State Education Department
COMPETENCY 0005—ANALYSIS, SYNTHESIS, AND APPLICATION
Performance Expectations
The New York State Grade 1–Grade 6 Multi-Subject teacher accurately and effectively
applies relevant content knowledge and pedagogical content knowledge in number and
operations, operations and algebraic thinking, fractions, ratios and proportional reasoning,
and measurement and data to analyze and synthesize assessment data about an individual
student, identify conceptual or procedural errors, and provide a well-reasoned and accurate
analysis of the student's mathematical knowledge. The teacher uses the assessment results
and knowledge of how students learn to present an appropriate instructional approach that
meets the needs of the student.
Performance Indicators
analyzes and interprets samples of a student's work and other assessment data to
monitor student progress and determine a student's strengths and areas of need in
mathematics
demonstrates knowledge of the content by identifying and analyzing any errors or
misconceptions in work samples
describes appropriate and effective content-specific instructional strategies,
activities, or interventions to address a student's identified needs
demonstrates the ability to generate real-world scenarios that illustrate specific
mathematical concepts
demonstrates the ability to justify the effectiveness of selected instructional
strategies, activities, or interventions for promoting a student's mathematical
understanding
FIELDS 221/222/245: MULTI-SUBJECT: TEACHERS OF
CHILDHOOD (GRADE 1–GRADE 6)
ASSESSMENT FRAMEWORK
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cover page for additional information on the assessment design and framework.
221/222/245-26
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FIELD 245: PART THREE: ARTS AND SCIENCES
COMPETENCY 0001—SCIENCE AND TECHNOLOGY
Performance Expectations
The New York State Multi-Subject teacher demonstrates knowledge of the processes of
scientific inquiry and investigations; concepts, principles, and theories pertaining to the
physical setting and the living environment; technology and engineering design; and
common themes that connect mathematics, science, and technology.
1.1 Understand and apply the principles and processes of scientific inquiry and
investigation.
Performance Indicators
formulates hypotheses based on reasoning and preliminary results or information
evaluates the soundness and feasibility of a proposed scientific investigation
applies mathematical rules or formulas (including basic statistics) to analyze given
experimental or observational data
interprets data presented in one or more graphs, charts, or tables to determine
patterns or relationships
evaluates the validity of a scientific conclusion in a given situation
applies procedures for the safe and appropriate use of equipment and the care and
humane treatment of animals in the laboratory
1.2 Understand and apply concepts, principles, and theories pertaining to the
physical setting (including Earth science, chemistry, and physics).
Performance Indicators
analyzes interactions between the Earth, the Moon, and the Sun (e.g., seasonal
changes, the phases of the Moon)
analyzes the effects of interactions between components of air, water, and land
(e.g., weather, volcanism, erosion)
distinguishes between physical and chemical properties of matter and between
physical and chemical changes in matter
distinguishes between forms of energy and identifies the transformations of energy
observed in everyday life
analyzes the effects of forces on objects in given situations
infers the physical science principle (e.g., effects of common forces, conservation
of energy) illustrated in a given situation
FIELDS 221/222/245: MULTI-SUBJECT: TEACHERS OF
CHILDHOOD (GRADE 1–GRADE 6)
ASSESSMENT FRAMEWORK
FIELD 245: PART THREE: ARTS AND SCIENCES
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1.3 Understand and apply concepts, principles, and theories pertaining to the
living environment.
Performance Indicators
recognizes the characteristics of living things and common life processes
analyzes processes that contribute to the continuity of life (e.g., reproduction and
development, inheritance of genetic information)
analyzes the factors that contribute to change in organisms and species over time
compares the ways in which a variety of organisms carry out basic life functions
and maintain dynamic equilibrium (e.g., obtaining nutrients, maintaining water
balance)
analyzes the effects of environmental conditions (e.g., temperature, availability of
water and sunlight) on living organisms and the relationships between plants and
animals within a community
infers the life science principle (e.g., adaptation, homeostasis) illustrated in a given
situation
1.4 Apply knowledge of technology and the principles of engineering design.
Performance Indicators
demonstrates an understanding of technological systems (e.g., transportation
system) and the principles on which technological systems are constructed (e.g.,
the use of component subsystems)
analyzes the roles of modeling and optimization in the engineering design process
evaluates a proposed technological solution to a given problem or need
applies criteria for selecting tools, materials, and other resources to design and
construct a technological product or service
recognizes appropriate tests of a given technological solution
analyzes the positive and negative effects of technology on individuals, society,
and the environment
FIELDS 221/222/245: MULTI-SUBJECT: TEACHERS OF
CHILDHOOD (GRADE 1–GRADE 6)
ASSESSMENT FRAMEWORK
FIELD 245: PART THREE: ARTS AND SCIENCES
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1.5 Understand the relationships between and the common themes that connect
mathematics, science, and technology, and the application of knowledge and skills in
these disciplines to other areas of learning.
Performance Indicators
makes connections between the common themes of mathematics, science, and
technology (e.g., systems, models, magnitude and scale, equilibrium and stability,
patterns of change)
applies principles of mathematics, science, and technology to model a given
situation (e.g., the movement of energy and nutrients between a food chain and the
physical environment)
applies principles of mathematics, science, and technology to explore phenomena
from other areas of learning (e.g., applying statistical methodologies to examine
census data)
designs solutions to problems in the physical and social worlds, using
mathematical, scientific, and technological reasoning and procedures
analyzes the effects of human activities (e.g., burning fossil fuels, clear-cutting
forests) on the environment and evaluates the use of science and technology in
solving problems related to these effects
COMPETENCY 0002—SOCIAL STUDIES
Performance Expectations
The New York State Multi-Subject teacher demonstrates understanding of major ideas, eras,
themes, developments, and turning points in the history of New York State, the United
States, and the world; geographic concepts and phenomena and the interrelationships of
geography, society, and culture; human development and interactions; economic and
political principles and systems; the roles, rights, and responsibilities of citizenship in the
United States; and skills related to social studies, including gathering, organizing, mapping,
evaluating, interpreting, and displaying information.
2.1 Understand major ideas, eras, themes, developments, and turning points in the
history of New York State, the United States, and the world.
Performance Indicators
defines important conceptual terms (e.g., racism, nation-state, nationalism,
feudalism) and uses them to analyze general historical phenomena and specific
historical events
FIELDS 221/222/245: MULTI-SUBJECT: TEACHERS OF
CHILDHOOD (GRADE 1–GRADE 6)
ASSESSMENT FRAMEWORK
FIELD 245: PART THREE: ARTS AND SCIENCES
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221/222/245-29
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analyzes the social effects of major developments in human history (e.g., the
agricultural revolution, the scientific revolution, the industrial revolution, the
information revolution)
understands major political, social, economic, and geographic characteristics of
ancient civilizations and the connections and interactions between these
civilizations
examines reasons for organizing periods of history in different ways and compares
alternative interpretations of key events and issues in New York State, United
States, and world history
analyzes the effects of European contact with indigenous cultures and the effects
of European settlement on New York State and the Northeast
analyzes how the roles and contributions of individuals and groups helped shape
United States social, political, economic, cultural, and religious life
2.2 Understand geographic concepts and phenomena and analyze the
interrelationships of geography, society, and culture in the development of New York
State, the United States, and the world.
Performance Indicators
defines important geographic terms and concepts (e.g., habitat, resource, cultural
diffusion, ecology) and uses them to analyze various geographic issues, problems,
and phenomena
demonstrates an understanding of the six essential elements of geography: the
world in spatial terms, places and regions, physical settings, human systems,
environment and society, and the use of geography
recognizes physical characteristics of the Earth's surface and the continual
reshaping of it by physical processes (e.g., how weather, climate, and the water
cycle influence different regions)
analyzes the development and interaction of social, political, cultural, and religious
systems in different regions of New York State, the United States, and the world
examines ways in which economic, environmental, and cultural factors influence
demographic change and interprets geographic relationships, such as population
density and spatial distribution patterns
analyzes the impact of human activity on the physical environment (e.g., industrial
development, population growth, deforestation)
FIELDS 221/222/245: MULTI-SUBJECT: TEACHERS OF
CHILDHOOD (GRADE 1–GRADE 6)
ASSESSMENT FRAMEWORK
FIELD 245: PART THREE: ARTS AND SCIENCES
recognizes how language, literature, the arts, media, architecture, traditions,
beliefs, values, and behaviors influence and/or reflect the development and
transmission of culture
analyzes the roles and functions of social groups and institutions in the United
States (e.g., ethnic groups, schools, religions) and their influence on individual and
group interactions
analyzes why individuals and groups hold different or competing points of view on
issues, events, or historical developments
understands the processes of social and cultural change
2.4 Understand economic and political principles, concepts, and systems, and
relate this knowledge to historical and contemporary developments in New York State,
the United States, and the world.
Performance Indicators
defines important economic and political terms and concepts (e.g., scarcity,
opportunity cost, supply and demand, productivity, power, natural rights, checks
and balances) and uses them to analyze general phenomena and specific issues
analyzes the basic structure, fundamental ideas, accomplishments, and problems
of the United States economic system
recognizes and compares basic characteristics of major models of economic
organization (e.g., traditional, market, command) and various governmental
systems (e.g., democratic, authoritarian)
analyzes values, principles, concepts, and key features of American constitutional
democracy (e.g., individual freedom, separation of powers, due process,
federalism)
compares different perspectives regarding economic and political issues and
policies in New York State and the United States (e.g., taxing and spending
decisions)
FIELDS 221/222/245: MULTI-SUBJECT: TEACHERS OF
CHILDHOOD (GRADE 1–GRADE 6)
ASSESSMENT FRAMEWORK
FIELD 245: PART THREE: ARTS AND SCIENCES
Authorized for Distribution by the New York State Education Department
analyzes ways in which the United States has influenced other nations (e.g., in the
development of democratic principles and human rights) and how other nations
have influenced United States politics and culture
2.5 Understand the roles, rights, and responsibilities of citizenship in the United
States and the skills, knowledge, and attitudes necessary for successful participation
in civic life.
Performance Indicators
analyzes the personal and political rights guaranteed in the Declaration of
Independence, the United States Constitution, the Constitution of the State of New
York, and major civil rights legislation
recognizes the core values of the United States democratic system (e.g., justice,
honesty, the rule of law, self-discipline, due process, equality, majority rule, respect
for minority rights)
demonstrates an understanding of the United States election process and the roles
of political parties, pressure groups, and special interests in the United States
political system
explains what citizenship means in a democratic society and analyzes the ways in
which citizens participate in and influence the political process in the United States
(e.g., the role of public opinion and citizen action groups in shaping public policy)
examines the rights, responsibilities, and privileges of individuals in relation to
family, social group, career, community, and nation
analyzes factors that have expanded or limited the role of the individual in United
States political life during the twentieth century (e.g., female suffrage, Jim Crow
laws, growth of presidential primaries, role of the media in political elections)
2.6 Understand and apply skills related to social studies, including gathering,
organizing, mapping, evaluating, interpreting, and displaying information.
Performance Indicators
evaluates the appropriateness of various resources and research methods for
meeting specified information needs (e.g., atlas, bibliography, almanac, database,
survey, poll) and applies procedures for retrieving information using traditional
resources and current technologies (e.g., CD-ROM, the Internet)
demonstrates an understanding of concepts, tools, and technologies for mapping
information about the spatial distribution of people, places, and environments (e.g.,
mapping grids, latitude and longitude, the advantages and limitations of different
types of maps and map projections)
FIELDS 221/222/245: MULTI-SUBJECT: TEACHERS OF
CHILDHOOD (GRADE 1–GRADE 6)
ASSESSMENT FRAMEWORK
FIELD 245: PART THREE: ARTS AND SCIENCES
Authorized for Distribution by the New York State Education Department
analyzes information in social studies materials (e.g., identifying central themes in
important historical speeches or documents, distinguishing fact from opinion,
evaluating multiple points of view in policy debates)
interprets information presented in one or more graphic representations (e.g.,
graph, table, map) and translates written or graphic information from one form to
the other
summarizes the purpose or point of view of a historical narrative
COMPETENCY 0003—FINE ARTS, HEALTH AND FITNESS, FAMILY AND
CONSUMER SCIENCE, AND CAREER DEVELOPMENT
Performance Expectations
The New York State Multi-Subject teacher demonstrates understanding of the concepts,
techniques, and materials of visual arts, music, theater, and dance, including cultural
dimensions; principles and practices of health and safety; concepts and practices of physical
education and health-related fitness; concepts and practices related to child development
and care and knowledge of family and interpersonal relationships; skills and procedures
related to consumer economics and resource management; and knowledge of career
development and workplace skills, behaviors, and responsibilities.
3.1 Understand the concepts, techniques, and materials of the visual arts; analyze
works of visual art; and understand the cultural dimensions and contributions of the
visual arts.
Performance Indicators
identifies basic elements (e.g., line, color) and principles (e.g., unity, balance) of art
and recognizes how they are used to communicate meaning in works of art
analyzes two-dimensional and three-dimensional works of art in terms of their
visual and sensory characteristics
applies knowledge of the characteristics of various art media (e.g., two-
dimensional, three-dimensional, electronic) to select a medium appropriate for a
given artistic purpose or intent
applies knowledge of basic tools and techniques for working with various materials
(e.g., clay, textiles, wood)
analyzes how works of art reflect the cultures in which they were produced (e.g.,
materials or techniques used, subject matter, style)
compares works of art of different cultures, eras, and artists in terms of
characteristics such as theme, imagery, and style
FIELDS 221/222/245: MULTI-SUBJECT: TEACHERS OF
CHILDHOOD (GRADE 1–GRADE 6)
ASSESSMENT FRAMEWORK
FIELD 245: PART THREE: ARTS AND SCIENCES
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3.2 Understand concepts, techniques, and materials for producing, listening to,
and responding to music; analyze works of music; and understand the cultural
dimensions and contributions of music.
Performance Indicators
compares various types of instruments (e.g., strings, percussion, woodwind, brass,
electronic) in terms of the sounds they produce
defines and applies common musical terms (e.g., pitch, tempo)
uses basic scientific concepts to explain how music-related sound is produced,
transmitted through air, and received by listeners
relates characteristics of music (e.g., rhythm, beat) to musical effects produced
recognizes basic technical skills that musicians must develop to produce an
aesthetically acceptable performance (e.g., manual dexterity, breathing techniques,
knowledge of musical notation)
analyzes how different cultures have created music reflective of their histories and
societies (e.g., call-and-response songs, ballads, work songs, folk songs)
3.3 Understand concepts, techniques, and materials related to theater and dance;
analyze works of drama and dance; and understand the cultural dimensions and
contributions of drama and dance.
Performance Indicators
compares dramatic and theatrical forms and their characteristics (e.g., pantomime,
improvisation)
relates types of dance (e.g., ballet, folk, modern) to their characteristic forms of
movement, expressive qualities, and cultural origins
analyzes how technical aspects of performance (e.g., costumes, props, lighting)
affect the message or overall impression created by a performance
recognizes how language, voice, gesture, and movement are used to develop
character and create interaction between performers in theatrical productions
analyzes ways in which different cultures have used drama and dance (e.g., to
teach moral lessons, to preserve cultural traditions, to affirm the sense of
community, to entertain)
FIELDS 221/222/245: MULTI-SUBJECT: TEACHERS OF
CHILDHOOD (GRADE 1–GRADE 6)
ASSESSMENT FRAMEWORK
FIELD 245: PART THREE: ARTS AND SCIENCES
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3.4 Understand basic principles and practices of personal, interpersonal, and
community health and safety; and apply related knowledge and skills (e.g., decision
making, problem solving) to promote personal well-being.
Performance Indicators
identifies common health problems and explains how they can be prevented,
detected, and treated
recognizes the basic knowledge and skills necessary to support positive health
choices and behaviors
applies decision-making and problem-solving skills and procedures in individual
and group situations (e.g., situations related to personal well-being, self-esteem,
and interpersonal relationships)
recognizes basic principles of good nutrition and uses them to plan a diet that
accommodates nutritional needs, activity level, and optimal weight
analyzes contemporary health-related issues (e.g., HIV, teenage pregnancy,
suicide, substance abuse) in terms of their causes, effects, and significance for
individuals, families, and society and evaluates strategies for their prevention
interprets advertising claims for health-care products and services and
distinguishes between valid and invalid health information
analyzes environmental conditions and their impact upon personal and community
health and safety
3.5 Understand physical education concepts and practices related to the
development of personal living skills.
Performance Indicators
recognizes sequences and characteristics of physical development throughout the
various developmental levels
demonstrates knowledge of activities that promote the development of motor skills
(e.g., locomotor, manipulative, body mechanics) and perceptual awareness skills
(e.g., body awareness, spatial and directional awareness)
applies safety concepts and practices associated with physical activities
(e.g., doing warm-up exercises, wearing protective equipment)
understands skills necessary for successful participation in given sports and
activities (e.g., spatial orientation, eye-hand coordination, movement)
analyzes ways in which participation in individual or group sports or physical
activities can promote personal living skills (e.g., self-discipline, respect for self and
others, resource management) and interpersonal skills (e.g., cooperation,
sportsmanship, leadership, teamwork, communication)
FIELDS 221/222/245: MULTI-SUBJECT: TEACHERS OF
CHILDHOOD (GRADE 1–GRADE 6)
ASSESSMENT FRAMEWORK
FIELD 245: PART THREE: ARTS AND SCIENCES
Copyright © 2017 New York State Education Department.
Permission is granted to make copies of this document for noncommercial use by educators. Please refer to the
cover page for additional information on the assessment design and framework.
221/222/245-35
Authorized for Distribution by the New York State Education Department
3.6 Understand health-related physical fitness concepts and practices.
Performance Indicators
recognizes components, functions, and common disorders of the major body
systems
demonstrates knowledge of basic components of physical fitness (e.g., strength,
endurance, flexibility) and applies principles of training
applies strategies for developing a personal fitness plan based on self-assessment,
goal setting, and an understanding of physiological changes that result from
training
analyzes the relationship between lifelong physical activity and the prevention of
illness, disease, and premature death
applies knowledge of principles and activities for developing and maintaining
cardiorespiratory endurance, muscular strength, flexibility, and levels of body
composition that promote good health
3.7 Understand concepts and practices related to child development and care and
apply knowledge of family and interpersonal relationships.
Performance Indicators
recognizes stages and characteristics of physical, cognitive, social, and emotional
development during infancy, childhood, and adolescence
demonstrates knowledge of children's physical, dietary, and hygienic needs (e.g.,
nutritional guidelines, dental care, proper washing procedures) and applies
developmentally appropriate methods for promoting self-care during childhood
identifies causes of common childhood accidents and health-care emergencies and
applies physical care and safety guidelines for caregivers of infants, toddlers, and
preschool and school-age children
analyzes factors that affect decisions about whether and when to have children and
recognizes ways to prepare for the responsibilities of parenthood
demonstrates knowledge of family structure (e.g., extended, blended, single
parent, dual career), roles and responsibilities of family members, and the
functions of families in society
recognizes the types and characteristics of interpersonal relationships and
analyzes decision-making processes related to interpersonal relationships
examines social and cultural influences on interpersonal communication and
analyzes factors affecting the formation of positive relationships in the family,
workplace, and community
FIELDS 221/222/245: MULTI-SUBJECT: TEACHERS OF
CHILDHOOD (GRADE 1–GRADE 6)
ASSESSMENT FRAMEWORK
FIELD 245: PART THREE: ARTS AND SCIENCES
Copyright © 2017 New York State Education Department.
Permission is granted to make copies of this document for noncommercial use by educators. Please refer to the
cover page for additional information on the assessment design and framework.
221/222/245-36
Authorized for Distribution by the New York State Education Department
3.8 Understand skills and procedures related to consumer economics and
personal resource management.
Performance Indicators
recognizes rights and responsibilities of consumers in various purchasing situations
(e.g., rights in relation to product and service warranties and guarantees)
demonstrates knowledge of types and characteristics of consumer fraud and
applies procedures for seeking redress and registering consumer complaints
applies knowledge of procedures for making major purchases (e.g., comparison
shopping, negotiating, interpreting labels or contract terminology)
analyzes considerations involved in selecting and maintaining housing and motor
vehicles, obtaining credit and insurance, and making investments
examines steps and considerations involved in planning and maintaining a
personal or family budget and applies money management guidelines appropriate
for various situations
demonstrates knowledge of personal and family resources (e.g., time, skills,
energy) and applies decision-making and goal-setting procedures for managing
personal and family resources in various situations
3.9 Understand basic principles of career development; apply processes and skills
for seeking and maintaining employment; and demonstrate knowledge of workplace
skills, behaviors, and responsibilities.
Performance Indicators
demonstrates knowledge of the relationship of personal interests, skills, and
abilities to successful employment and recognizes the relationship between the
changing nature of work and educational requirements
recognizes factors to consider when evaluating careers and applies procedures for
conducting career research
demonstrates knowledge of steps involved in searching for a job and recognizes
factors affecting the success of a job search (e.g., writing an effective letter of
application, résumé preparation)
applies skills and procedures for job interviews (e.g., personal appearance and
demeanor, communicating effectively during an interview)
applies knowledge of effective communication principles, work etiquette,
interpersonal skills, and techniques for handling stress or conflict in the workplace
recognizes rights and responsibilities in relation to employment (e.g., protection
from harassment and discrimination, employer's performance expectations).
